Geography Reference
In-Depth Information
resolve various problems in society” (MEST
2009
, p. 4). In addition, the curriculum
guideline explains that the “process of geography inquiry and problem solving
consist of three steps: (1) observation, perception, defi nition and classifi cation;
(2) application, analysis and synthesis, as well as explanation and prediction;
value judgment, problem solving and evaluation, and decision making” (MEST
2007
, p. 281).
In Japan, the term “Geographical Way of Seeing and Thinking” is frequently
used to describe the aim of geography education. This term was fi rst used in the
junior high school curriculum revised in 1969 (Kim
2009
). The current curriculum
has adopted this term as geographic questioning (MEXT
2008
). In addition, there
are two types of geographic skills in the curriculum, one is the use of geographic
information and the other is map use (MEXT
2008
). The former includes fi nding,
selecting, processing, and presenting geographic information, whereas the latter
includes reading and interpreting different types of atlases, maps, and plans, as well
as presenting geographic information though visual representation.
17.4.3
Education for Sustainable Development
Geography is a major subject that contributes to education for sustainable develop-
ment (ESD). The Lucerne Declaration on Geographical Education for Sustainable
Development states the following:
Geography Education can greatly contribute to achieving the goals of the United
Nations Decade of Education for Sustainable Development by providing relevant
knowledge, skills, values and attitudes crucial for a peaceful coexistence of indi-
viduals with nature on this planet (IGU-CGE
2007
).
Many countries in Asia recognize the relationship between geography and sus-
tainable development in the school curriculum. According to Chang (
2011
),
Geography and Social Studies in Singapore highlight ESD, but History and
Literature show little evidence of it. The junior high school geography curriculum
aims to “provide a holistic understanding of physical-human relationships, to
develop an informed concern about the quality of the environment and the future of
the human habitat; and thereby to enhance students' sense of responsibility for the
care of the Earth and its people” (MOE
2005
, p. 1). These aims make it clear that
geography is important in ESD.
Lee (
2006
) indicated that Geography and Biology include ESD concepts at the
junior high school level in Hong Kong. Kwan (
2003
) argued that Geography can play
a signifi cant role in helping students develop competency in citizenship as they prac-
tice and care for the environment. This learning could foster students' roles in envi-
ronmental stewardship in an era of educational and curriculum reform. This aligns
with the aims of the new junior high school geography curriculum, which mentions
“informed and responsible citizens who are willing to act for the betterment of their
home city, home nation and the world and to contribute to the sustainable development
of human societies and the natural environment” (CDC
2011
, p. 14).
