Geography Reference
In-Depth Information
of the relationship between different subjects was a fundamental idea that came out of
the revision. Crosscutting concepts and topics that can be reinforced by a geographic
and historical perspective should be supported, because both subjects benefi t from
an active effort to build a cooperative and complementary relationship.
Since the emergence of Social Studies as a discipline in 1947, it has undergone
organizational changes at the senior high school level due to revisions in the National
Curriculum Standards. The 1960 revision made each of the following subjects com-
pulsory in senior high school Social Studies: Ethics and Contemporary Society,
Politics and Economy, and Japanese History. For Geography and History, two sub-
jects (Geography A and B) were set up, and students were required to select either
A or B. In effect, every subject in Social Studies was compulsory. Leaving aside this
period, the requirement to select one or two subjects from among those related to
Geography and History was based on regulations governing compulsory subjects
before 1989, the year that World History became compulsory. Over time, Geography-
and History-related subjects have been offered in high school as elective subjects
but are no longer compulsory. The decision to make World History a compulsory
subject area was an unusual measure, even from a historical point of view. For
example, Contemporary Society was fi rst introduced as a compulsory subject
although it has become an elective course under the Civics umbrella. With History,
too, it makes sense to adopt an optional system for all subjects, from a historical
viewpoint and in view of the deregulation of the National Curriculum Standards that
is presently underway.
18.3
The Role of Geography Education
18.3.1
Geographical Thinking and Sustainable Society
What is geographical thinking? First, it is spatial thinking, namely, learning to posi-
tion phenomena spatially and to understand them by freely using global, regional,
and local perspectives. Second, it is to think in line with the facts of a specifi c
region. Third, it is to understand the relationship between nature and humans. If we
understand geography as a discipline that teaches students to consider how to make
society better using such geographical ways of thinking, exactly what role should
geography shoulder in today's society?
It is essential to learn from the past and to make judgments and undertake
actions based on this. However, in the twenty-fi rst century, we are faced with an
entirely different set of circumstances compared with earlier times. If we follow
the traditional road to growth, in which economic development is synonymous
with social development, there is a pervasive lack of concern for matters such as
maintaining a sustainable environment and society. We are facing a grave crisis.
Pressing questions, such as how to sustain the earth's limited resources in our capi-
talist society and how to build a renewable-based society, form the essential themes
