Geography Reference
In-Depth Information
I suggest that two case studies of such regional comparison be included in the
curriculum. In the higher grades, it is important to continue a regional geography
curriculum that focuses on the relationship between nature and human activities by
studying about people, culture, and nature. Three case studies selected from among
regions of Asia, Africa, and Oceania should be examined.
At the junior high school level, geography should reinforce world geography.
I suggest a combined Geography and History type of regional geography approach
that is rich in content about the natural environments, cultures, and historical
backgrounds of each region. This should form the nucleus for global awareness
instruction. In senior high schools, there should be instruction of a “combined
Geography and Civics type” approach that is weighted towards Civics content
(e.g., Politics and Economy), together with systematic geography that builds on
what students have learned thus far.
Rather than repeatedly studying geographical descriptions, it is essential to
develop an integrated approach that emphasizes different regions while introducing
new perspectives as they arise.
18.4
Conclusion
If geography education pays little regard to natural elements and topography in favor
of emphasizing the economic aspects of perceived phenomena, the subject will likely
continue to be more focused on civics. However, such a trend would not be in line
with the contemporary context of geography as part of Social Studies education.
As part of Social Studies at the elementary and junior high school levels, geog-
raphy's prime objective should surely be to shift the outlook from economic to
environmental aspects and to foster citizenship based on scientifi c awareness of the
relationship between nature and human society. Based on the outcomes of physical
geography and an accurate scientifi c understanding of the crises faced by today's
global society, it is desirable to propose a clear vision of a “sustainable society” and
to discuss what must be done to achieve it. In this respect, ways are needed to better
understand how human, cultural, and regional aspects fi t into Social Studies. This is
accomplished by understanding the regional diversity in the world through the
step-by-step teaching of world geography from elementary school onward, as well
as by cultivating comparative thinking that combines the environment and society.
If geography education is to provide the groundwork for sustainable, future-
oriented thinking and value judgments based on geographical knowledge and skills,
teachers can be sure of the signifi cance of geography and conduct their lessons with
confi dence. As for students, they will be able to engage in their study of geography
with enthusiasm because the subject will give them the tools with which to build their
sustainable “better society” of the future.
