Geography Reference
In-Depth Information
So, how should regional geography education be organized? The recent changes can
be seen as a response to globalization. This paper outlines recent revisions in regional
geography education in Japan based on the National Curriculum Standards and sugges-
tions on how regional geography education should be conducted in the future.
6.2
Topography, Regional Geography, and Regional
Geography Education
Topography and regional geography are sometimes used synonymously, but a close
examination reveals differences.
The oldest geographical record in Japan is said to be the
Fudoki
, records of geog-
raphy and culture of Japan's provinces published in the eighth century. These were a
set of comprehensive manuscripts detailing the situation in each region, created to
help the rulers govern the land. In a democratic society, it is necessary to provide such
information to the general public. Local government bodies produce prefectural direc-
tories, modern-day versions of
Fudoki
. Topography is a branch of regional geography,
as discussed below, and refers to records made with the purpose of providing people
with basic information about physical conditions in different regions.
The study of regional geography established in Japan in the nineteenth century.
This is a branch of geography that aims to comprehensively study characteristics of
a specifi c region. For successful study of such regional characteristics, activities
such as observations, measurements, and interviews are carried out with regard to
various phenomena in the region. Researchers examine the collected data to learn
how phenomena are related and to make comparisons with other regions. Regional
characteristics are clarifi ed through analyses of this type.
Regional geography education is based on both regional geography and topography.
However, differences between these two subfi elds are naturally refl ected by different
learning methods. Topography learning methods focus on providing information and
understanding content. In contrast, regional geography places more importance on
process, that is, perspectives, information gathering, and analysis. Shirai (
2000
) dis-
tinguished the two by calling the former “regional geography education” and the latter
“regional geographic education”. In this paper, however, the former is referred to as
knowledge-focused regional geography education and the latter as methods-focused
regional geography education. Needless to say, regional geography education has
traditionally involved both topography and regional geography.
6.3
Role of Regional Geography Education
“Sixty percent of senior high school students cannot locate Miyazaki Prefecture”.
This was reported by Japanese newspapers in March 2008. This headline refl ects the
results of a survey conducted by the Commission of Geographical Education of the
Association of Japanese Geographers (AJG-CGE
2008
). Senior high school and
university students took the survey. According to Sogo Shoto Kyoiku Kenkyujo
