Geography Reference
In-Depth Information
In junior high school, regional geography has been part of the curriculum for a
long time. In 1998, the focus on regional geography processes was introduced into
the National Curriculum Standards.
The 2008 edition of the National Curriculum Standards for junior high schools
received criticism for its emphasis on methods-focused regional geography educa-
tion, and the main focus reverted again to knowledge-focused regional geography
(MEXT
2008
). Knowledge-focused and methods-focused regional geography
education are complementary, so it is important that both approaches are taught.
6.6
The Future of Regional Geography Education: Trends
of Geography Education in Europe and the United States
Japanese regional geography education has considerable differences compared with
that in Europe and the U.S. In particular, there is learning that fosters understanding
of the physical world, including systematic geography, which occurs through the
entire geography curriculum, beginning at the elementary school stage (Tabe et al.
2009
). Regional geography education is positioned as a teaching unit that deals
comprehensively with a specifi c region. In other words, regional geography educa-
tion places importance on uncovering issues in a region and learning how we could
respond to those issues.
This differs from the current position that regional geography occupies in the
curriculum. In Japan, the main focus of geography education has been on the forma-
tion of a nation state and on conveying information about the country to its citizens.
In contrast to Europe and the U.S., where geography developed as an academic
discipline in which the natural and social sciences were combined for the purpose
of developing, controlling, and administrating colonies. Therefore, geography edu-
cation is not only concerned with citizen education but also with national territory.
It is therefore recognized as an important academic fi eld for the future of the state
and its regions, laying the groundwork for national land-use planning, regional
development, and environmental policy (Ikuta
2003
).
Another difference is that spatial thinking continues to be a highly regarded con-
cept within geography education in Europe and the U.S. According to the Geography
Committee of the U.S. National Research Council, spatial thinking is applicable at
three levels: daily life, reality, and intellectual (National Research Council
2006
).
The daily life level is the most basic; spatial information at this level is gained
through lived experiences. In geography education, learning one's way around the
immediate community occurs at this level. The reality level is deeply connected to our
daily lives but, at this spatial level, knowledge cannot be gained by direct experience.
Instead, knowledge acquisition occurs through scientifi c methods. In geography
education, study of a region that is not close to the learner takes place at this level.
Learning at this level is a traditional function of geography as a subject (regional
geography education). Finally, the intellectual level is a perspective from which to
consider the future. At this level, cultural landscapes across the earth are considered
