Abstract
Abstract As a school subject, geography is often misunderstood and misinterpreted. Too often, teachers present it almost exclusively as an exercise in place location. Thus, students leave their geography experience with little understanding of the power of the discipline and how it can help them analyze and interpret the complexity of Earth. What students should know and be able to do in geography goes beyond the mastery of hard facts. Geography must be presented for its practical value as a problem-solving tool. Students must learn that as an eclectic program of study it not only has a structure of its own, but it also enhances learning in other fields as well. It is enriching and enlivening and helps give the humanities and the social sciences a relationship to real-world places. This paper provides a perspective on the challenges facing secondary school teachers of geography whose responsibility it is to introduce the totality of the subject to their students in such a way that they develop an informed, spatial view of the world.
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