Abstract
This paper examines the nature of autobiographical memories relating to experiences of learning geography in school. After discussing the characteristics of such memories and the extent to which they can be distinguished from other types of memory, some examples of autobiographical memories, drawn from the experiences of a group of geography education tutors and student geography teachers, are presented for analysis. In an attempt to assess the significance of such memories, a possible link between autobiographical memories, the imagination and the needs of young people in school is explored. Is it possible to use the nature, range and vividness of autobiographical memories, as they relate to geographical education in school, as an indicator of the quality of that education? Some suggestions for further research are offered.
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