Abstract
ABSTRACTThis article briefly examines Michael Young's concept of powerful knowledge and discusses two ways of interpreting its meaning. One focuses on the characteristics that make knowledge powerful, and the other on the power this knowledge gives those who possess it. Based on the second interpretation, the article then identifies and illustrates five types of geographical knowledge that constitute intellectually powerful ways of thinking, analysing, explaining and finding out. The article describes how each could contribute to thinking about the aims of a geographical education.
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