Glimpses from a Train Window:Some Reflections on Phronesis and Pedagogy Stan Garrod (bio) As i set out to write this paper, I feel I must position myself, as poststructuralism invites, and as is only fitting for a geographer, as a passenger on an imaginary train passing through a landscape of the mind, an "inscape" synthesized from impressions and experiences over a lifetime spent in learning and teaching. I am a near dead-white (well, swarthy) heterosexual male of mixed immigrant stock, semi-nomadic by nature, with roots in both the country and the city, and whose routes regularly take him by air, sea, and land to nearby islands and to far-distant ancient civilizations, both European and Oriental, giving broad dimensions of time and space to the situatedness of my theoretical perspective, my "traveling theory" to use the term coined by Edward Said. By training a historical geographer, I have spent the past thirty-five years teaching geography, history, environmental studies, mathematics, and classical literature (in translation, alas). I have tried to avoid teaching "social studies" despite having had to work under that shadow for so many years. During that time, I have raised children, renovated old houses, learned to grow Italian tomatoes, and written more than thirty books on geographic, historic, and environmental topics. [End Page 17] Myth, literature, the visual arts, theatre, and music enchant me; the worlds of the imagination are as real to me as are the empirical data I have collected in the field and from archival sources. The "real" world and the opportunities for learning found therein are equally compelling for me; I am much more at home both as a learner and as a teacher outside the classroom or library than I am in such institutional settings. Geography is my field of study, and I make sense of the world best in the field. School was (and often still is) a less than comfortable place for me; as a child I struggled against its strictures and narrow box-like structures, finding my freedom in imaginary journeys through the pages of books or National Geographic. Even more liberating were the traveling studies I was fortunate to experience as a child because my father worked for the Canadian Pacific Railway (whose motto, "Spans the World," emblazoned in white against the Tuscan red of every box car of that time stimulated my mind and sent it traveling across time and space) and had passes on every major railway, steamship, and (latterly) airline in North America and many overseas as well. My first journey took me from Halifax to Vancouver by rail in the fall of 1947. Each year since then, I have made at least one major rail trip; I have spent a good deal of the last half century with my nose pressed against the window, watching the landscape roll on cinematically past my viewing screen, seeing my own reflection in the window, noting the reflections of others observing me, and trying to visualize the geomorphological, biological, and human stories written on the environment on which and through which I am traveling. Words and images from other journeys often pop into my head as I watch the written world go by, such phrases as "we were halfway across Europe and half way through the Middle Ages" from Hermann Hesse's Journey to the East take on new meanings when remembered on a train traveling from Paris to Prague with a group of high school students. I sometimes have similar experiences when flying but usually only when passing over vast regions of extraordinary beauty: the high Arctic in mid-summer, the Prairies covered with snow, their geological and human histories written in a fine spidery hand in black on white, or the Alps in late spring when sunlight crystalizes on glacial surfaces while the deep colours of spring emerge in the alpine valleys and meadows. As a graduate student in geography, I participated in seemingly endless debates about the nature of geography, most of which concluded that "geography is what geographers do," a cop-out which left me dissatisfied. This led me, inspired by the philosophical writings of Clarence Glacken and David Harvey, to formulate...
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