Professional Geographers Research Articles

50周年記念号「日本地理教育学会の歴史と展望」

50周年記念号「日本地理教育学会の歴史と展望」

Geographic EducationResearch and the Changing Institutional Structure of American Education

Professional geographers are paying increasing attention to the development of a research agenda concerning geographic education. In doing so, it is essential that geographers pay close attention to fundamental changes in the structure of education itself. Traditional educational methods and procedures associated with industrial society are being replaced by new and innovative modes of education that are linked to post-industrial social organization. This article explores the implications of these changes for understanding the teaching and learning of geography in the future.

Geography Teaching and the New Technologies: Opportunities and Challenges

Technology has revolutionized geography as a profession and has had a significant impact on the teaching of the subject in K–12 and higher education. Geographic Information Systems (CIS) have transformed the work of professional geographers and university geography faculty. GIS is also a powerful technology for geography teachers at the pre-college level. With this new tool, students can engage in serious inquiry about issues of local and global significance using authentic data. Current research findings about GIS in schools are summarized, along with exemplary GIS projects. Realizing the potential of GIS in the classroom will require new efforts to prepare elementary and secondary geography teachers.

The geographic eye: Seeing through GIS?1

Vermeer's sixteenth‐century painting ‘The Geographer’ captures the geographer in the act of doing geography, but looking up and away from a map. As professional geographers, many of us now do geography ‘through’ geographic information systems. We too need to look up from the screen in order to understand the act of thinking geographically. With such an understanding, we can design geographic information systems that are both developmentally appropriate and that support the development of the geographic eye. This paper offers a first approximation to a description of the structure and function of the geographic eye whose operation can be supported by a geographic information system.

Remapping Tutira: contours in the environmental history of New Zealand

Although members of the first generation of professional geographers in New Zealand identified the ousting of the indigenous plant cover and the partial establishment of an exotic (mainly European) vegetation in its place as an essential theme in the history of that country, and Alfred Crosby made a brief case study of the islands in hisEcological Imperialism, scale problems have made it difficult to develop a microgeographical perspective on the often intricate and incremental processes of environmental transformation. To this end, this paper explores a detailed account of the natural history of a single North Island sheep station written by its owner, W. H. Guthrie Smith, in 1921. By readingTutira, an idiosyncratic but fascinating work, with a geographical eye, the local dimensions of the floral and faunal invasion of New Zealand are revealed. “A record of minute alterations noted on one patch of land” illuminates the biogeographical processes by which New Zealand was transformed and offers insight into an important distinction between ‘natural’ and ‘environmental’ history.

Cartography on the Internet: Thoughts and a Preliminary User Survey

Thjs paper reviews the design and delivery of maps through the Internet. The paper also reports on the finclings of a pilot study undertaken to solicit user reactions to a set of Internet maps, to test whether professional geographers and non-geographers judge Internet maps differently, and to identify key issues in cartography related to the Internet. The study concentrates on Internet maps for tourism and travel. The paper does not offer defirutive conclusions, but instead attempts to raise questions and methodological issues, and to stimulate debate.

GEOGRAPHY IN THE PUBLIC DOMAIN: AN APPRAISAL

Abstract Geography is one of the oldest forms of intellectual inquiry. There is little disagreement among professional geographers as to what the discipline is actually about. This agreement about this discipline, among its practitioners, has to some extent caused considerable reputation to those who are practicing the subject This however, does not mean that the subject is looked upon in a positive way by the public, with the result that most of those who wish to study the subject are unsure what they will do after graduation. This paper explores the roles of geography in a historical perspective. It examines the methodology of geography and the way it has evolved so as to give the subject a place of its own among other subjects. Geography's roles in various sectors and frontiers are examined. An attempt has been made to appeal to students, teachers and other practitioners who are concerned with preserving the public image of their subject as an academic discipline, as well as a field of applied research...

The Perceived Geopolitical Importance of the Countries of the World: An Analytical and Pedagogical Investigation

The purpose of this paper is to examine the geopolitical importance of countries of the world as perceived by American college students. During the 1995–96 academic year, students enrolled in undergraduate political geography courses at three American universities were asked to rank the geopolitical importance of the 55 countries in the world with populations of at least 15 million. Analysis of the rankings indicated broad agreement on the importance of Western Europe, Russia, China, and Japan relative to most less developed countries. Rankings were consistent among students in Nebraska, Texas, and Florida despite the substantial socioeconomic and cultural differences between student populations in these three states. In contrast to the students, professional political geographers completing the survey assigned higher levels of importance to larger but relatively less developed countries such as Brazil, Indonesia, Turkey, and Nigeria. The survey and associated writing assignment provide an effective method by which teachers of political geography can reinforce concepts of geopolitics.

Thoreau's Critique of the American Pastoral in A Week

This essay questions a critical consensus about Thoreau's first book, A Week on the Concord an Merrimack Rivers, as a pastoral elegy for his brother and best friend, John. Reading A Week from a geographical perspective, this essay argues that Thoreau anticipated professional geographers by eighty years in conducting a dynamic analysis of the transformation of New England's landscape. Thoreau re-creates through description and narration the appearance and disappearance of the pastoral, the Native-American, and the industrailized landscape along the two rivers. Presenting these ladnscapes in dynamic interrelation with one another against the backdrop of New England's still wild nature, Thoreau historicizes New England's changing topography and thereby criticizes the American pastoral myth about a timeless "golden age" of the "New English Canaan." This reading encourages us to regard Thoreau not only as a private literary artist but also as a scientist and social satirist. This essay also reveals Thoreau's geographic imagination, an important aspect of his mind that has been overlooked so far by Thoreau critics and the general reading public alike.

Geography Departments in the Pacific Northwest

Geography Departments in the Pacific Northwest E d w a r d T. P rice Professor Emeritus, Department of Geography University of Oregon, Eugene, OR 97403 This overview of academic geography in the Pacific Northwest summarizes and interprets a series of histories of individual geography departments published in this Yearbook in the period 1990-1994.1 Chronological Sketch ofGeography in the Northwest M ost OF THE NORTHWEST INSTITUTIONS with roots in the 19th century offered courses in geography early in their existence. These courses were given in a variety of departments by people with very diverse preparation— few, if any, with their primary training in geography. Data on early courses and instructors are so spotty that generalizations and comparisons about them are hazardous. Likely, more of these courses were offered as teacher preparation than for any other purpose. Western Oregon claims the oldest roots of all the campuses in this study, its predecessor, Christian-oriented Monmouth University, having been founded in 1856. Very likely, then, it had the first geog­ raphy course. The odd logic of the time and milieu, it is suggested, focused on the teleologically “perfect” terrestrial sphere, approached, 158 PRICE: Geography Departments in the Pacific Northwest 159 however, through a deductive mathematical analysis. A geology course on physical features of the earth given at the University of Oregon in its first year, 1876, seems to have paralleled first-year courses in physical geography, but nearly two decades went by be­ fore “geography” tentatively appeared in its title. Geography courses were offered at Oregon State at least as early as 1882. Geography at Eastern Washington was clearly established by 1890, but it probably goes back to the founding of the Benjamin B. Cheney Academy eight years earlier. Geology courses at the University of Washington dealt with geography content by 1890, and were labeled as “physiogra­ phy” by 1895. (See Table 1 for dates of “first” geography events.) Geography instruction dated from the foundings of several newer institutions— Central Washington (1891), University of British Co­ lum bia (1915), Southern O regon (1926), and Sim on Fraser (1965)— and was not more than a year or two behind the beginnings at Western Washington (1899), Alaska (1922), and Portland State (1946). Lower-division geography courses were introduced at the University of Victoria’s predecessor college in 1947, 12 years be­ fore it became a 4-year institution. Geography instructors during the 19th century came from many disciplines, geology and history probably most prominent among them. In the early 20th century, professional geographers were still scarce in the Northwest, but there is evidence that more instructors were specializing in geography than earlier. The Universities of Co­ lumbia and Chicago appear more frequently than others in the pedigrees of these instructors, which may have been mostly in edu­ cational geography. Geography as a subject for teachers may have reached its clearest focus in the Normal School period of the present Western Oregon State College. A faculty member appointed to teach geography is identified as early as 1894, and catalogs of that day showed aware­ ness of national efforts to make geography more systematic. Three faculty members whose service averaged 25 years were appointed Table 1. Years of “First” Geography Events on Northwest Campuses 160 APCG YEARBOOK • VOLUME 58 • 1996 Institution I II III Event IV V VI VII VIII Oregon State 1882 1946 1949 1952 1967 19527 1966 1970 1970 University of Oregon 18761 '2 1944 by 1935 by 1935 1960 19295 1957 1982 1982 Portland State 1948 1953 1959 1969 1959 1985 1985 Southern Oregon 19262 1958 — — — 1974 1985 1985 Western Oregon by 1872 1934 1923? 1965 — 1923-47 19601913 — U. of Washington 1890 1927 1895 1928 1928 1928s 1935 1932 1932 Central Washington 18912 1938 1947 — — 1962 1988 1990 Eastern Washington 18823 1929 1946 — — 1955 1921 1986 Western Washington 1899 1952 1952 1965 — 1959 1974 1974 Montana State 1922 1950 19474 1979 1970s — 19476 1983 1983 University of Montana 1956 1956 1957 1958 — 1956 1957 1957 University of Idaho 1917 1951 1955 1968 1988 1933?5 1969 by 1974 — University of Alaska 1923 1970 1957? — — 1967 — — U. of British Columbia 19152 1946 1941 1947 1962 19225 1959 1964 1986 Victoria 1947...

Being and Becoming a Geographer: An Agenda for Geography Education

Abstract The field of academic geography is poised at a pivotal moment—a moment compounded of equal measures of crisis, challenge, and opportunity—as it redefines its relationship to the American educational system, pre-school through post-collegiate. The crisis is reflected in the murmur of threats to the survival of geography departments in American colleges and universities; the challenge is presented by the widespread public acceptance of the need for increased geographic understanding; and the opportunity comes from the development and implementation of voluntary National Geography Content Standards for K—12 geography education. If we, as professional geographers, are to respond convincingly to the federally mandated education goal that all American students demonstrate competency in geography by the year 2000, then we must understand the processes of being and becoming a geographer. Systematic (i.e., empirical and theoretical) understanding of those processes is in large measure lacking. Therefore, if professional geographers wish to meet the challenge and take advantage of the opportunity, we must develop and execute a program of research on developing competency in geography. Using Carl Sauer's classic article, The Education of Geographer, as a foil, I present a research agenda for geography education. The agenda uses two frameworks—life-span development and novice-expert mastery—to define competency as geographic expertise and to identify six research questions about the character, genesis, nature, ontogenesis, identification, and the training of geographic expertise. I draw upon ideas from developmental psychology, cognitive science, education, and geography to analyze the meaning, significance, and implications of each question for understanding what is entailed in being and becoming geographically competent. Shaping the next generation of geographically competent people requires that we, as professional geographers, commit ourselves now to a systematic program of research in geography education. Such a commitment is in our communal self interest for survival and growth as an academic field, and of personal interest for understanding how and why we became professional geographers.

The Forty-Eighth Meeting: Greensboro, North Carolina

Southeastern Geographer Vol. XXXIV, No. 1, May 1994, pp. 67-68 THE FORTY-EIGHTH MEETING: GREENSBORO, NORTH CAROLINA Susan R. Brooker-Gross The forty-eighth meeting of the Southeastern Division of the Association of American Geographers was held at the downtown Sheraton Hotel in Greensboro , North Carolina, from November 21 through November 23, 1993. The Local Arrangements Committee, chaired by D. Gordon Bennett, and his colleagues at the University of North Carolina-Greensboro, planned a meeting full of opportunities , including field trips and special events. The attendance at the meeting was a high for recent years, with 181 regular, 223 student attendees and 26 spouses. Field trips included Sunday tours of the region's historical geography (led by Dorothy Mason, North Carolina A&T), another of the metro Piedmont triad (Keith Debbage), and a third on the physical geography of the area (Jeffrey Patton). A few hardy souls unwound after the day's events with a 5K post-field trip job, led by Keith Debbage and Aaron Rhodes. Sunday's opening session was preceded by a reception sponsored by Omni Resources of Burlington, North Carolina, and followed by a social hour sponsored by the Department of Geography at the University of South Carolina. The opening session itself focused on national urban policy, with panelists John W. Sommer, Knight Distinguished Professor at the University of North Carolina at Charlotte; James H. Johnson, E. Maynard Adams Professor at the University of North Carolina at Chapel Hill; and Kingsley E. Haynes, Director, Public Policy Institute at George Mason University . John Rees moderated the panel. Papers submitted for the program included regular papers (with one special session organized), papers for the Honors competition, and undergraduate student papers submitted for the GTU special session. All but the GTU papers were reviewed in the normal process. Ofthe 78 papers submitted for review, one was withdrawn. Twenty-one Honors papers were presented at the meeting, six GTU papers, and 54 papers were presented in regular sessions. The number of Honors papers is a substantial increase over last year's eleven. In addition, a special panel was organized around "Challenges and Opportunities for University Geography Programs," by Howard G. Johnson. The special paper session was organized by Ann Oberhauser on "Doing Gender Research: Households, Communities , and Regions in Comparative Perspective." Papers on physical geography were particularly well represented this year on the program. Dr. Brooker-Gross is Associate Provostfor Undergraduate Programs at Virginia Polytechnic Institute and State University, Blacksburg, VA 24061-0115. 68Southeastern Geographer The World Geography Bowl was again a boisterous success, drawing students to the meeting from across the region. The state teams competed in preliminary rounds on Sunday afternoon, and the final round, held Monday late afternoon, ended with the University of South Carolina team, coached by Allaire Shaw Posey, the winner. The team will participate at the national meeting for an inter-regional showcase competition. After the Bowl, the Geography Club at UNC-Greensboro hosted a social hour for student participants and others. An opportunity for students to meet with representatives from graduate programs was available on Monday afternoon, and an open forum was held for information and discussion ofGamma Thêta Upsilon. In addition, a tour of Omni Resources was a site visit on Monday evening, and a workshop on "Project GeoSim" by Laurence Carstensen and Robert Morrill was held on the Greensboro campus on Monday night. The annual Honors Luncheon concluded the meeting on Tuesday. Jan Kodras , Chair of the Honors Committee announced the awards for student honors: Jeremy Williams, University of Tennessee, was awarded for the best masterslevel paper, and Wendy Shaw from the University of Georgia took the honors for the best doctoral-level paper. Senior Tina L. Johnson (West Virginia University) was awarded the Prunty Scholarship. In honors for professional geographers, Karl Raitz, University of Kentucky, was presented with the Lifetime Achievement Award, Robert Lloyd, University of South Carolina, the Outstanding Research Award, and James O. Wheeler, the Outstanding Service Award. A special award was presented to Karl Raitz for his work on the Professional Geographer by Stanley Brunn. The meeting came to a close after President ofthe Association ofAmerican Geographers Robert W. Kates presented the Honors Address: "Ending Hunger in...

Geography Education in National Context

Abstract Geography's choice as one of the core subjects in the America 2000 and Goals 2000 reform plans has given it a great opportunity to increase its role in school curricula. Nevertheless, those who chose geography as a core subject have a different view of the discipline than professional geographers. As federal control over the reform process weakens and as the action shifts to the local level, geographers must demonstrate the practical relevance of the subject to those outside the discipline who will decide whether or not geography's role expands in the school curriculum.

Discovering Innovative Curricular Models for School Geography

Abstract Over the next decade or so, the National Assessment for Educational Progress in Geography and the Geographic Education Standards Project promise to give geography a new definition as a school subject. This will challenge the educational community to re-examine how geography is taught and learned across all the grade levels, K-12. If geography is to be perceived as an essential subject in preparing students for citizenship as adults, not only must its image change, but its content and the pedagogy that delivers it must be modified as well. To achieve those ends, new curricular models grounded in cogent and applicable research must develop through partnerships of teachers, teacher educators, learning theorists, and professional geographers.

Social Impact Assessment as ‘Applied Peoples' Geography’

The increasing imposition of requirements for formal impact assessment reports prior to government approval of major industrial developments provides an opportunity for professional geographers to address the research‐action agenda outlined by Harvey (1984) in his call for an applied peoples' geography. Using examples from impact studies involving indigenous peoples affected by Australian resource projects, this paper considers the conceptual basis for empowering, participatory and interventionist social impact research which addresses Harvey's concerns.

地理教育シンポジウム 現代世界における地理教育の意義を考え―地理教育改善への提言―

This symposium was organized to discuss the findings of the Second Geography Education Committee of the Association of Japanese Geographers under the joint auspices of The Japanese Association of Professional Geographers. Today we face very serious global problems such as environmental pollution and changing international relations, which must be important themes in geography education. Many geographic educators in Japan, however, have not learned how to present these issues and problems in a geography class. The members of the Second Geography Education Committee examined and discussed three themes initially, and then the findings were presented and discussed in this symposium as follows. (The names followed by asterisks are those of the authors who served as reporters.) (1) K. Yoshida* and H. Iwamoto: The significance of place-name study in the classroom: a pilot survey of place-name recognition among the public (“non-geographers”) The authors surveyed through questionnaires 200 adults regarding place-names in Japan which are recognized as essentiall learning for students in compulsory education. Almost all respondents answered that students should learn the names of the four big islands, the eight regions and the forty-three prefectures of Japan. As a consequence, they concluded that the minimum essentials of place-names, which would be extracted by a full-scale survey, should be included in a geography curriculum. On the other hand, T. Ohtani commented that it was inappropriate to pick out and discuss only place-names without further context. He emphasized that it is very important for geographic educators to consider what to teach in a geography class. While some participants agreed with him, others said that minimum essentials of place-names should be taught. (2) N. Tanikawa* and A. Ohno: How geographic educators can contribute to environmental education The authors emphasized that many geographic educators have dealt with environmental pollution in their classes, while professional geographers have not discussed this issue in academic geography. According to their opinion, students can appreciate the environment and even develop a sense of environmentalism after attaining an understanding of the mechanisms of nature and society. They therefore suggested that geographic educators can promote environmental education through teaching both physical and human geography in their geography classes. M. Nakayama commented that students can understand the environment through the landscape when considering the relationship between nature and human life. Many participants were involved with the discussion of how geography education could contribute to environmental education. Some others pointed out that many professional geographers did not join in on discussions of the environmental issues. (3) Y. Nishiwaki* and K. Hirasawa: Cross-cultural understanding in geography education The authors suggested that geographic educators should help students develop their world view in the context of a world geography class. This is even more important in today's world since students receive an increasing amount of information regarding different world regions through the mass media. It therefore behooves geographic educators to assume a more active role in clarifying and developing these initial, incomplete and sometimes misleading impressions presented to children through mass media. In their opinion, it is necessary for students to view cultural differences with a sympathetic understanding. This is especially true now since developments in various regions of the world have global implications. In short, people worldwide are becoming increasingly influenced by international events. It was also emphasized that geographic educators should foster a greater student awareness of cultural conflicts and changes common to various societies in the world.

The University and the Alliance: A Study in Contradictions

Abstract The continuing interest in the activities of the state geographic alliances supported by the National Geographic Society has let to the observance of a number of apparent contradictions. The basic themes in these incongruities relate to the major role assigned to classroom teachers who have, in many cases, had only modest course work in geography. There is, as well, concern over the axial role played by the National Geographic Society since professional geographers have been inclined to consider its geography to be quite distinct from academic geography as expressed by the professoriate. These considerations and five additional perceived contradictions are discussed in light of the true goals and accomplishments of this reform movement that is having such an impact on the American educational landscape.

Do We Need a Feminist Historiography of Geography. And If We Do, What Should It Be?

Domosh (1991) proposes that a specifically feminist historiography of geography needs to be developed. In support, in addition to general remarks about 'the post-modem turn', she cites several women travellers who made no contribution in their time to the emergence of the discipline and most of whom are long forgotten. There are several mainstream women professional geographers who repay investigation, but there is no advantage in labelling such studies 'feminist' simply because the subjects are women. The case for a feminist historiography of geography has not been made.

The Editorial Legacy of Gladys M. Wrigley

Gladys M. Wrigley was the first woman to receive a Ph.D. in ge- ography from an American university. During three decades as editor of the Geographical Review, she became one of the most influential scientific editors of the first half of the twentieth century. The journal was to present research of high intellectual quality in a broadly accessible style for a readership of geog- raphers and nongeographers. The body of principles and strategies that she used to achieve these goals continues to be a source of guidelines for any scholarly journal that seeks to communicate beyond a small, specialized readership. This editorial legacy has been widely diffused but, in large measure because of her self-effacing character, rarely ascribed to Wrigley. SEVENTY years ago Gladys Mary Wrigley (1885-1975) was appointed editor of the Geographical Review, a post in which she had functioned de facto for some time. During the next three decades the Geographical Review was one of the foremost scholarly publications in the United States, international in scope and circulation, renowned for breadth of coverage, impeccable scholarship, and accessible prose. Through the hundreds of ar- ticles, record notes, and book reviews that appeared during her editorship, Wrigley was instrumental not only in producing a journal virtually without peer but also in influencing significantly the course of modern geography in terms of both content and standards of public expression. Professional geographers expressed a measure of their esteem and gratitude for her achievement two years after her retirement in 1951: the recently amalgamated Association of American Geographers bestowed on her its first annual award for meritorious contributions to geography. One knowledgeable observer, the publisher Alfred Harcourt, considered her to be the finest scientific editor of her time. Despite the importance of her contribution to modern geography and the high level of contemporary esteem, she quickly faded from professional memory and today is accorded only brief mention, if not totally ignored, in studies of the history of geography (Freeman 1961; James and Martin 1981, 500). John C. Weaver, who served as her assistant in the early 1940s, offers a different interpretation (AGS Archives, Weaver to McManis 18 January 1990):

The Young Geographers And Their Research: 1936–1943∗

The Young Geographers, an informal organization of American geographers, flourished from 1936 to 1943. One of its projects in 1940 and 1941 was the compilation and publication of lists of contemplated research by some 170 Young Geographers. Their listed research interests were relatively narrow in subject and geographical area. The successor of the Young Geographers was the American Society for Professional Geographers which merged with the Association of American Geographers in 1948 under a democratic constitution which assured that young geographers and their research would be recognized.