HERODOT THEMATIC NETWORK ON GEOGRAPHY HERODOT THEMATIC NETWORK ON GEOGRAPHY “EXCITING GEOGRAPHY” “EXCITING GEOGRAPHY” TOWARDS AN EXCITING NEW TOWARDS AN EXCITING NEW PARADIGM IN TEACHING PARADIGM IN TEACHING GEOGRAPHY GEOGRAPHY KOSTIS KOUTSOPOULOS KOSTIS KOUTSOPOULOS Professor N.T.U. of Athens Professor N.T.U. of Athens NICOSIA, CYPRUS NICOSIA, CYPRUS st 200 May 21 st May 21 2004 4
GEOGRAPHY GEOGRAPHY GEOGRAPHY Geography is an exciting subject to learn and to teach. Yet most students have difficulty in sharing this view for geography seems to constantly change its approach in teaching a science that the subject remains unaltered through time or in other words justifying the dialectic nature of its existence.
DIALECTICS IN GEOGRAPHY DIALECTICS IN GEOGRAPHY Dialect may be employed in many fields, Dialect may be employed in many fields, but the graphi graphi (the writing or studying) of (the writing or studying) of but the gea, geography, is bound to be , geography, is bound to be gea dialectical, for space is a basic element in dialectical, for space is a basic element in the development of the Hegelian the development of the Hegelian dialectics. dialectics.
DIALECTIC APPROACH DIALECTIC APPROACH Given that: Given that: ■ Geography and geography teaching are by Geography and geography teaching are by ■ nature dialectic. nature dialectic. ■ The state of present teaching of The state of present teaching of ■ Geography is unsatisfactory. is unsatisfactory. Geography The Question is: The Question is: What is the dialectic solution to the impasse What is the dialectic solution to the impasse that the teaching of geography has reached that the teaching of geography has reached the last few years? the last few years?
DIALECTIC LAWS DIALECTIC LAWS The law of the transformation of The law of the transformation of � � quantity into quality and visa versa. quantity into quality and visa versa. The law of the interpenetration of The law of the interpenetration of � � opposites. opposites. The law of the negation of the The law of the negation of the � � negation. negation.
QUESTIONS IN A QUESTIONS IN A DIALECTIC FRAMEWORK DIALECTIC FRAMEWORK ■ Can we continue teaching Geography Can we continue teaching Geography ■ only in terms of distinct quantitative or only in terms of distinct quantitative or qualitative phenomena? qualitative phenomena? ■ Can we continue considering Can we continue considering ■ geographic issues as discrete opposing geographic issues as discrete opposing issues? issues?
TEACHING GEOGRAPHY TEACHING GEOGRAPHY ■ THEORY THEORY ■ For many decades elementary, secondary and college For many decades elementary, secondary and college Geography teachers have been urged to lead their Geography teachers have been urged to lead their students to discover, to question, to think, to analyze students to discover, to question, to think, to analyze and to consider personal and social value issues in a and to consider personal and social value issues in a dialectic manner. dialectic manner. ■ PRACTICE PRACTICE ■ Teachers have continued to think of their role as Teachers have continued to think of their role as dispenser of pre- -determined distinct and static facts and determined distinct and static facts and dispenser of pre as judges of the ability of a child to memorize with no as judges of the ability of a child to memorize with no regard for transformations, negations and contradictions regard for transformations, negations and contradictions that transcend the formality of memorizing. that transcend the formality of memorizing. ■ RESULT RESULT ■ There is a need for a new paradigm, motored by There is a need for a new paradigm, motored by dialectic laws and reaching the ever changing, dialectic laws and reaching the ever changing, contradicting and conflicting aspects of space. contradicting and conflicting aspects of space.
THE NEED FOR THE NEED FOR TEACHING CRITERIA TEACHING CRITERIA It is time to go a step further in actually It is time to go a step further in actually developing a new paradigm. But by developing a new paradigm. But by accepting this notion the original question accepting this notion the original question negates itself into the problem of negates itself into the problem of developing new criteria to base such a developing new criteria to base such a new paradigm. new paradigm.
PSYCHOLOGICAL PROCESSES PSYCHOLOGICAL PROCESSES ■ SYMBOLIC SYMBOLIC- -STRUCTURAL STRUCTURAL ■ Symbolic Mode of Presentation Symbolic Mode of Presentation ■ SENSORY SENSORY- -PERCEPTUAL PERCEPTUAL ■ Iconic Mode of Presentation Iconic Mode of Presentation ■ ENACTIVE ENACTIVE- -EXISTENTIAL EXISTENTIAL ■ Enactive Mode of Presentation Enactive Mode of Presentation
THE CRITERIA THE CRITERIA ■ The The symbolic symbolic- -structural criterion structural criterion could be could be ■ expressed by presenting to our students the expressed by presenting to our students the science of geography through the use of maps, as science of geography through the use of maps, as reflection of the man- -space space- -environment system. environment system. reflection of the man ■ The The sensory sensory- -perceptual criterion perceptual criterion could be could be ■ achieved by focusing our teaching to the ever achieved by focusing our teaching to the ever changing interaction between physical conditions changing interaction between physical conditions on one hand and the activities of man on the other. . on one hand and the activities of man on the other ■ The The enactive enactive- -existential criterion existential criterion could be could be ■ realized by emphasizing in our teaching the social realized by emphasizing in our teaching the social relevance of geographic research. relevance of geographic research.
DESIGNING DESIGNING TEACHING MATERIAL TEACHING MATERIAL CRITERIA THEMATIC SUBJECT TEACHING DEXTERITY AREAS METHOD Symbolic-structural The use of The world from a “Adventure Acquiring or Maps geographic game” Geographic Symbolic presentation perspective. The Data man-space- environment system Sensory-perceptual Physical Study of the man- Modified Organizing or Geography environment traditional Geographic Iconic presentation ecological system (lecturing) Data approach Enactive-existential Human Study of the man- Cooperative Answering or Geography space spatial system learning Geographic Enactive presentation Inquiries
BASIC TEACHING SUBJECTS BASIC TEACHING SUBJECTS ■ LOCATION LOCATION ■ – Geographic Geographic – – Relative Relative – ■ CHARTOGRAPHIC ELEMENTS CHARTOGRAPHIC ELEMENTS ■ – Symbols Symbols – – Scale Scale – – Orientation Orientation – – Legend Legend – ■ TYPES OF MAPS TYPES OF MAPS ■ ■ MAN MAN- -SPACE SPACE- -ENVIRONMENT THROUGH ENVIRONMENT THROUGH ■ MAPS MAPS
ACCOMPANING MATERIAL ACCOMPANING MATERIAL • Grandfather’s Diary Grandfather’s Diary • • Pirates’ Sketch Pirates’ Sketch • • Contemporary Map of Mediterranean Contemporary Map of Mediterranean • • Old Map of Mediterranean Old Map of Mediterranean • • Map of Greece Map of Greece • • Map of Map of Samos Samos and and Ikaria Ikaria • • Map of the Islands of Map of the Islands of Fourni Fourni • • Video Cassette of Video Cassette of Fourni Fourni • • The “Treasure Box” The “Treasure Box” •
THE APPROACH TO THE THE APPROACH TO THE THEMATIC UNIT I THEMATIC UNIT I ■ The Symbolic The Symbolic- -Structural more of presentation Structural more of presentation ■ was applied. was applied. ■ The most potent geographic tool, the map, The most potent geographic tool, the map, ■ was used. was used. ■ The teaching approach was the “adventure The teaching approach was the “adventure ■ game game – Familiarization with maps Familiarization with maps – – Learn to acquire geographic data Learn to acquire geographic data – ■ The need of the teacher The need of the teacher ■ – Organize and facilitate. An approach that negates Organize and facilitate. An approach that negates – problems into solutions and other way around problems into solutions and other way around
THEMATIC UNIT II THEMATIC UNIT II The relationship between natural environment natural environment The relationship between and civilization civilization that develops within it, is not that develops within it, is not and sufficiently underscored underscored in the conscience of in the conscience of sufficiently children. children. THE REASON THE REASON The physical characteristics of a region are The physical characteristics of a region are presented simply as the physical elements of presented simply as the physical elements of that part of the geographic space and not as as that part of the geographic space and not factors that influence and are influenced by all that influence and are influenced by all factors aspects of everyday life in that region. aspects of everyday life in that region.
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