Space-Time, 'Science' and the Relationship between Physical Geography and Human Geography

This paper explores the possibility that there may be commonalities between physical geography and human geography in emerging ways of conceptualizing space, time and space-time. It argues that one of the things holding physical and human geography apart for so long has been their relationship to physics as an assumed model of 'science'. It is proposed here that not only is this an inadequate model of science but that it has led us astray in our inherited conceptualizations of both time and space. The urge to think 'historically' is now evident in both physical and human geography. The paper argues that this both forms the basis for a possible conversation and also obliges us to rethink our notions of space/space-time.     

Effective Teaching of Research Design in Physical Geography: a case study

A problem-solving approach to the teaching of research design in physical geography is introduced. Focusing on the study of the effectiveness of a local river restoration scheme, students are empowered with the responsibility for and control of their learning by means of group discussions and decision making in a series of workshops. With carefully staged guidance by tutors, students devise research questions and execute their project, analysing data collected on a field day. Although students may find this approach to be challenging and demanding, they acquire research experience and develop key skills, such as visualisation of problems and capacity for logical thought, aided by critical self-appraisal of their performance. Such an approach is particularly relevant today because of subject benchmarking skills. Developing transferable skills, such as initiative and teamwork, valued by employers also promotes self-confidence. Using a case study, this paper considers the experiences of students and staff with this approach, identifying its strengths and weaknesses, and offers possible options for its development.     

Physical Geography and the Geographic Thought Course

The positioning of residential fieldwork early in students' higher education is an established way of attempting to build and engage them in a community of learning. In the study reported here, the benefits of such early residential fieldwork were investigated using Krausse and Coates's seven scales of engagement. These scales consider a number of key indicators – specifically transition, academic, beyond-class, peer, staff–student, online and intellectual engagement. Data on these scales were collected via questionnaires completed by groups of students who did and did not attend such a residential fieldwork event, both before and after the event. A Wilcoxon test of these data showed significant increases in peer and student–staff engagement in the post-fieldwork group only. A Kruskal–Wallis analysis provides evidence that students who had been on residential fieldwork became more involved in a community of learning with both their peers and virtual communities than those who had not. These results support the hypothesis that early residential fieldwork is an effective way of engaging students new to higher education in a community of learning.     

The Present State and Future Tasks of Physical Geography

Progress in physical geography as a separate research and teaching discipline is reviewed, and unfinished tasks for the next few years are outlined. The discipline continues to focus on the study and mapping of landscapes or geosystems as integrated areal units of the earth's physical-geographic environment. Emphasis is being placed on the use of quantitative techniques and systems theory as well as field observations, particularly at permanent field stations. New areas of application of landscape research are found to be opening up in physical planning, design engineering, evaluation and prediction.     

World Geography: Organizational and Teaching Strategies

Teaching students to develop an appreciation and understanding of World Geography is a difficult task. This article presents a number of approaches to design effective teaching methods and strategies to stimulate student learning and to develop spatial interconnections. A suggested framework for organization and study of geographic regions of the world is suggested in the article. Atlas exercises, written assignments, course objectives, and seminar projects are designed to improve the understanding of geographic relationships and spatial concepts in World Geography.     

Teaching Geography to Non-traditional Students: Inducting,nurturing and retaining them

The Department of Environmental and Biological Studies at Liverpool Hope University College recruits an above-average number of students who could be classified as 'non-traditional'. Many are mature and many have gained entry to higher education via routes other than A level. In addition, and increasingly, many have selected or been allocated to the first-year geography modules with little or no experience of geography education. These students undertake a carefully structured programme of small-group teaching, designed to induct and train them in the practices of higher education and through which they are introduced to key geographical concepts. This paper highlights some of the issues arising from teaching non-traditional students and identifies as case studies elements of the programme, which support the development of students' skills and geographical understanding.     

Co-learning: Re-linking Research and Teaching in Geography

Focusing on Digital Worlds, a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered in the course were more appealing than others. It demonstrates that students' views are determined by their individual learning styles and how they perceive the university experience. Information and communication technologies were recognized to provide complementary learning benefits, especially when other factors inhibited learning, but traditional mechanisms such as lectures were still greatly valued.     

Food Markets in the Eastern Highlands, Papua New Guinea: Actors, Power and Rural Development Geography

Discussions of rural development in the highlands of Papua New Guinea have often centred on coffee, and been couched either in narrowly economic terms or in class analysis terms. Fresh food marketing has received less attention, although it is an important activity for many highland people. An approach which takes into account the subjectivity of actors, and the contests of power which permeate markets, is explored in this paper. The history and present forms of fresh food marketing in the Eastern Highlands Province of Papua New Guinea are then outlined. The author concludes by arguing for a geography of rural development, which is based on close attention to social interaction at the local level, coupled with an awareness of global structures provided by non-universalist political economy.     

Memory Work,Geography and Environmental Studies: Some Suggestions for Teaching and Research

In geography and environmental studies, the subjective and objective are often pitted one against the other, and we are often required to divorce the personal and anecdotal from our formal production of knowledge. I question the sense of this practice. First, I examine a method of self-exploration, known as memory work. I then describe how this method can be used in teaching and research to help us explore how we make and give meaning to place. Beyond these concerns, I also discuss some of the links between memory work and the conception of subjectivity and place in geography and environmental studies. Finally, I comment on how both memory and the language in which we couch our experiences are central concerns for geographers and environmental scholars wishing to effect social change.     

Spatial Analysis in Physical Geography and the Challenge of Deterministic Uncertainty

The application of complex and nonlinear dynamical systems (NDS) theory in physical geography and geosciences has proceeded through several stages, and has recently entered a phase where field-testable hypotheses and historical or mechanistic explanations are being generated. However, there are some fundamental challenges. It seems clear that chaos and dynamical self-organization are present, and may be common in earth surface systems, and that these phenomena have spatial manifestations in the landscape. However, NDS theory and methods have been formulated primarily in the temporal domain and are typically ill-suited to real-world spatial data. Spatial analytical methods are not generally capable of distinguishing deterministic complexity and uncertainty from noise. Thus, the detection of the signals of complex deterministic dynamics in real landscapes and spatial data is a major challenge. Entropy-based methods of spatial analysis can be directly linked to nonlinear dynamics, and are at present the best available method to approach this problem. However, there is evidence in the spatial analysis literature suggesting that development of techniques to detect deterministic uncertainty is possible. Pending such a break-through, three general approaches are described, based on spatial analysis of chronosequences, the characteriziation of changes in spatial structure over time, and the spatial-domain testing of specific hypotheses relevant to deterministic uncertainty. Current trends generally suggest a shift in mathematical modeling and spatial analysis in physical geography away from traditional determinism toward approaches that incorporate locational, historical, and scale contingency.     

Some Ideas and Reflections on Teaching 'Ideas' in Geography

This paper outlines the characteristics of a seminar on realism which forms part of the teaching of 'ideas and methods in geography' in the department concerned. The seminar requires each of about a dozen students to answer a specific question by reading a single paper, writing a summary answer to the question based on this source, and delivering an oral presentation. The questions are structured to deal with abstract theoretical issues at first, and then to consider the implications of these issues for research practice. The experience of the seminar is intended to help students prepare for an open-book examination, and to develop the research planning for their dissertations. Student feedback is reviewed, and ideas for modification of the seminar structure are discussed.     

The Relationship Between Teaching and Research in Australian Geography

This paper considers how higher education geography is a discipline that can make a significant contribution to addressing inequality and engaging with the agenda for social change. It adopts the view that the teaching of geography can promote social transformation through the development of knowledge, skills and values in students that encourage social justice and equity. The paper explores how teaching about social transformation is closely interlinked with teaching for social transformation and considers some of the pedagogical approaches that might be used to achieve these. It considers how the lack of diversity of higher education geography teachers impacts on these issues before moving on to consider how the nature of different higher education systems supports or constrains geographers' abilities to teach for social transformation. Finally, the paper ends by asking individuals and geography departments to consider their commitment to teaching for social transformation.     

Anarchy,Geography and Drift

Abstract: The consumerist economies of the late modern city, in combination with contemporary models of urban policing, operate to close down the public spaces of social life. In response, social groups dedicated to democratic urbanism utilize anarchic tactics of “dis‐organization” and direct action to reopen public space and to revitalize it with unregulated activity. Complicating and animating these spatial conflicts is the issue of drift. On the one hand, consumerist economies and contemporary policing strategies exacerbate urban drift, spawning the very sorts of spatial transgression they seek to control. On the other hand, many of the progressive movements that battle for open space and alternative economic arrangements themselves embrace a culture of drift, and explore drift for its anarchic and progressive potential. In this context drift can usefully be investigated as an emergent form of epistemology, community, and spatial politics.     

Teaching Economic Geography in Two Contrasting Asian Contexts: Decentering Anglo-American Economic Geography in China and Singapore

Teaching economic geography outside Anglo-American countries presents a particular pedagogical challenge, as theories and concepts developed in these countries might not be directly applicable outside their intellectual and national contexts. In this paper, the authors show how the peculiar institutional and development environments in China and Singapore have shaped the ways in which the economic geography curriculum is developed and taught in institutions of higher education. They also examine how students respond to the intellectual challenges presented to them. In their view, successful pedagogy in teaching economic geography requires a significant degree of localization of the curriculum.