On the Unity of Geography

A Leningrad University physical geographer criticizes attempts to affirm the unity of geography through the creation of new disciplines like “general geography,” which would focus on study of the man-nature relationship. He contends that such a general geography, which would seek to identify general geographic laws, is advocated primarily by economic geographers who would emphasize the role of man at the expense of physical geography. Isachenko takes issue with the view that what makes any research “geographical” is its relationship to man. He contends that the criterion of whether any investigation is “geographical” is its relationship to the geosystem, defined as any natural complex, ranging from the global to the local scale. In his opinion, the unity of geography should be furthered not through the establishment of new supradisciplines, such as general geography, but through closer ties, both in methodology and in organizational terms, between the two main groups of geographical disciplines—physical geography and economic geography.     

The Subject of Geography and the Science of the Man-Nature Relationship

A philosopher views the geographical environment as a natural-social concept, in which individual elements function simultaneously in a system of natural and social relationships. The geographical environment should be the province of a discipline called general geography, which would exist in addition to specialized physical and social geography. However, since general geography is limited spatially to the earth's landscape sphere, it cannot deal with the broader aspects of the man-nature relationship now that man's influence extends increasingly beyond the earth into outer space. A new discipline called “noology” is proposed to deal with the interplay between human society and all of nature.     

Problems of Geographical Education in the USSR

Geography education in the Soviet Union is found to lag behind advances in geography as a research discipline. Courses in both elementary and secondary schools and at the college and university level are overloaded with factual material at the expense of theoretical problems and general concepts. An essential requisite for improving the content of geography education is better training of geography teachers. Soviet geography teachers are now being trained mainly in the combined geography-biology faculties of teachers colleges. Combined training in more than one teaching discipline is essential because a teacher trained in geography alone would not have a full teaching load of 18 hours a week in most schools. However, the geography-biology combination does not appear to be optimal because the emphasis in biology is no longer on botany and zoology, as in the past, but on human physiology and genetics, with less relevance to geography. It is recommended that geography as a teaching discipline be combined with other subjects of instruction having greater relevance to geography teaching, possibly chemistry, physical education or foreign languages. Less emphasis on fact-loaded regional courses and more stress on systematic courses is recommended, together with training in mathematical techniques.     

The Subject and Structure of Geosystems Theory

A logical model of the system of disciplines generally known as physical geography distinguishes three subjects of study, each associated with a particular level of organization of the basic study object, namely the earth's physical landscape envelope or landscape shell and its subsystems (individual landscapes or geocomplexes): (1) study of the componental level of organization would be the subject of the particular disciplines in physical geography (geomorphology, climatology, etc.); (2) study of the integrated level of organization would be the subject of landscape science, which is viewed as a synthesis of the particular disciplines; (3) study of the earth's natural environment at the level of the entire landscape envelope would be the subject of general physical geography or general earth science. The subject matter of the particular disciplines and of the synthesized landscape science is further broken down into research areas: regional research (concerned with geographical spaces); typological research (quasi-geographical spaces) and general research (nongeographical).     

Basic Problems of Middle-School Geography Education in the USSR

The author finds geography education neglected because educators lack a proper understanding of the role that can be played by geographic knowledge. He criticizes the present structure of geography courses as being excessively factual and encyclopedic, ignoring general concepts and failing to instill in students an ability to think for themselves in geographic terms. A new sequence of geography courses with improved content and methodology is proposed.     

The Place of Regional Economic Geography in the System of Geographical Sciences

The author holds that regional geography cannot be regarded as an independent geographic discipline because it lacks its own system of laws, such as the natural laws that operate in physical geography and the social laws that operate in economic geography. He agrees with the view that both physical and economic geography fall into theoretical and regional departments, and that regional studies test the localized application of the general laws formulated by the theoretical departments of the two great divisions of geography.     

“The apple of my eye”: Carl Sauer and historical geography

Many historical geographers would claim Sauer to be one of them. Yet, with the exception of his Foreword to historical geography (1941) he made no major declaration of his interest in the sub-discipline. This paper attempts to examine Sauer's attitude to the time element in geography through a close appraisal of his published work but particularly through his hitherto unpublished correspondence. It soon becomes evident that Sauer changed his ideas during his long working life, and that it is difficult to disentangle Sauer's philosophy about the time element in geography from his philosophy about life, particularly within university circles in the United States, and within American society in general. Sauer's comment to a student in 1936 that historical geography “is of course the apple of my eye” would seem to be demonstrated amply, but that historical geography was not a conventional methodology so much as a flexible metaphor to encompass the study of man on earth through time. It was also the vehicle for some of his prime concerns; scholarship, independent thought, opposition to bureaucracy, concern for human values and environmental quality, and deep distaste for the technological and scientific “fix”, particularly the solutions offered by the social sciences. It might repay contemporary historical geographers to take a close look at Sauer's academic and intellectual values.     

从国家间到多尺度的政治地理学：日本的历程与启示

二战后日本政治地理学经历了盛极而衰之后再起步的曲折历程，政治地理学一度成为日本地理学中最不活跃的分支学科，也少有学者出席相关的学术活动。但是，20世纪90年代以后，这种状况发生了转变，政治地理学在日本再度兴起。本文通过分析在日本政治地理学相关出版物的变化，考察了二战结束以来政治地理学在日本复兴并被重新建构的过程。研究发现，与地缘政治和领土相关的出版物在日本比较多，经历了两个高峰，而最近又处于增长趋势。政治地理学在此期间经历了由国家间地缘政治向多尺度的政治地理学的转变。基于日本政治地理学的发展历程，本文认为，未来包括中日韩在内的东亚政治地理学的发展尤其要重视以下三点：一是要注重东方国家政治地理学的独特性；二是要警惕回归到作为治国方略的古典地缘政治学的危险性；三是要充分认识多尺度视角的重要意义。本文认为，这三方面的努力，将有可能使东亚政治地理学为当代世界政治地图的领域性和复杂性理解做出独有的贡献。     

Study of the History of Geographical Ideas

Two recent books on the history of geographical ideas, by A. G. Isachenko of Leningrad University, and by Preston James of Syracuse University, are reviewed in the general context of the need for a textbook for courses now being taught at Soviet universities. The Isachenko book is criticized on the ground that it reduces the history of geographical ideas to a history of physical geography, ignoring the impact of human activity. James, who deals with the history of geographical ideas as a whole, is praised for having included a chapter on the new geography in the Soviet Union and on the innovative aspects of theoretical geography, such as systems theory, spatial systems, diffusion on studies, etc. In the reviewer's opinion, the two books need to be examined critically in connection with preparation of a text for a Soviet university course on the history and methodology of geography.     

Straddling the Boundaries Between Sciences

The author reverts to the theme that, in addition to the particular disciplines in physical geography and in economic geography, there is a genuine need for a general geographic approach to study of the geographical environment and of the man-nature relationship. As a result of the growing social impact on the environment, the operation of natural laws and social laws becomes so closely intertwined that no single discipline operating with one particular set of laws is capable of understanding the complex processes and phenomena in the interplay between nature and society. The growing specialized differentiation of geography as a science does not eliminate it as a distinct field of human knowledge with a common object of study. However there is a danger that the process of differentiation may be going too far, with an increasing number of scholars from adjacent disciplines coming into geography. The trend is said to be evident in the advanced training of geographers in universities, where geography facilities are turning into collections of departments turning out, say, meteorologists with little general geographic background. And yet there is a growing need for broadly trained geographers, particularly in the entire field of long-range planning and pre-planning research, in which the author is engaged.     

The today and tomorrow of Geography

The author proposes a fundamental shift of the center of gravity of Soviet geography from Its present emphasis on physical geography toward greater stress on economic geography. He feels that most major geographic problems should be solved by inter-disciplinary teams of geographers from various specialized fields in which economic geographers would act as conductors of the geography orchestra.     

Scientific Fundamentals of Higher Geography Education in Universities and Teachers Colleges of the USSR

The geography curriculum of universities is analyzed in terms of the total number of class-hours allocated to various groups of subjects: systematic geography, regional geography, specialization courses, courses in physics, chemistry and mathematics, and education courses. It is suggested that systematic courses could be strengthened by introduction of more courses on theoretical subjects, such as the fundamentals of landscape science and the theory of economic geography. Regional courses suffer from excessive factual material and not enough discussion of general patterns and concepts. Courses that shape the specialization of geographers should be more flexible in order to reflect continuing changes in emphasis in geographic research (for example, by introduction of a course in remote-sensing techniques). A background in the exact sciences is thought to be essential for the modern geographer.     

INTEGRATION AND DIFFERENTIATION IN MODERN GEOGRAPHY

A leading physical geographer reviews recent efforts in the Soviet Union to foster integration among the physical and socioeconomic disciplines of geography. He identifies a number of barriers that stand in the way of integration: the ever increasing multiplicity of conceptual approaches and models in geography, runaway terminological innovation and confusion, the increasing tendency of socioeconomic geographers to give their particular disciplines a greater economic and sociological orientation, the lack of cohesion in efforts to work out general geographic concepts and theories, the absence of physical-geographic background in work on social and economic geography, the increasing trend toward differentiation in geography, the fact that there is actually very little joint work among physical and socioeconomic geographers. In Isachenko's view, geography in the Soviet Union remains inevitably a dualistic discipline, in which progress toward genuine integration would require, for example, genuine collaboration among geographers in the various subfields.     

A Selected Bibliography of Mathematical Articles in Soviet Economic Geography (1960–1968)

Advocates of a new discipline of theoretical geography seek to bolster their argument for establishment of the discipline with quotations from Lenin. Theoretical geography, conceived more broadly than Bunge's mathematical geography, would seek to generalize the findings of all the particular geographical disciplines, to formulate general geographical laws, develop a common geographic method and common approaches to the formalization and modeling of geographic phenomena. Its objects of study are so-called geosystems, which are conceptualized as totalities of the autonomous spatial systems of the environment, population and the economy. Each geosystem is viewed as being associated with its geospace, defined as the “eigenspace of geographical objects, of geographically whole formations”. Geosystems are regarded as possessing a certain degree of freedom in contrast to the view that cause-and-effect relations within such systems are rigidly predetermined. The outlines of a number of general geographic laws are suggested. They include the law of growing contrast in spatial systems of all types and the law of asynchronism in the development of spatial systems. Theoretical geography is presented as having significant practical application in the analysis and prediction of the effect of man's development of spatial systems, in setting of development priorities and determining optimal types of development.     

Rotten to the core: Against a core curriculum for geography in UK higher education

Abstract

This paper examines some of the main reasons why a core curriculum for UK higher education is seen as being desirable, and challenges these arguments with particular reference to geography. It suggests that a core curriculum would be damaging for six main reasons: that problems exist over the identification of central elements which could provide the basis of a core; that the higher education experience should be enlightening rather than dehumanising; that the strength of geography as a very broad discipline would be damaged by the imposition of a core; that much of the most exciting geographical ‘knowledge’ is created at the research frontier rather than in any potential core; that there are problems over the choice of people who might determine any core; and that there are serious questions over precisely in whose interests a core might be created.     

Theoretical Discussions and Some Research Tasks and Applied Problems in Economic Geography

Two economic geographers, commenting on Anuchin's latest book on the theory of geography, urge a halt to the fruitless debate over a “unified geography” and call for a more practical orientation of geographic research. Dwelling on a wide range of issues, from geography education to the content of geography journals, the authors hold that the man-nature relationship is no longer adequate as a conceptual framework for geography and that economic geography, in particular, must take into account political and social processes that fall within the province of political science and economics. A gap is found to have developed between political science, on the one hand, and economic geography, on the other, and the authors hold that such a gap might be filled by a discipline concerned with the spatial organization of economic processes. A legitimate role is seen here for a regional economics, or choreconomics. In the authors' view, geography would gain not only from a more pronounced economics-oriented economic geography, but also from a more practically oriented physical geography.     

Problems of General Economic Regionalization at the Present Stage

Professor Ryabchikov, Dean of the Geography Faculty of Moscow University, finds that Soviet teachers colleges are adequate to supply geography teachers to the middle schools, especially in view of a gradual reduction of the number of class hours devoted to geography in those schools. He sees the primary function of university geography as the training of specialized geographers for industry, agriculture and other segments of the national economy. Universities are therefore urged to reorganize their curricula from the present somewhat academic approach to a greater practical and applied content that would benefit graduates in their new jobs. The author calls on universities to strengthen their ties with industry by taking advantage of the Soviet system of contractual research for production organizations.     

On the Concept of the Unity of Geography

The geography faculties of Moscow and Leningrad universities have, in general, been on opposite sides of the dispute over the Anuchin book, with Moscow geographers supporting the concept of the unity of geography, and the Leningraders opposed. The following letter is designed to show that at one time members of both faculties carried on discussion on that issue in a constructive spirit.