Fathers and sons: preparing noble youths to be lords in twelfth-century Germany

The most prominent noble lineages of the twelfth-century German empire drew much of their authority from scattered collections of heritable rights and properties, a state of affairs that led each family to exercise its lordship in a unique manner. As a result, it was important for the success of a lineage that heirs understood the diverse administrative, political, diplomatic and military foundations of their family's power before they came into their inheritance. This article argues on the basis of evidence from several leading noble houses — including the Staufen, Welf, Zähringen, Wittelsbach, Andechs and Wettin — that fathers played an essential role in the training of their sons to succeed and inherit. For the noble heirs of twelfth-century Germany, therefore, the period in life known as youth was principally a time of instruction and preparation. Models of youth that emphasise the adventurousness and rebelliousness of noble sons during the central middle ages are therefore insufficient for explaining father-son relationships within the imperial nobility.     

The correspondence between Élisée Reclus and Pëtr Kropotkin as a source for the history of geography

The State Archive of the Russian Federation (GARF) contains a corpus of around one hundred letters sent by Élisée Reclus to Pëtr Kropotkin between 1882 and 1905. The correspondence is mainly concerned with their geographical works, notably the collaboration of Kropotkin with the Nouvelle Géographie Universelle (1876-1894) and the Brussels edition of Kropotkin’s Orographie de la Sibérie (1904), edited by Reclus. In this paper, we deal first with the importance of this source: it is an example of the material work of a network of geographers who were at the same time the founders of the international anarchist movement. We suggest the correspondence falls into two parts: the first period (1882-1886) when Reclus was in exile in Switzerland after the Paris Commune of 1871, and Kropotkin was in prison in France; and the second period (1888-1905) when the two anarchist geographers discuss the role of geographical education, historical geography in Europe and its part in the globalisation of their era. The archive also contains significant evidence of their relationships with British geography: Kropotkin lived in London and joined the Royal Geographical Society and was on familiar terms with leading Fellows, such as John Scott Keltie and Halford Mackinder. The paper addresses the significance of the correspondence for understanding the relationships between geography, politics and public education, and the role of these heterodox geographers in the construction of geographical knowledge. The paper is accompanied by the publication, for the first time, of an edited selection of the letters.     

Preparing Geography,Earth and Environmental Science (GEES) Students for Employment in the Enterprise Culture

Maps and related graphics are important means of representing key issues in development education and related themes. This paper examines the use of world maps in materials used in teaching development in higher education and concludes that many are not 'fit for purpose'. Many of these maps create false connotations, which can lead to misleading understandings of key issues.     

An Inter national Perspective on Developing Skills through Geography Programmes for Employability and Life: Narratives from New Zealand and the United States

If there is a universal question that most academic geographers have been asked by students, it is “What can I do with geography?”. We argue in this paper that an important dimension of quality improvement in geography education is closing the gap between the perceived social usefulness of the subject (suggested by evidence to be relatively low) and the realities of what a subject offers as preparation for workplace roles (rated on evidence as relatively high). A potentially central part of the International Network in Learning and Teaching (INLT) Geography in Higher Education, therefore, is communicating information about skills for employment and life that are obtainable from geography-inspired instructional programmes. But behind the seemingly straightforward task of communicating a message is in fact a much more fundamental issue-getting to grips with socio-economic changes that are rewriting the nature and place of geographic learning and teaching. We suggest that positive outcomes from efforts to improve the quality of learning and teaching of geography will depend in part on strengthening and stabilising geography's image, particularly in the eyes of school and university students. We conclude that initiatives, already underway in several countries to popularise the 'skills profile' of a geography education, offer a framework for reimaging the subject.     

Arena symposium: equal opportunities

The Internet is a hospitable medium for distance learning. Some geography educators fear that distance education confronts the discipline with a moral dilemma, however. One, in particular, acknowledges some of the advantages of distance learning, but contends that it cannot convey the sense of place that is 'the essence of what it means to be a geographer'. This paper is concerned with the morality of distance learning. In particular, it considers educators' obligations to deliver quality education, and to make it as widely accessible as possible. The paper stresses that the key distinction between distance learning and traditional resident instruction is not the mode of delivery, nor is it the distances in time and space that separate students and teachers. Rather, it is that distance learners are a qualitatively different, older population, with different educational needs from traditional on-campus undergraduates and graduate students. The paper argues that geography educators have a moral obligation to serve lifelong learners, an obligation that should take precedence over our allegiance to conventional notions about what constitutes the essence of our field.     

是什么成就了尹珍

本文试图从历史文化、地理环境、家学师承、人格品质和历史政治的角度分析是什么成就了尹珍。     

Connecting high school and university teachers in national and international contexts: perspectives from the 2012 Bangalore workshop of the AAG-CGGE

This paper focuses on the Center for Global Geography Education teaching workshop held in Bangalore, India, in March 2012 which served as a collaborative forum linking geography teachers in secondary and higher education in the USA and India. It considers the inclusion of the Advanced Placement Human Geography teachers from the USA and the building of global teaching content in collaborative teams as a useful way to connect geography teachers across institutional contexts. Based on a survey of workshop participants, it also highlights some of the issues that need to be addressed for further strengthening of high school–university linkages within national and across international contexts.     

Evaluation of the Work-Place Cooperative Project in Geography Degrees at the University of Leeds

ABSTRACT

This paper describes the context and objective of a Work-Place Cooperative Project (WPCP) established in the School of Geography at the University of Leeds in 1995. The project, in part a response to the changing graduate and employment market in the early 1990s, presents students with issues with a geographical dimension from business, commerce, industry and environmental research. A number of examples from the WPCP are presented.     

《汉书·地理志》脱漏九县补考

成书于公元54～92年间的《汉书·地理志》记载西汉设县数目总数是1587个。但《汉志》正文所列县名总数只有1578个,尚有九县脱漏。本文利用秦汉玺印、封泥、简牍等出土文物,结合文献,补考《汉志》所缺九县。     

Comment

Abstract

This article examines the attempt to modernize the Italian system of education which is being made by the present government. This policy should be seen in the framework of the general attempt to meet the requirements imposed by the European Union on its members (the Maastricht treaty), and more generally to meet the European need for homogeneity among systems of education, matching the Europe‐wide labour market already in place. In the past, the Italian system of education missed a number of opportunities to keep up with the changing experiments in other European countries (especially at post‐secondary and university levels); therefore the amount of change required is now substantial. The measures taken by the Minister of Education (who is also Minister of Universities and Scientific Research) attempt to decentralize the decision‐making process, give more autonomy to individual institutes, and leave the central public administration (the ministries) the roles of coordination and evaluation. This model has been followed by the majority of European countries. Its impact on the not so dynamic Italian system of education will produce interesting debates and confrontations.