Learning to teach geography for primary education: results of an experimental programme

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this programme – named Consciously Teaching Geography (CTG) – are: principles of good geography teaching, conjunction and a recurrent structure during training, modelling and reflection. In a quasi-experimental research design the question is answered what the effects are of CTG on the development of pedagogical content knowledge (PCK) for the subject of geography of first year primary student teachers. The results indicated that the programme has a positive effect on the domain-specific PCK development in the short term.     

Visual methodology as a pedagogical research tool in geography education

This article offers an overview of visual methodology and its applications to geography in higher education. Drawings from an undergraduate mapping and map analysis course are used to concurrently highlight and deconstruct students' sense of place in the context of teaching and learning. As a pedagogical research tool, visual methods nurture self-reflection in learners, inform curriculum and instruction for diverse classrooms, and support the construction of meanings in geography.     

The Public Communication of Science and Non-Formal Education Within the Framework of Public Argentine Archaeology: The Case of Archaeology Workshops

Abstract

This article presents and analyses a method of public communication in archaeology carried out by a group of researchers within a non-formal educational framework, as a contribution to public archaeology in Argentina. This project included diverse activities, such as archaeology workshops for children and teenagers, which took place in museums in four cities located in three regions: Paraná (North-east), Tres Arroyos and Lobería (Pampas), and Lamarque (Patagonia). A conceptual evaluation is presented based on the application of a non-participational observation methodology, that includes the analysis of posters made by those attending the workshop and surveys conducted by the archaeologists at the culmination of the activity. This study suggests that workshops can be one of the most effective strategies employed by researchers to publicly communicate archaeology, and therefore can be of use to other research teams that have as their objective the democratization of knowledge generated in scienti?c-academic spheres.     

Philosophy and Esotericism

Abstract

Arthur Melzer's Philosophy Between the Lines establishes the historical reality of esotericism, or at least the reputation for it, throughout Western and Islamic philosophy until late modernity. But Melzer wants to do much more than that: to establish that there is a whole new world of philosophy to uncover and explore, thus to promote the recovery of “a long lost art of philosophical literacy.” I argue that he fails in this task. Most of the evidence he has for esotericism concerns religious beliefs, and it does not show that a significant portion of the work of important philosophers is to be read esoterically. I offer a detailed analysis of his account of Aristotle's alleged esotericism to give some indication of the weakness of his evidence. I also argue against the Straussian assumption (regarding the dualism of human nature between theory and practice) that stands behind so much of his account of esotericism. I end with a discussion of pedagogical esotericism, contrasting Melzer's Straussian account with my Nietzschean account of what esotericism can contribute to philosophical education.     

Secular Islam

ABSTRACT

While he appears to have been a relentless critic of secularism as a liberal ideal, the celebrated Indian poet and philosopher Mohammad Iqbal might also be considered among its more important non-European theorists. Globally one of the most influential Muslim thinkers of the twentieth century, Iqbal started publishing in its first decade, reaching the height of his power and popularity during the inter-war period until he died in Lahore in 1938. He studied philosophy as well as Arabic and Persian thought in Lahore, Cambridge, and Munich, and drew extensively upon European as much as Asian thinkers. I will argue here that Iqbal followed an important tradition of pre-modern philosophy by thinking about the relationship between politics and theology in esoteric terms.     

‘Culture in EU external relations’: an idea whose time has come?

This chapter analyses the emergent cultural diplomacy discourse and practice of the European Union (EU) institutions, which has differed from that of nation-states. In semantics to begin with, since a far broader notion of ‘culture in EU external relations’ is EU usage. Yet Bhabha’s theoretical distinction between the ‘pedagogical’ and the ‘performative’ functions of nation-state narrative strategies holds at the supra-national scale as well: the author will explore the ways in which these functions have been appropriated by non-state actors. In EU cultural diplomacy as a ‘cultural policy of display’ in Raymond Williams’ sense, the agenda setting process has thus been marked by a polyvocal process of appropriation by different stakeholders. They have recently taken the discourse ‘beyond cultural diplomacy’ and expedient ‘soft power’ considerations, in a spirit of global cultural citizenship that privileges intercultural dialogue, mutuality and reciprocity. How this vision will be applied, however, is yet to be seen.     

Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process

Students’ opinion and assessment of the quality of teaching presents an important segment of the evaluation of the quality of teaching at university level in accordance with the principles of the Bologna Process. In this study, we have examined opinion of students at the Faculty of Geography, University of Belgrade on the pedagogical benefits of fieldwork, which presents an important determinant of geographers’ education. A total of 215 students evaluated pedagogical benefits of fieldwork in relation to didactic-methodical aspects such as: immediate contact with objects of knowledge; interdisciplinary study of a problem; application of various methods of teaching; enhancement of motivation for learning; improvement of social relations, and development of skills necessary for fieldwork. Research results indicate that students recognize and positively evaluate benefits of fieldwork. Final-year students as well as students who had more days of fieldwork evaluate benefits of fieldwork in a more positive way. Research results indicate the need to improve the quality of fieldwork and increase its share in the curriculum of the Faculty of Geography in accordance with the constructivist paradigm in education, which places a student at the centre of educational process, and fundamental principles of the Bologna Process.     

Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education

Systems thinking is regarded as a key competence in the field of education for sustainable development (ESD), because it helps students to understand the complexity and dynamics of natural, social and economic systems. In our research group, we developed a competence model that distinguishes four dimensions of systems thinking in ESD. Based on this model, we designed different university courses in biology and geography teacher education and measured their effects on student teachers’ systems thinking and the pedagogical content knowledge for teaching systems thinking with two different tests. Both variables could be effectively promoted depending on the course.     

Esoteric Tangles

Abstract

I attempt here a very general reply to the preceding sixteen essays by addressing the broad, structural constraints of my book, from which many of the particular problems raised in the essays flow. Philosophy Between the Lines is an effort to give a very sweeping account—theoretically and historically—of a phenomenon that is, in many respects, highly particularized and situation specific. The characteristic sin of the book is overgeneralization or simplification. In the present essay I attempt a brief and partial clarification, primarily by selecting one main theme of the book—defensive esotericism—and redescribing it from a more localized and fine-grained perspective.     

An Activity-Based Learning Approach for Key Geographical Information Systems (GIS) Concepts

This study presents the effect of active learning methods of concepts in geographical information systems where students participated in a series of interlocked learning experiences. These activities spanned several teaching weeks and involved the creation of a hand drawn map that was scanned and geo-referenced with locations' coordinates derived from virtual earth systems. These activities engaged students' attention, and the completion of the activities provided opportunities for formative feedback and summative assessments. The effect of the group of activities on students' learning was quantified through the collection of summative assessment data which was compared to performance in other assessment tasks.