Progress in geography
Progress in geography
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DOI：
10.1080/00167487.2011.12094321
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发表时间：
2011-11
期刊：
影响因子：
1.4
通讯作者：
J. Hopkin
中科院分区：
文献类型：
--
作者：
J. Hopkin
教育的理念是进步的理念，是对年轻人和社会未来的投资。在学校里，我们投入了大量的时间和精力来思考个人、学生群体和学校的进步和成就：这是一种对进步的叙述，通常用表现的语言来表达，在一个相当狭隘的标准定义中。在地理课上，我们经常使用不同的进步概念来证明我们在课程中的位置。我们强调，我们学科的学生从过去的过程中学习，以照亮现在，思考未来，在一个相互联系的世界中成为具有全球素养的公民；进步的地理概念。似乎不言自明的是，学校地理在进步方面也有所作为，例如，它关注自然和人类环境的变化，特别是通过将发展的概念应用于国家和区域。然而，本文将较少关注“地理的进步”，而更多关注“地理的进步”。在这样做的过程中，它将把重点放在地理知识上，将其与地理学科的辩护联系起来，然后通过对学校地理知识组成部分的新思考来提高标准。
The idea of education is an idea of progress, an investment in the future of our young people and community. In schools we devote considerable time and energy to thinking about the progression and achievement of individuals, groups of students and schools: a narrative of progress often couched in the language of performance, within a rather narrow definition of standards. In geography we often use a different concept of progress to help justify our place in the curriculum. We make much of the notion that students in our discipline learn from past processes to illuminate the present and think about their future, becoming globally literate citizens in an interconnected world; a concept of geography for progress. It appears self-evident that school geography also has something to say about progress, for example, in its focus on change in the natural and human environment – especially through the idea of development as applied to countries and regions. However, this article will concentrate less on ‘geography for and about progress’ and more on ‘progress in geography’. In doing so, it will focus in on geographical knowledge, linking it with a defence of geography the subject, before arguing for raising standards through fresh thinking about the knowledge component of school geography.