Frontiers in geographical teaching : the Madingley lectures for 1963
Frontiers in geographical teaching : the Madingley lectures for 1963
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地理教学前沿：1963 年马丁利讲座
DOI：
10.2307/212646
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发表时间：
1967
影响因子：
2
通讯作者：
P. Haggett
中科院分区：
文献类型：
--
作者：
P. James;R. Chorley;P. Haggett
自1951年以来，剑桥大学一直使用马丁利大厅夏季住宿课程，使教师接触到最新的想法在各个专业领域。1963年，RichardJ.乔利和彼得Haggett，当时都在地理讲师在剑桥，是董事课程的地理教师培训学院，文法学校，和类似的机构。本书收录了15位英国地理学家的17次演讲，编辑们以“回顾”的形式对整个研讨会进行了总结。乔利和哈格特小心翼翼地避免制定一个“党的路线”，以遵循讲师，或做任何编辑，将给一个虚假的感觉，团结出版的章节。一个快速变化的研究领域的差异和矛盾的特点，正如他们所表达的。如果听众中的老师和其他地方的老师一样，他们可能会因为缺乏统一的观点而感到困惑和沮丧。全世界的学者都对自己的见解的特殊品质感到自豪，因此，必须与其他学者的见解有所不同。但是，前来寻求指导的教师们发现，最终每个人都必须在区域和专题方法之间做出自己的决定，在坚持实地研究还是依赖他人的实地观察之间，在将地理学作为描述艺术还是作为严格的科学之间，甚至在教授任何类型的地理学还是根本不教授地理学之间。与其他国家出版的类似书籍一样，这里也有矛盾和分歧，有些是根本性的，有些是由于在词义上没有达成一致而产生的。本书分为三个部分。第一部分的七章涉及地理学哲学的变化，以及地貌学和气候学，人口，社会，经济和历史地理学的新概念。第二部分的六章涉及技术，包括定量技术和实地方法。第三部分的四个章节讨论了教学问题，包括老大学和新大学的教学问题，专科学校和技术学院的教学问题，以及学校的教学问题。最后一章，由Haggett和乔利，建议的统一元素，可以在研讨会上找到，提供了一个前瞻性的可能性，更多地使用理论模型在地理教学中，并概述了问题的滞后之间的学者的新思想和过时的内容，许多地理课程。编辑确定了七个主要主题，每个主题在几个章节中都有涉及。第一个是区域主题。E. A.里格利将区域地理学定义为对人与地方的地方性联系的描述，例如维达尔·德·拉·布拉什和法国区域学派的工作。里格利说，工业革命使得考察农村社会与其栖息地的地方联系变得无关紧要，因为现在的地区差异与各地方进入主要市场的不同程度有关。根据这个定义，功能区不是一个区域，也不能测量不同的可及性模式区域这是一种语言的微妙之处，可能无法清楚地通过普通教师。另一方面，D. Timms说，“有效区域的识别是地理研究的基础，”Haggett提供了一个具有挑战性的讨论规模的重要性，或443
Since 1951 Cambridge University has used Madingley Hall for summer residential courses to bring teachers into contact with the newest ideas in the various professional fields. In 1963 RichardJ. Chorley and Peter Haggett, both then lecturers in geography at Cambridge, were the directors of a course for geography teachers in training colleges, grammar schools, and similar institutions. In this book the seventeen lectures given by fifteen British geographers are published, and the whole symposium is summarized in a "retrospect" by the editors. Chorley and Haggett were careful to avoid laying down a "party line" to by followed by the lecturers, or to do any editing that would give a false sense of unity to the published chapters. The differences and contradictions characteristic of a rapidly changing field of study are presented just as they were expressed. If the teachers in the audience were anything like teachers elsewhere they were probably somewhat bewildered and frustrated by the lack of a unified point of view. Scholars the world over take a certain pride in the special quality of their own insights which must, therefore, be expressed somewhat differently from those of other scholars. But the teachers who come to seek guidance find that in the end each must make his own decision between the regional and topical approach, between insisting on field study or depending on some one else's field observations, between approaching geography as a descriptive art or as a rigorous science-or even between teaching any kind of geography or no geography at all. As in similar books produced in other countries, there are contradictions and differences here, some fundamental and some arising from a failure to agree on word meanings. The book is divided into three parts. The seven chapters in Part 1 deal with the changing philosophy of geography, and the new concepts in geomorphology and climatology, in population, social, economic, and historical geography. The six chapters in Part 2 deal with techniques, including quantitative techniques and field methods. The four chapters in Part 3 deal with teaching, in the older universities and the newer universities, in training colleges and technical colleges, and in the schools. The final chapter, by Haggett and Chorley, suggests the elements of unity that can be found in the symposium, offers a forward look at the possibility of greater use of theoretical models in the teaching of geography, and outlines the problem of the lag between the newer ideas of the scholars and the outmoded content of many geography courses. The editors identify seven major themes, each of which is touched on in several of the chapters. The first is the regional theme. E. A. Wrigley disposes of regional geography by defining it as the description of local associations of people and place, as exemplified by the work of Vidal de la Blache and the French regional school. The industrial revolution, says Wrigley, makes the examination of the local interconnections of a rural society with its habitat irrelevant, for now the regional differences are related to the varying accessibility of places to major markets. According to this definition the functional region is not a region, nor can the varying patterns of accessibility be measured regionally-which is a kind of verbal subtlety that might not come through clearly to the ordinary teacher. On the other hand, D. Timms says that "the recognition of valid regions is the basis of geographical research," and Haggett provides a challenging discussion of the importance of scale, or 443