Increased pressure on the earth’s resources has led to what is increasingly referred to as the climate crisis.While a whole range of environmental parameters have been transformed through such pressures,the effect of...Increased pressure on the earth’s resources has led to what is increasingly referred to as the climate crisis.While a whole range of environmental parameters have been transformed through such pressures,the effect of human activities on the climate is symbolic of the nature of the human footprint upon our planet and makes the lack of any coherent political leadership in most countries even more alarming.The discipline of Geography has a distinct advantage in developing a more holistic understanding of global environmental challenges in that it reaches across all the sciences(including social sciences and humanities).Geographical education therefore represents an important vehicle for citizens of all ages to help them understand the complexity of the sustainability goal and what can(and should)be done to achieve a more sustainable future.In this essay,I reflect on three approaches that are available to individuals and communities towards taking the steps to sustainability.The philosophy embodied by the International Year of Global Understanding(IYGU)is suggested as a particularly valuable tool for geography educators.The activities of the International Geographical Union(IGU)offer important opportunities for geographers to learn from each other and promote best practice in geographical education.As‘the science for sustainability’,Geography has an increasingly important role to play in developing the knowledge and the skills to equip future generations with the tools to adapt to and mitigate potentially catastrophic global environmental change.展开更多
This article aims to discuss the blank spaces in the cartography of the Enlightenment, examining one map by French mapmaker Jean Baptist Bourguignon d＇Anville, the Carte de l＇Amdrique m＆idionale, first printed in 1...This article aims to discuss the blank spaces in the cartography of the Enlightenment, examining one map by French mapmaker Jean Baptist Bourguignon d＇Anville, the Carte de l＇Amdrique m＆idionale, first printed in 1748. Here, emptiness reflects the limits of the geographical knowledge of that continent. Moreover, it also indicates that a mythological geography still present on the maps of the time. This was also evident in the case of Lake Parima, which is represented within the Amazon region. In the first manuscript or print version of the Carte de [＇Amdrique mdridionale in 1748, on sheet l--depicting the Amazonian region--one can see that Lake Parima is not presente. Following the information of the French La Condamine had gathered on his expedition traveling down the Amazon and scorning tradition, d＇Anville did not include Lake Parima but Lake Amucu, placing it not in Guiana, in the Portuguese portion of the territory, below the Orinoco River and to the north of the Amazon. This was due to a manuscript map drawn up by a Prussian whom La Condamine had met during his trip down the Amazon, Nicholas Horstman. In the 1760 version--we see to our surprise that the geographer has included Lake Parima. This article aims to discuss the disappearance of the lake in the first version of the map and why does he then add it in 1760.展开更多
AS geographic literacy training is an education, national geographical education is essential content for Chinese citizens＇ literacy one of the indispensable key aspects of that training. Because of China＇s vast lan...AS geographic literacy training is an education, national geographical education is essential content for Chinese citizens＇ literacy one of the indispensable key aspects of that training. Because of China＇s vast land area and the significance of the regional differences, it is difficult for students to receive a solid education regarding China＇s geography. In 1902, the government established the geography curriculum and began to incorporate the concept of geographical regionalization to facilitate the teaching of China＇s geography by publishing the first syllabi, which was modified later and put into use in 1904. Since 1904, numerous geog raphy textbooks have attempted to find an appropriate way to present China＇s geographical regionalization, as it is important for secondary students to have a clear understanding and appreciation for the different regional characteristics. Accordingly, the geographical region alization content is divided into four main phases： 1902 to 1927; 1928 to 1948; 1949 to 1986; and 1986 to the present. During these phases, the content related to China＇s geographical regionalization in secondary middle school geography textbooks has been gradually simplified and has adopted a more scientific foundation, thus leading to the present time where there are now four geographical regional areas. From this historical study, we find that while China＇s geographical regionalization has gradually matured, there are still some problems. For example, dividing the study into four regions to describe the panorama of China is too simplified, and the learning therefore becomes too scattered and haphazard, particularly qiven the new curriculum reform.展开更多
文摘Increased pressure on the earth’s resources has led to what is increasingly referred to as the climate crisis.While a whole range of environmental parameters have been transformed through such pressures,the effect of human activities on the climate is symbolic of the nature of the human footprint upon our planet and makes the lack of any coherent political leadership in most countries even more alarming.The discipline of Geography has a distinct advantage in developing a more holistic understanding of global environmental challenges in that it reaches across all the sciences(including social sciences and humanities).Geographical education therefore represents an important vehicle for citizens of all ages to help them understand the complexity of the sustainability goal and what can(and should)be done to achieve a more sustainable future.In this essay,I reflect on three approaches that are available to individuals and communities towards taking the steps to sustainability.The philosophy embodied by the International Year of Global Understanding(IYGU)is suggested as a particularly valuable tool for geography educators.The activities of the International Geographical Union(IGU)offer important opportunities for geographers to learn from each other and promote best practice in geographical education.As‘the science for sustainability’,Geography has an increasingly important role to play in developing the knowledge and the skills to equip future generations with the tools to adapt to and mitigate potentially catastrophic global environmental change.
文摘This article aims to discuss the blank spaces in the cartography of the Enlightenment, examining one map by French mapmaker Jean Baptist Bourguignon d＇Anville, the Carte de l＇Amdrique m＆idionale, first printed in 1748. Here, emptiness reflects the limits of the geographical knowledge of that continent. Moreover, it also indicates that a mythological geography still present on the maps of the time. This was also evident in the case of Lake Parima, which is represented within the Amazon region. In the first manuscript or print version of the Carte de [＇Amdrique mdridionale in 1748, on sheet l--depicting the Amazonian region--one can see that Lake Parima is not presente. Following the information of the French La Condamine had gathered on his expedition traveling down the Amazon and scorning tradition, d＇Anville did not include Lake Parima but Lake Amucu, placing it not in Guiana, in the Portuguese portion of the territory, below the Orinoco River and to the north of the Amazon. This was due to a manuscript map drawn up by a Prussian whom La Condamine had met during his trip down the Amazon, Nicholas Horstman. In the 1760 version--we see to our surprise that the geographer has included Lake Parima. This article aims to discuss the disappearance of the lake in the first version of the map and why does he then add it in 1760.
基金National Social Science Foundation of China, No.AHA120008
文摘AS geographic literacy training is an education, national geographical education is essential content for Chinese citizens＇ literacy one of the indispensable key aspects of that training. Because of China＇s vast land area and the significance of the regional differences, it is difficult for students to receive a solid education regarding China＇s geography. In 1902, the government established the geography curriculum and began to incorporate the concept of geographical regionalization to facilitate the teaching of China＇s geography by publishing the first syllabi, which was modified later and put into use in 1904. Since 1904, numerous geog raphy textbooks have attempted to find an appropriate way to present China＇s geographical regionalization, as it is important for secondary students to have a clear understanding and appreciation for the different regional characteristics. Accordingly, the geographical region alization content is divided into four main phases： 1902 to 1927; 1928 to 1948; 1949 to 1986; and 1986 to the present. During these phases, the content related to China＇s geographical regionalization in secondary middle school geography textbooks has been gradually simplified and has adopted a more scientific foundation, thus leading to the present time where there are now four geographical regional areas. From this historical study, we find that while China＇s geographical regionalization has gradually matured, there are still some problems. For example, dividing the study into four regions to describe the panorama of China is too simplified, and the learning therefore becomes too scattered and haphazard, particularly qiven the new curriculum reform.
