Issues Confronting Geographic Educators in Europe and the USSR: The View from IGU.

Autor/in	Monk, Janice
Titel	Issues Confronting Geographic Educators in Europe and the USSR: The View from IGU.
Quelle	(1976), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Comparative Education; Conferences; Curriculum Development; Educational Change; Educational Improvement; Educational Trends; Elementary Secondary Education; Environmental Education; Foreign Countries; Geography Instruction; Higher Education; Interdisciplinary Approach; Political Influences; Process Education; Social Sciences; USSR + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Vergleichende Erziehungswissenschaft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Bildungsentwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Geography education; Geography lessons; Geografieunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Political influence; Politischer Einfluss; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	Major changes in European and Russian geography instruction primarily at the secondary level are reviewed and implications of these changes for American geographic education are suggested. The information on European and Russian education, taken from papers presented at the 1976 International Geographical Union meetings in the Soviet Union, indicates that changes in European geography instruction are widespread and are due mainly to three stimuli. First, the perception of the discipline of geography is changing. For example, Britain and West Germany are moving secondary school geography more towards the social sciences. Specific curriculum changes in eastern Europe are less clear, but a general interest is expressed toward modernizing geography teaching and stressing environmental education. The second stimulus is the increasing attempt of geographic educators to meet social demands such as orienting students towards particular ideologies, preparing them for employment, and dealing with social change and cultural diversity. The third stimulus for change is the integration of modern educational theories and practices such as problem solving, decision making, analysis, synthesis, and program evaluation into the geography curriculum. Suggestions for improving American geographic education include involving teachers in the process of change, diversifying curriculum materials, and preparing geographers for employment in business and government. References are included. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC