Situated Knowledge and Visual Education: Patrick Geddes and Reclus's Geography (1886-1932)

Autor/in	Ferretti, Federico
Titel	Situated Knowledge and Visual Education: Patrick Geddes and Reclus's Geography (1886-1932)
Quelle	In: Journal of Geography, 116 (2017) 1, S.3-19 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2016.1204347
Schlagwörter	Geography Instruction; Visual Learning; Social Networks; Multisensory Learning; Beliefs; Educational Attitudes; Ideology; Change Agents; Teaching Methods; Educational Strategies; Teacher Collaboration + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Visual education; Visuelles Lernen; Social network; Soziales Netzwerk; Sensorische Stimulation; Belief; Glaube; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ideologie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Lehrerkooperation
Abstract	This article addresses Patrick Geddes's relationship with geography and visual education by focusing on his collaboration with the network of the anarchist geographers Élie, Élisée, and Paul Reclus. Drawing on empirical archival research, it contributes to the current debates on geographies of anarchist education and on geographic teaching. The main argument is that the collaboration between Geddes and the Recluses inaugurated specific strategies of multisensorial geographic education that were not limited to the sight, and that questioned and relativized the uniqueness of the observer's standpoint through devices like the Hollow Globe. Focusing on apparatuses like the Outlook Tower's geographic exposition and the Valley Section, it shows in which ways Geddes engaged with Élisée Reclus's critique of representation and geography as a visual discipline. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01