Vol. 13, No. 2, July 1975 - "Education"
(pp. 3 - 4)
Donald J. Zeigler
Beginning with the High School Geography Project during the 1960's, geographic education at the secondary level experienced a renaissance of popularity and relevance. To accept the HSGP as the definition of high school geography, however, is analogous to demarcating a boundary when we should be advancing a frontier. To capitalize on the fertile ground which has been cultivated by the High School Geography Project, geography teachers must now seek to broaden the base of geography in the schools. Accepting, for the present, that the swing in social studies education is toward interdisciplinarity, three horizons are manifest: First, the American Culture horizon; second, the World Cultures/Regional Studies horizon; and, third, the Environmental Social Studies horizon. Here lie the frontiers of geographic education in the secondary schools.
(pp. 5 - 7)
William Prococky
California State College
Abstract
Improved programs for the education and certification of teachers of geography for secondary schools are of crucial importance. Deans of schools of education, heads of geography departments, supervisors and others concerned with the education of teachers are urged to review their programs so that effective provisions are made for the preparation of teachers for geography instruction. These statements were issued by the certification and standards committees of the National Council for Geographic Education (NCGE) in a published report in 1964. In this report, guidelines were presented and recommended for the geography preparation in preservice programs for elementary and secondary teachers of geography
(pp. 8 - 9)
Jane Ehemann
Western Washington State College
Abstract
At one time a major emphasis of geographic education focused on memorization of major physical and political features on the earth's surface. Geography today has shifted away from an emphasis on place location to emphasize spatial interaction and distribution of human activity. In this shift, place location has often been neglected, even frowned upon, as too routine an activity for the modern classroom. But place location is important in that it gives the students a framework into which they can put the activities and events that are happening in the world.
(pp. 10 - 14)
Bonnie Loyd
Abstract
In exploring urban imagery children's story books provide a clear key to the way adults view the world. While these books are written for children and probably play an important role in socialization they are essentially the product of adult minds. It is adults who write and illustrate the books; adults publish them and review them; and adults buy the books and read them to children. Children have little influence over the production of the books, or over the images the books contain. In studying the urban landscapes in children's books, we can expect to see the images of adults revealed there.
(pp. 15 - 16)
Gabriel P. Betz
California State College
Abstract
The Pennsylvania Consortium for International Education had its genesis in the necessity for organization of the state colleges to provide their students with experiences in international education within their financial resources. Membership for the state colleges was available in various international education organizations but too often the dues were excessive and the service to students was too costly.