“SCIENCE” AND THE FUNDING OF HUMAN GEOGRAPHY

Misunderstanding of phenomenology and positivism as perspectives upon the philosophy and practice of science has important implications for the future of geographic research and research funding in America. Positivistic perspectives on the philosophy of science appear to be seen as fundable, whereas the scientific status and the possibilities for funding of phenomenological and other perspectives on the philosophy of science seem to be in question.     

BACKGROUND RECOMMENDATIONS FOR GRADUATE STUDY IN GEOGRAPHY

Research on the diffusion of innovation has been dominated for many years by an approach to scientific reasoning developed most thoroughly and influentially by Hägerstrand. Recently there has been a shift away from this approach. However, this shift has not been previously noted in the literature. After presenting the characteristics of the two perspectives in terms of the instrumentalist and realist conceptions of science, this article provides some evidence for the shift and identifies several key issues for future research.     

Transformations in the discipline of geography experienced over 60 years by a Norwegian geographer

ABSTRACT

The article presents the changes in the discipline of geography over 60 years as experienced both in fieldwork and in practice by a Norwegian geographer. Based on diaries and collections of memoirs, the author, Arild Holt-Jensen, presents his life story and how it has been impacted by people, places and special events. His intention is to show how geography and his own work reflect social, political and intellectual changes since the late 1950s. Initially, a regional geography approach was adopted in the fieldwork for his master’s thesis but the approach was challenged by new ideas and methods from both the spatial science school and model thinking. As a young lecturer in 1968, the author was shocked by the positivism debate and critical philosophy, and his spatial science and quantitative approach in his PhD project had to be adapted. His political engagement and interest in planning led him to research social exclusion in European neighbourhoods. His need to trace the identity of geography as a discipline resulted in a textbook that throughout the years has been updated by following up on research trends to the present. Thus, the book and the article show Holt-Jensen’s shifts in disciplinary identity and research practice.     

Teachers as Learners Examine Land-Use Change in the Local Environment Using Remote Sensing Imagery

Abstract

In environmental science education, learners are exposed to earth phenomena that occur across a wide range of spatial and temporal scales. However, it is challenging for learners to grasp the significance of spatial and temporal change because they have limited perspectives of the Earth. Within the scientific community, remotely sensed imagery is used for observing the Earth as a system. These same tools can be applied at all levels in environmental science education to help learners understand and visualize earth change. In this article, the experiences of teachers as learners are described as they conducted a temporal analysis of a local wetland using aerial photography in an inquiry-based activity.     

Addressing Integration Challenges of Interdisciplinary Research in Social-Ecological Systems

Abstract

Conducting research on coupled social-ecological systems (SESs) presents inherent challenges, such as coordination across disparate disciplines or integrating across multiple scales and levels of governance. To overcome these common challenges, we propose that structuring the research design itself according to SES principles provides for integrative execution of SES science. First, starting with pilot work, human and natural science researchers should work as a team to identify and access multi-level entry points (i.e. points of direct engagement) within the system, relative to the spatiotemporal scales under investigation. Second, teams should implement an adaptive process that begins with the proposed research design and uses shared experiences from pilot work to refine protocols prior to subsequent data collection. We provide examples of multi-level and multi-scale entry points, and show that adaptive management of research design through coordinated iteration allows for better research integration and applicable outcomes.     

A New Look at the Maya Lowlands of Middle America

Abstract

The long search for geography's uniqueness may be aided with the acceptance of its primary tool being the multiple-scale approach. This is the division of data on a given topic or area into significantly different groups by the scales of the information needed to describe, analyze, and present its distributions. By using several scales in a logical order during research and presentation, geographers can improve the contributions of the discipline to science.     

PERSONAL ICONS AND AMULETS: REFLECTIONS OF CULTURE-VALUES AND HUMAN/LAND RELATIONSHIPS

Abstract

The chauffeuring of children to/from school and childcare providers has received limited attention in previous research, although it structures parents' everyday activities in important ways. Combining analytical and cultural perspectives on juggling employment and caregiving, I explore the impact of such factors as household structure, employment and commute characteristics, residential location, and culturally defined norms about parenthood on chauffeuring arrangements for dual-earner households in Utrecht, the Netherlands. Fathers conduct a considerable share of chauffeuring trips, but arrangements are often informed by traditional gender norms. The spatial variability in the gendering of chauffeuring is limited.     

Geographic perspectives on urban sustainability: past,current, and future research trajectories

ABSTRACT

The 21st century has been called the “century of the city” and compounded concerns that current development pathways were not sustainable. Calls for scholarship on urban sustainability among geographers cites strengths in the human-environment and urban subfields that positioned the discipline to make unique contributions to critical research needs. This special issue reflects on the contributions that geographers have made to urban sustainability scholarship. We observe that that integration across human-environment and urban subfields reflects broader bifurcations between social theory and spatial science traditions in geography. Piggy-backing on the rise of sustainability science, the emergence of urbanization science compels geographers to reflect upon the ways in which we are positioned to make unique contributions to those fields. We argue that those contributions should embrace systems thinking, empirically connect social constructs to biophysical patterns and processes, and use the city as a laboratory to generate new theories.     

Geographical information science

Abstract. Research papers at conferences such as EGIS and the International Symposia on Spatial Data Handling address a set of intellectual and scientific questions which go well beyond the limited technical capabilities of current technology in geographical information systems. This paper reviews the topics which might be included in a science of geographical information. Research on these fundamental issues is a better prospect for long-term survival and acceptance in the academy than the development of technical capabilities. This paper reviews the current state of research in a series of key areas and speculates on why progress has been so uneven. The final section of the paper looks to the future and to new areas of significant potential in this area of research.     

The cultural approach and geography ‐ the perspective of communication

An interest in culture developed in human geography from its beginning. It was rooted in a conception of 'geography as a science of places, not of men' (Vidal de la Blache), and focused on the study of man/milieu relationships through the analysis of landscapes or genres de vie , the origin and dispersal of agriculture, and the regional diversity of the earth. A neo-Weberian orientation appeared in the 1960s, but the main shift occurred in the 1970s, with the adoption of phenomenological or critical perspectives. The new cultural approach modernises the traditional orientations in the field, explores the meaning that people give to their spatial experience, and introduces new questions about the epistemological foundations of geography as a scientific discipline. In order to understand how society is produced and reproduced and how significance is given to the world, the new approach stresses the role of communication in cultural processes and spatial organisation.     

A review of temporal database research and its use in GIS applications

Abstract

A great deal of recent work in computer science applies itself to temporal database design. Designers of geographical information systems (GIS) can build on this work to create a temporal GIS capability to trace geographical change and understand geographical processes. This paper reviews temporal research in information processing, contrasts various proposed temporal database designs and summarizes the problems of adapting it to GIS requirements.     

Developing Map Skills Through Reading Instruction

Abstract

The map skills development component of an elementary level social science reading curriculum project was tested for effects. The criterion measure was the map skills subtest of the ITBS, administered in a pre-treatment post-treatment research design. Analyses show significant (p.05) mean score differences in favor of the experimental group on the post measurement. An example of the learning activities used is included for possible teacher application of the technique.     

Exploring Cultural Universals

Abstract

This article identifies teaching strategies to explore cultural universals. Traits that contribute to distinguishing one culture from another can be classified into general categories that all cultures share. Students identify universals in their daily lives and then compare and contrast different cultural perspectives through an exploration of these universals. Computer technology provides access to images and information about other cultures that might be used to increase students' understanding of cultural perspectives. The Internet provides a vehicle for classrooms to exchange cooperative creative writing stories that allow students the opportunity to explore different cultural perspectives through the eyes of other students around the world. Suggestions about how to establish and conduct a classroom exchange project over the Internet are provided.     

Putting Understanding the Changing Planet in Context: A Response

Understanding the Changing Planet was commissioned by the National Research Council to assess, for an audience of policymakers and funding agencies, key ways in which the “geographical sciences” can help address pressing issues facing society. In keeping with the charge, the report shows how particular empirically focused research initiatives in the geographical sciences can advance understanding of a set of selected major societal issues. Although constrained by a charge focused on the geographical sciences, the committee took an ecumenical approach to science, highlighted many mixed-methods studies, and framed questions that cut across traditional subdisciplinary divisions. It is important to take the report on its own terms and not to view it either as an assessment of the entire discipline of geography or to see it as an effort to encourage geographers to adopt a particular methodological or theoretical stance. Instead, the report should be seen as a study demonstrating, for a broad audience, the types of contributions the geographical sciences can make to addressing major issues of the day.     

Climate-Change Journalism and “Edgeball” Politics in Contemporary China

ABSTRACT

Climate change is a complex and uncertain phenomenon, requiring political approaches that can find compromise and incorporate feedback from experience, as well as harness the role of civil society in holding governments to account. It thus presents an unusual challenge for China, the world’s largest greenhouse-gas emitter and an authoritarian regime, which tends to avoid the inclusion of non-state actors in governance. Drawing on ethnographic research among contemporary Chinese environmental journalists, this article suggests that climate change, as a destabilizing phenomenon with nonlinear and uncertain dynamics, can be drawn upon to develop a pluralistic political position that may run counter to such authoritarian approaches. It shows that Chinese journalists can create in climate reporting a space where outcomes are not known in advance, and where people therefore might generate political positions that challenge dominant narratives around science, technology, and the environment.     

Traces: Philosophy,Interpretation, and Method in Postqualitative Human Geography

This article attempts a double reflection: a methodological interrogation of myself and an autointerrogation of my methodology. Following Ernst Bloch, I structure this reflection around the idea of traces, which are brief, narrative, aphoristic speculations on a particular theme. In this article, I (re)produce my own narrative traces, engaging with and representing several moments of strangeness in my methodological praxis as they are recorded in field notes from prior fieldwork with urban secession movements in black and white communities of Atlanta. Building from Bloch’s hermeneutic, I treat these moments as traces to be pursued, rather than simple social artifacts of the relational, intersubjective activity of research. Finally, I demonstrate how a geographer might develop that which crystallizes in the interpretation of the trace (i.e., through the intentional reconsideration of the uncanny and recurrent moments of everyday experience) toward the methodological worlding of philosophy as a vibrant, reflexive, human praxis. Key Words: Bloch, interpretation, method, postqualitative analysis, praxis.     

Service-Learning: Critical Traditions and Geographic Pedagogy

Abstract

The rise of service-learning in higher education has been critiqued as little more than community service that encourages students to “do good,” but fails to generate original scholarship or social change. In this article, we argue that service-learning gives geographers the opportunity to challenge these critiques, by demonstrating the practical and political implications of collaborative research methodologies, while conveying powerful conceptual understandings of inequality. We begin by interrogating the philosophical overlap between experiential and service-based learning in the educational philosophy of John Dewey. Using this foundational approach, several theoretical and methodological debates in geography are examined, celebrating and drawing lessons from classic and current service-learning programs. We conclude with a discussion and reflection on experiences with implementing similar pedagogical projects.     

Co-Mingling Geographic Education with Social Studies Methods

Abstract

Most preservice teachers complete their social science course requirements in isolation from their social studies methods course. This paper reports the unique co-mingling of one interdisciplinary social science course (emphasizing geographic and environmental education) with the social studies methods for a cohort of undergraduate preservice teachers. Integrating parts of their curricula, instruction, assignments, and assessments through a co-mentoring process and action research project connected professors and preservice teachers with children and their environments. A review of the professors' process accompanied by a summary of preservice teachers' projects and reactions describes the classroom experiences and pedagogical outcomes experienced by each group.     

The International System of Units and Its Use in Geography and Related Disciplines

Abstract

This paper introduces college-level geography students to the International System of Units (SI), which is a standardized set of units used in science, engineering, and commerce. The system is based on seven base units from which all other units are derived. There are precise rules for using and writing SI units which should be followed, as proper use of SI in geography and related disciplines facilitates communication and reduces wasted effort at converting units.