This paper traces a trend in the methodological study of geographic education from the turning point of the 1970s in Japan, and points out the problems for its further development.
After the reformation of education in 1947, the subject of geography was divided into two subjects; a part of human geography and regional geography was put into a subject called ‘social studies’, a newly established subject in the reformation, and a part of physical geography was put into natural science. Unfortunately, the attempts of the reformation met with failure at least in the case of geographic education, because it lacked integrated geographic philosophy and methodolgy. Moreover, they had come to be much distress and stagnation in many schools.
However, in the early 1970s, the study of geographic education entered a new era of development in many sub-fields. Studies on the modern history of geographic education, mainly after the Meiji era, emerged triggering these developments.
Additionally, the remarkable progress of the study of cultural geography and humanistic geography promoted the growth of a new theoretical system for the study of geographic education as an interdisciplinary study of geography together with philosophy, pedagogy, child psychology, cultural anthropology and so like. In this methodology, the concept of
Weltbild translated as “another world” is signficant. Weltbild is the mental geography of the world, the geography which is perceptively constructed in the mind. The author conceptualizes this as child's
Weltbild deriving from Piaget's concept of “
la représentation de monde chez l'enfant” with a geographic interpretation. Together with child development, “
la representation de monde chez l'enfant is transferred to “
Wissenschaftliche Weltanschauung” mainly through school education. Geographic education plays an important role with the
Weltbild in this transference. Because much of this is based on hypothesis, it is necessary to clarify the structure of this représentation and transference through the fieldwork method, as developed by R. Hart, and his colleagues.
In many ways geographic education resembles the learning of one's native language. In general, a child acquires his/her “geography” through various experiences, and thereby constructs his/her own
Weltbild. As in the case of the education of native languages, children correct language that acquired by themselves in their social life, with grammer learned in school education and make their language life more fertile. The author proposes this methodology for use in the teaching of geography which he calls “genetic geographic education theory”.
Along with this methodology, the new curriculum for oversea schools for Japanese children has already been developed, and now it is expected for domestic schools to revise in order to put them to use.
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