Geography and Moral Education in a Super complex World
The Significance of Values Education and Some Remaining Dilemmas
Bibliographic Data
| ID | 22988596 |
|---|---|
| Authors | David Lambert (0009-0004-7627-6449, Institute of Structural and Molecular Biology, corresponding author), David A Lambert (0000-0003-4768-0173, David Lambert, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK.) |
| Year | 1999 |
| Volume | 2 |
| Issue | 1 |
| Pages | 5-18 |
| Publication date | 1999-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Ethics Place & Environment (JOURNAL) |
| Journal identifiers | ISSN: 1366-879X • E-ISSN: 1469-6703 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1366879x.1999.11644235 |
| OpenAlex | W4239919876 |
| Language | EN |
| Citations received | 6 |
| References cited | 9 |
This paper argues that geography has a prominent, though at present underdeveloped, role to play in the moral education of young people. The need for geography teachers at all levels to engage students effectively with matters, themes and issues associated with ‘supercomplex’ environmental processes of various kinds, in a global context, requires the application of morally careful teaching. This is the case with respect to both the way selected content is handled in the classroom and the curriculum context in which it is placed. These are arguments which reassert the prime importance of identifying the educational goals of geography programmes. The paper goes on to recommend the rediscovery by geography teachers of ‘values education’ strategies to allow students to engage in the dialectic between universals and relativities simultaneously. There are particular reasons why at school level the moral dimension of geography has been marginalised over recent years, and these are discussed in the paper. The paper also takes care to distinguish the promotion of environmental values and such like from educational values which require students to make judgements through the careful reading of information, argument and a propensity to reconsider what is right. The paper as a whole therefore considers the question of what geography is for.
Argument (complex analysis) · Context (archaeology) · Critical geography · Cultural geography · Curriculum · Dialectic · Dimension (graph theory) · Epistemology · Geography · Human geography · Mathematics education · Pedagogy · Political science · Politics · Promotion (chess) · Reading (process) · Social science · Sociology · Educator Training and Historical Pedagogy · Geography Education and Pedagogy · Historical Geography and Geographical Thought · Law · Mathematics · Psychology
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 1999 - 2026 (28) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |