• Title/Summary/Keyword: world geography

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Teaching World Geography Using Travelog To Reinforce Affective Domain (세계지리 수업에서 여행기를 활용한 정의적 영역의 보완)

  • Son, Myong Cheol
    • Journal of the Korean association of regional geographers
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    • v.22 no.3
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    • pp.730-744
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    • 2016
  • This study aims to seek for solution to reinforce affective domain in World Geography instruction using travelog. The result can be summarized as follows. First, The World Geography textbooks are given too much emphasis on cognitive domain. This overevaluation is due to the fact that official World Geography curriculum is concentrated in cognitive domain. Second, Travelogs can be effectively used for reinforcing affective domain in World Geography education. They can reinforce the various attitudes and values that students need. I hope that this study could activate discussion on affective domain and graphic skills in geography education.

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Developing a New Area Study Methodology Suitable to the Globalization Era : With Revision of the Regional Geography of World-Systems. (세계화시대에 적실한 지역연구방법론 모색 -세계체제론적 지역지리학의 보완을 중심으로-)

  • Lee, Jae-Ha
    • Journal of the Korean association of regional geographers
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    • v.3 no.1
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    • pp.115-134
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    • 1997
  • We now live in the new era of globalization which implies the functional integration or increase of inter-dependency between internationally dispersed economic activities. As globalization impacts our various activities and daily lives, social sciences, including, geography, attempt to approach social phenomena from a global perspective. From this point of view. new regional geography, which has been articulated in recent social theory since the 1980s, also must adjust to these new world realities. This paper aims to search for a suitable methodology or approach to area study or regional geography in the era of globalization and to suggest the field of area study that Korean geographers should be concerned with in the future. This paper has reviewed the existing various methodologies of regional geography such as the ecological approach, the landscape approach. the areal differentiation approach, the system approach, the structuration theory, the spatial division of labour, and the world-system, which have deviced in the traditional and new regional geography. Peter Taylor's regional geography of world systems among them has an appropriate rationale of area study in the globalization era, because world-systems theory explains well globalization. However the regional geography of world-systems must be revised to become more suitable to the area-study approach in the globalization era. Firstly, the regional geography of world-systems explains that regions(historical regions) are made by general mechanisms of the capitalist world-economy that operate through social, economic, and political agents within regions such as individuals, households, social classes, economic enterprises, states, political movements, and many other organizations. But these mechanisms can also act through other regional agents of geographical location, natural conditions, and cultural characteristics. Therefore, the generating process of regions needs to be explained by locational, natural, and cultural elements in addition to social, economic, and political elements within regions. Secondly, Taylor's world-systems approach does not express composite characteristics of regions, because it focuses on the economic characteristics or position of regions within the world-economy. Regions incorporated into world-economy systems are not only changed economically, but also changed spatially, socially, culturally, and politically. Hence the world-systems approach must try to analyze these composite characteristics and their change of regions. Thirdly, The world-system approach proposed that the geography of regions within world-systems could be divided and analyzed as three regional types at the geographical scale such as international regions, state regions, and intra-state regions. However such a regionalization is usually not identified distinctly, because the geographical range of regions in world-systems shaped by economic boundaries of the general mechanisms of the world-economy is fluid and also occasionally overlaps with other political regions. Hence I propose that the world-systems approach should choose political boundaries of states and local autonomies in addition to economic boundaries for objective regionalization and systematic areal study. The revised regional geography of world-systems that I have suggested in this paper can be more effectively and properly applied to regional geography or area study in the globalization era. Globalization intensifies competition between states and also between local autonomies in the world. Therefore we must make efforts to study such areas or regions through the revised regional geography of world-system.

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The Research Trend of World Geography in Korean Geographers' Academic Society (한국 지리학계의 세계지리 연구 동향에 관하여)

  • Lee, Jeon
    • Journal of the Korean Geographical Society
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    • v.46 no.4
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    • pp.465-479
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    • 2011
  • This paper deals with the research trend of world geography (excluding geography of Korea) in Korean geographers' academic society through the analysis of the articles published during the last 21 years in three Korean geographical journals(Journal of the Korean Geographical Society, Journal of Korean Association of Regional Geographers, and Journal of Cultural and Historical Geography). The portion of articles concerned with world geography is relatively the lowest during the years 1990-1994, relatively the highest during the years 1995-1999, and rather decreasing during the years 2000-2010. The research areas of the articles concerned with world geography are mostly limited to USA, Japan, China, and Europe. It is not only expected that the more research on world geography should be done by Korean geographers but also that the research areas should be expanded in worldwide areas at this time when Korea is entering an international, global, and multi-cultural society.

Exploring Global Education and Its Relationship with Geography Education (글로벌 교육과 지리교육의 관계 탐색)

  • Cho, Chul-Ki
    • Journal of the Korean association of regional geographers
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    • v.23 no.1
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    • pp.178-194
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    • 2017
  • This paper is to explore meaning and horizon of global education and its relationship with geography. Firstly, the paper clarifies what means the term 'global' used instead of 'world' to education and geography education and the aims of global education. Then a case of UK and USA the paper follows the origin and flow of global education, and examines the characteristics of their global education. Finally, for global education and its relationship with geography education it discusses the importance and need of global education though geography, and which contribution geography can to global education as one of cross-curricula themes.

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Moral Turn in Geography Education: Moral Concepts, Skills, Values/Virtues (지리교육에서의 도덕적 전환 -도덕적 개념, 기능, 가치/덕목-)

  • Cho, Chul-Ki
    • Journal of the Korean Geographical Society
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    • v.48 no.1
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    • pp.128-150
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    • 2013
  • This paper is to examine the interrelationship between morality (or ethics) and geography and education in terms of the moral and ethical dimension embedded moral turn in geography. Since the 1970s, the geography have morally turned with stressing realization of social relevance and justice through interest on moral issues such as the spatial inequality and human welfare in the world of difference. This moral turn in geography has formed the area of moral geography, and emphasized the ethics of care and responsibility of human and nature with warning of immoral geographies of others and nature in the world of difference with the recent trend of postmodernism. For morally careful geography teaching, it is now good time that geography educators need to think the moral turn in geography education. If geography education is willing to contribute to make a better world, it needs to reflect more morally on geography curriculum and instruction in terms of the ethics of care and responsibility.

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Rereading World Geography Textbooks in Terms of Global Education: An Analysis of Korea in US World Geography Textbooks (세계 시민 교육의 관점에서 세계 지리 교과서 다시 읽기: 미국 세계 지리 교과서 속의 '한국')

  • Noh, Hae-Jeong
    • Journal of the Korean Geographical Society
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    • v.43 no.1
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    • pp.154-169
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    • 2008
  • Geography textbooks often have treated the world as a collection of independent nations. Also, many scholars have warned of ethnocentric bias in geography textbooks. Global education that emphasizes world interdependence and pursues global perspectives offers some possibilities to go beyond the status quo of current World Geography textbooks. The primary objective of this study is to analyze current US World Geography textbooks in terms of global education. A secondary objective is to explore a framework for rereading World Geography textbooks critically. This interpretive qualitative case study indicates that US World Geography textbooks maintain an imperialist and American-centered perspective. Especially, the case of Korea shows that other places and people are underrepresented through dichotomy, negative attitude and exclusion, misconception and stereotyping, and simplification in textbooks. Therefore, we need to detect conscious and unconscious fallacy and bias, to understand the world view and experiences of underrepresented people, and to deal with controversial global issues from diverse perspectives through global perspectives and post-colonial perspectives of global education.

An Study on World Geography Lessons Using Local Multi-cultural Activities and the CCAP (Cross-Cultural Awareness programme) (지역 다문화 활동과 CCAP를 활용한 세계지리 수업에 관한 연구)

  • Kim, Si-Gu;Cho, Chul-Ki;Jo, Hyun-Mi
    • Journal of the Korean association of regional geographers
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    • v.17 no.2
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    • pp.231-244
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    • 2011
  • This study is to examine how activities using local multi -cultural resources and world geography lessons using the CCAP(Cross-Cultural Awareness Programme) affect students' multi-cultural understanding. Activities using local multi-cultural resources were carried by visiting in an alien worker community, volunteering in multicultural center, attending on UNESCO ASP(Associated School Program), and making radio broadcasting program associated with 'SCN FM' which is a local broadcasting station on the weekend. And world geography lessons using the CCAP were conducted with 5 classes including orientation by inviting foreign instructors from that place after reconstructing the Southeast and South Asia unit of the countries such as Pakistan, the Philippines, Myanmar and Cambodia. According to twice questionnaire survey conducted before and after activities using local multi-cultural resources and world geography lessons using the CCAP, it appeared that students had familiarity more than before through direct meeting with foreigners inside and outside classroom, and understood and respected other cultures by acquiring contextual regional knowledge. In the end, multi-cultural activities and world geography lessons using the CCAP contributed to students' global citizenship, which overcame prejudice toward third world cultures. Like that, if world geography classes provide continually students with opportunities to experience directly diverse cultures inside and outside classroom, world geography overcome negative image that it transmit decontextual regional knowledge and is regarded as the subject that is very fit for nurturing global citizenship based on contextual knowledge, consideration and tolerance needed in global and multi-cultural society.

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The Contents Organization and Description Style of World Geography Textbook "小學萬國地誌" in the Period of Modern Enlightenment (근대계몽기 세계지리 교과서 "소학만국지지(小學萬國地誌)"의 내용체계와 서술방식)

  • Kang, Chang-Sook
    • Journal of the Korean association of regional geographers
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    • v.19 no.4
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    • pp.747-763
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    • 2013
  • Books on world geography, so called "萬國地誌" had an important influence on changing Koreans' views of the world and the nation through the introduction of new world geographical knowledge during the period of modern enlightenment(1894~1910). "小學萬國地誌" was published in 1895 by Hakbu as an early world geography textbook. This study sought to discuss the significance and influence of "小學萬國地誌" by focusing on its contents organization and description style. The findings are as follows. The six regional contents organization adopted the modern regional geographical method by regional scale classification, describing the human geography based on the physical geography, comparing regional characteristics or studying the relationship between human and the nature. In addition, this textbook was written using the kukhanmun style that displays several characteristics of modern printing culture. Many geographical names were written in Korean characters and geographical knowledge was accepted actively from the modern world, subsequently contributing to the generalization of geographical knowledge. This textbook led to the transition of the Koreans' worldview from a China-centric focus by providing practical and specific knowledge about the world, toward the Korean modernization based on the multiple ideologies of social Darwinism and the advent of enlightenment, imperialism and nationalism.

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The Problem of East Asia Notation and Location in the World Geography Textbook (세계지리 교과서에서 동아시아의 지명 표기와 위치의 문제)

  • Kang, Chang-Sook
    • Journal of the Korean association of regional geographers
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    • v.16 no.2
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    • pp.182-200
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    • 2010
  • This study aims to review the problem of East Asia notation and location in the world geography textbook. Major findings from this study are follows. First, Eastern Asia is used to denote the area where the Korea, China and Japan are located in world geography textbook, while Eastern Asia area covers Korea, China, Japan, Taiwan, and Mongolia on the map. Second, East Asia is appeared in textbook from the 2th national curriculum, as a cultural region shares same cultural tradition. It is recommended that East Asia might be the suitable place name to designate Northeast Asia and Southeast Asia, Northeast Asia can be use for the area where Korea, China, Japan, Taiwan and Mongolia are located.

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Methods and Issues of the Area Studios in Geography (해외지역연구의 방법과 과제)

  • Lee, Jeon
    • Journal of the Korean association of regional geographers
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    • v.10 no.2
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    • pp.223-234
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    • 2004
  • Geography as a field of learning had its beginnings among the scholars of ancient Greece. The emergence of modern Geography was much due to the collection and classification of information about overseas areas. Today, world regional geography, which may be called area studies in other social sciences, is regarded as an introductory geography course in many American universities. World regional geography, however, has been much neglected by Korean geographers. Many factors have made Korean geographers not concentrate their efforts to area studies. The exterior factors include the great expenses for the area studies' fieldworks, and the many geographers' involvement in the writing of geography textbooks and atlases for school students. The interior factors include all the ethno-centric, mysterious, and authoritarian perspectives a large number of Korean geographers strongly stick to.

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