This document discusses geography education and living geography. It begins by asking why geography is important as one of humanity's big ideas. The author argues that if we didn't have geography as a way to represent and understand the world and human-environment relationships, we would need to invent it. Later, the document discusses how living geography and developing human capabilities through education can enable students to better understand the world, relationships between people and places, and link social, economic and environmental processes. It advocates for geography education that encourages open-ended engagement with global issues and tensions to develop students' capabilities.
19. QCA 2004: “The UK has moved from a manufacturing economy to a service and knowledge-based economy. In an increasingly technological world, jobs migrate ... In an uncertain future (we need people who are) flexible and equipped to learn and adapt ...”
20. Where are we now? An idea of education or, a teaching and learning strategy? Effect sizes Learning gain Value-added Competence Assessment Learning to learn Delivery
24. Identity Who am I? Where am I from? Who is my ‘family’? What is their story? And the people around me? Society Who decides on who gets what, where and why? What is fair? Why care?
26. The physical environment What is the world (and this place) made of? Why do things move? What becomes of things? Our place in the world Where do I live? How does it look? How is it changing? How might it become?
27. 4. Living Geography and A Different View The role of subject disciplines as educational resources The role of teachers as the curriculum makers
28. The GA’s ‘manifesto’ links Geography: “Knowledge about the earth as the home of humankind” and Education“ ... to travel with a different view”
31. 5. Living Geography and Capability Derives from Amartya Sen and Martha Nussbaum and their work in human welfare and development economics: What it is to be ‘truly human’? Anything that prevents fully human functioning is a deprivation of capability
32. Thus, poverty is not simply low income. It is: a lack of choice a lack of opportunity
33.
34. being able to from a conception of the good and to plan one’s life accordingly
35. being able to show concern for others, to empathise and to live successfully with others
36. being able participate effectively in political choices, with free speech and association[after Nussbaum 1993]
37. Human capabilities and the importance of education Not to be confused with value free ‘skills’ for the ‘knowledge economy’
38.
39. choices about how to live
40. creativity and productivityIn a context of ‘moral seriousness’
