Forum: Roundtables of environmental and geographic discourse: Realigning paradigms

Document Type

Article

Publication Date

2005

Abstract

The article discusses the importance of geography and environmental education in schools in Great Britain. Man-made boundaries are essentially agreements and half have congruence with natural features on the planet. The boundaries of disciplines are essentially agreements to study certain topics within the bounds of the origins of each discipline, yet each discipline has evolved in depth and breadth since its origins. The inherent structural assumptions of environmental education such as ecology, biodiversity and cause-and-effect relationships, when applied spatially, give rise to the newer studies such as biogeography, paleoclimatology, and even neuroscience. New imaging, sampling and analytical technologies are now in use and further developments will make possible even finer resolution from astrophysics to nanoscience. Given that both geography and environmental education are areas that transgress historic notions of the bounded discipline and now have even more common areas of congruence, it would seem that greater respect and collaboration across the two are happily intertwined.

Comments

Copyright 2005 Taylor & Francis

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Publication Title

International Research in Geographical and Environmental Education

Published Citation

Alibrandi, M. (2005). Forum: Roundtables of environmental and geographic discourse: Realigning paradigms. International Research in Geographical and Environmental Education, 14 (2) 143-147. Clevedon, UK: Channel View.

DOI

10.1080/10382040508668343

Peer Reviewed

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