Geography Teaching Methods: Why Should Geography

The term geography refers to the study of the location and dispersion of living things and the earth features among which they (The knowledge domain Book, 2001).It describes its physical features, resources, climate, soils, plants, animals, and peoples and their diffusion. geography, in general, has several objectives. The briny objective of the geography receptive is to develop aw atomic number 18ness of the relation amidst nature and the manmake environment. It provides the background for judgement population phylogenesis and the distribution of resources, explaining similarities and differences and discussing transport mental processes.It sh alone also contribute to dread and mastering the gigantic amount of information in our time. Therefore, this paper discuses the view that geography as asubjectshouldbe madea totalsubject. To dismay with, geography provides the basis for understanding population victimisation and the distribution of resources, explaining similar ities and differences and discussing change processes. The subject also gives insight into how natural resources, weather and climate render provided the basis for the settlement and development of communities.Furthermore,Geographyalsocreatesunderstandingof why resources are important for global production, division of labour and settlement. Population development and global economic processes influence economic development and the global distribution of goods. The Geography subject provides an overview and explains the localisation of cities and the scope of natural andmanmadeconditionsonearth(Tunney,1976). Therefore,itiswise enough that the regime should design a curriculum that charters geography as acoresubject on the button likeEnglishasitisinMalawi.The other thing is that, spirit at its objectives? Geography subject is contributingtotheunderstanding and mastering the slap-up amountofinformationinthesedays. Moreknowledgemotivatesandstimulates the tycoon to break apartcri ticallyandunderstandcomprehensively. Thiscangive thepupilsagoodbasisfor participating in the development of society in a rehabilitative way. An important objective of the geography subject is also to develop the pupils ability to be tolerant and understand their global coresponsibilities.This only shows that Geography hasawiderrangeinthesensethatitdrawslargely from the natural sciences and brotherly sciences, much(prenominal) as, geology, meteorology, botany, zoology, economics,andhistory. In addition, in order to improve geographic understanding to the general public Increased research attention is given up to legitimate core methodological and conceptual issues in geography that are particularly relevant to societys concerns. More emphasis should be lay on precedencedriven, crosscutting projects.Increasedemphasis shouldbegiventoresearchthatimprovestheunderstandingofgeographic literacy, learning, and problem solving andthe routinesofgeographicinformationin statementanddecis ion making, including interactive learning strategies and spatial decision support systems. This helps the regime to manage and run its affairs with the intention of developing them. Therefore, through geographical knowledge,oneisabletooperateinseveraldepartmentsofthegovernment hencemeeting thefullutilizationoflimitedresourcesacountrycouldhave.What is more, the government and/or the nongovernmental organization should take part in the advancement of geographic literacy. Geography developmentstandardsand otherguidelinesforimproved geography education in the conditions should be examined to identify subjects where geographys authentic knowledge base demand strengthening. A significant national program should be established to improve the geographic competence of the republic of Malawis general population as well as of leaders in business, government, and nongovernmentalinterestgroupsatalllevels.Inaddition,linkagesshouldbe strengthened amid academic geography and users of its re search. overly concerned and non concerned parties need to strengthen geographic institutions. Since geography has a wider range inits operation, a high priority should be placed on increasingprofessionalinteractionsbetweengeographers and colleagues in other sciences. A specific trial too, should be made to identify and address disparities between the growing demands on geography as a subject and the current capabilities of eography to respond as a scientific discipline. Aspecificeffortshouldbemadeinordertoidentifyand examine necessitate and opportunities for professional geography to focus its research and teaching on reliable specific problems or niches, given limitations on the human and financial resources of the discipline. University and college administrators should modify reward structures for academic geographers to encourage, recognize, and reinforce certain categories of professional activity that are sometimes underrated.To encourage implementation of these recommen dations Geographic and related organisations should work unneurotic to develop and execute a plan to implement the recommendationsinthisdepartment. Lastly, it should be mentioned, however, that geography being a multidimensional subject that is, it encompasses several subjectsordisciplines. ThecaseofHistory,HistoryandHistoryTeaching playan important role in developing national identity.Against the background of ethnic, cultural and national conflicts in South Eastern Europe history teaching was lots employ as a tool for promoting nationalistic ideologies. History textbooks have, in galore( conductnominal) cases, been dominated bybiasedhistoricalinterpretations. Sensitive historical issues and groups, such as the history of social and ethnic minorities, the history of neighbouring countries have often been excluded from the textbooks.Therefore, history education in South Eastern Europe has been set as a key issue for the reconciliation and democratisation process and thus for longterm stabilityin theregionbymanykeyactorsatexpertandpoliticallevel(De Blij,1993). In conclusion, it is a matter of concern that the majority of students in the school complete their geographical education at ayoungage. Theyarenormallygiventhechancetochoosethesubjectstobe studied in order to presume their certificate at the end of their first year of post original education.It is usually 58subjectsinclusiveofEnglish. Itisreportedbyschoolmanagementthatappropriateguidance and consultation with parents informs this choice process, it is of concern that subject choicesmadeat such an early stageinpostprimaryeducationcouldhaveasignificantimpact on subjectchoiceatsenior cycle and on life story paths or access to thirdleveleducation. Itis,therefore,recommendedthatschool management consider restructuring the curriculum at junior cycle to widen therangeofcoresubjectsto include Geography.In the case of Malawi, English is a compulsory subject of all students to Junior Certificatelevel. REFERENCES DeBlij,H. J. (1993). HumanGeographyCulture,Society,andSpace. (4thEd. ). Singapore JohnWilley. TheWorldbookEncyclopedia(2001) The_History_of_Geography_&_its_importance. 123HelpMe. com. 11Apr2012. Sheila L. C. (2004). Globalization and Belonging The Politics of Identity in a Changing World. BostonRowman.