Relevance, discord and the humanistic resurgence.

The present crisis in schools, colleges and universities stems from confused but well-meaning efforts to force a primarily elitist system to cater for mass education and from an inheritance of competing models of the 'educated person'. As educators, geographers have actively engaged in three major areas of debate - 'liberal humanitarian' approaches, 'pupil- or student-centred' traditions and the 'reconstructionist' frame. Modern humanistic perspectives have encouraged, serviced and sharpened this involvement by emphasising the priority of broader education goals above specific subject claims, and by revivifying old 'citizenship' aims which had been incorporated into the very foundations of geography. Currently, leading educationists argue that, since any useful discussion about educational forms or ideals must begin with definitions or preferred futures which can never be assured, the only justifiable professional strategy is to prepare an education for uncertainty. Accordingly, humanistic approaches may be given even more prominence. With their proven capacities to foster creative involvement, reflective thought and the promotion of the common ground of social, regional and environmental concerns, an adoption of these humanistic perspectives offers geography teachers at all levels a more secure and valued professional orientation.-from Author