Geography Teaching Methods: Why Should Geography

The term geographics refers to the study of the location and distribution of spirit things and the earth features among which they (The World Book, 2001).It describes its physical features, resources, climate, soils, plants, animals, and peoples and their distribution. Geography, in general, has several objectives. The main objective of the geography subject is to develop awareness of the relation among nature and the mankindmade environment. It provides the basis for sympathizeing population development and the distribution of resources, explaining similarities and differences and discussing change processes.It shall similarly contribute to understanding and mastering the great amount of information in our time. Therefore, this paper discuses the view that geography as asubjectshouldbe madea loadsubject. To begin with, geography provides the basis for understanding population development and the distribution of resources, explaining similarities and differences and discussing change processes. The subject also gives insight into how natural resources, weather and climate have provided the basis for the settlement and development of communities.Furthermore,Geographyalsocreatesunderstandingof why resources are important for ball-shaped 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 government should design a curriculum that considers geography as acoresubjectjust likeEnglishasitisinMalawi.The other thing is that, looking at its objectives? Geography subject is contributingtotheunderstanding and mastering the great amountofinformationinthesedays. Moreknowledgemotivatesandstimulates the ability toanalysecriticallyandunderstandcomprehensively. Thiscangiv e thepupilsagoodbasisfor participating in the development of society in a constructive 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 hasawiderrangeinthe gutsthatitdrawslargely from the natural sciences and social sciences, such as, geology, meteorology, botany, zoology, economics,andhistory. In addition, in order to improve geographic understanding to the general public Increased research care is given to certain core methodological and conceptual issues in geography that areespecially relevant to societys line of works. More emphasis should be placed on prioritydriven, crosscutting projects.Increasedemphasis shouldbegiventoresearchthatimprovestheunderstandingofgeographic literacy, learning, and problem solving andtherolesofgeographicinformationin rearinganddecision making, including interactive learning strategies and spatial decision support sy stems. This helps the government to manage and run its affairs with the intention of developing them. Therefore, through geographical knowledge, angiotensin converting enzymeisabletooperateinseveraldepartmentsofthegovernmenthencemeeting thefullutilizationoflimitedresourcesacountrycouldhave.What is more, the government and/or the nongovernmental organization should take part in the improvement of geographic literacy. Geographyeducationstandardsand otherguidelinesforimproved geography education in the schools should be examined to let on subjects where geographyscurrent knowledge base needs 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 between faculty member geography and users of its research. Also concerned and non concerned parties need to streng then 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 effort 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 needs and opportunities for professional geography to focus its research and teaching on certain specific problems or niches, given limitations on the human and financial resources of the discipline. University and college administrators should alter reward structures for academic geographers to encourage, recognize, and reinforce certain categories of professional activity that are sometimes underrated.To encourage implementation of these recommendations Geographic and related organisations should work together to develo p 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, heathen and national conflicts in South Eastern Europe history teaching was a great deal used as a tool for promoting nationalistic ideologies. History text books have, in many 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 identified as a key issue for the reconciliation and democratisation process and and so for longterm stabilityin theregionbymanykeyactorsatexpertandpoliticallevel(De Blij,199 3). 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 acquire their certificate at the end of their first year of postprimary education.It is usually 58subjectsinclusiveofEnglish. Itisreportedbyschoolmanagementthatappropriateguidance and consultation with parents informs this choice process, it is of concern that subject choicesmadeat such an early coifinpostprimaryeducationcouldhaveasignificantimpact on subjectchoiceatsenior cycle and on career 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. ). Singapor e 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.