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INSTITUTIONALIZATION OF THE GEOGRAPHY OF EDUCATION: AN INTERNATIONAL PERSPECTIVE

100%
Kučerová S. R., Holloway S. L., Jahnke H.
Pedagogický časopis (Journal of Pedagogy)
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2020
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vol. 11
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issue 1
13 – 34
EN
The geography of education is a young field of research. This article makes two innovative contributions to knowledge about the evolution of this body of work. First, it presents a three-fold history of the field, delineating distinct phases in its development. Second, it draws out both linkages across, and disparities between, geographies of education in different language traditions. The analysis includes longer established German-language, Francophone and Anglophone oeuvres, as well as more recent Eastern European and global research. In combination, this attention to the temporality and spatiality of geographical debate about education provides a unique introduction to the field.
2
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MAP-DOCUMENTED HISTORY OF EXPLORATION OF SIBERIA AS EXEMPLIFIED BY SELECTED WEST EUROPEAN MAPS OF THE 16th AND 17th CENTURY

100%
Szaniawska L.
Analecta. Studia i Materiały z Dziejów Nauki
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2006
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vol. 15
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issue 1-2(29-30)
207-241
EN
The paper focuses on the exploration, and later the drawing of maps, of territories that are far removed from the civilizations responsible for such attempts. In particular, it shows how the maps were at first filled with misleading images and then, along with gradual advances in the exploration of unknown lands and seas, how these were replaced by a picture more consistent with reality. It seems that maps of Northern Asia published in Western Europe since the 16th century are a particularly good example of the potential of maps as carriers of the Europeans' knowledge and ignorance. The maps document successive stages in the exploration of inaccessible areas of Siberia. They carry both elements taken over from the knowledge of ancient Greek geographers and those that were derived from the most recent discoveries made at the turn of the 16th and 17th centuries. It is interesting and quite characteristic of the maps of Siberia that fantastic and misleading content freely co-existed with bona fide information from field research. Until the second half of the 18th century, i.e. until a Russian atlas of the Russian Empire was published by the Academy of Sciences at St. Petersburg, maps appeared on the book market of Europe whose authors had no geographical knowledge at all. A very good example is provided by how the islands of Novaya Zemlya were represented on maps published by European publishing houses after the discoveries of Willem Barents.
3

INŠTITUCIONALIZÁCIA GEOGRAFIE NA UNIVERZITE KOMENSKÉHO V BRATISLAVE V ROKOCH 1922 – 19261

75%
Matlovič R., Matlovičová K.
Historický časopis (Historical Journal)
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2022
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vol. 70
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issue 3
403–427
EN
This paper deals with the process of institutionalization of geography at the Faculty of Arts, Comenius University in Bratislava. We start from the understanding of the institutionalization of the academic discipline as a process of establishing and definitively occupying the chair by a full professor and establishing the seminar as the basic institutional unit of the faculty. We discuss the broader context of the underlying factors of the institutionalization of geography at universities in Central Europe. We will then highlight the initial steps in the institutionalization of geography at the Comenius University in Bratislava. Based on detailed research in the archives of Comenius University, we will show that the process of institutionalization of geography was spread over a period of five years from January 1922 to December 1926. Since there were no specialists in this field in Slovakia, the establishment and development of geography was possible only thanks to the help of Czech professors from Charles University in Prague. A new finding is that the ethnographer Karel Chotek was the main initiator and actor of the process of institutionalization of geography, which disrupts the hitherto traditional narrative about the key role of Jiří Viktor Daneš in this process. The Faculty of Arts made efforts to stabilize the chair of geography and proposed that F. Štůla could be appointed associate professor of general geography. This proposal was accepted in December 1926, which solved the issue of occupying the chair. In June 1926, the statutes of the Geographical Seminar and the Pro-Seminar were also approved by the Ministry of Education and National Enlightenment, so that the process of institutionalization of geography at Comenius University in Bratislava can be considered complete.
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