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Geography & Science: Why Argue? - Background
This project was led by the Geographical Association in partnership with the Earth Science Teachers Association.
Background
This project encouraged ‘pedagogical transfer’ between geography and science. Geography teachers took a critical look at how ‘scientific knowledge making’ is handled in science classrooms, while science teachers considered pedagogic strategies now commonplace in geography classrooms.
Earth science, arguably, often falls between the divisions in a compartmentalised subject-based curriculum. However, it has a central part to play in preparing students for adult life – helping them to grow an informed understanding of sustainability, which in turn provides an essential foundation for active citizenship.
The project was oriented towards three beliefs that combine to provide a coherent foundation. These helped to anchor the teachers in their pedagogic adventure: - We were not interested merely in producing ‘exciting’ lessons. Engaging students seriously in topical and difficult issues on which science and geography can contribute requires that they are inducted into, and prepared for, a culture of argument.
- As well as being evidence-based, such argument must have a sound moral basis. This is provided by the deliberate and relentless concern for the students and teacher to be prepared to align themselves to people or ideas for reasons that are good.
- They should then also to be prepared to show how their allegiance may be, for significant and good reasons, different from that held by others.
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