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Down to Earth: Contemplative Thinking Exercises for Geography Education

Year 2014, Volume: 4 Issue: 3, 221 - 234, 31.12.2014

Abstract

Contemporary geography education is mostly based on rational linear thinking skills, such as
observation, explanation, interpretation, calculation and analysis. Even field trips – according to many
the ‘heart’ of geography – are often organized in a logical, rational manner, in which learners step-bystep improve their understanding of the functioning of the world. Yet there are other, different ways to
gain geographic knowledge and understanding that are as old as human existence. Contemplative
thinking exercises offer an alternative approach that changes the habitual rational way of studying
geographical topics to a state of deeper awareness, concentration and insight. By activating a set of
neural structures involved in attention and relaxation, contemplative thinking exercises promote
creativity and ‘deep’ knowledge instead of ‘surface’ knowledge. This paper explores the value of
contemplative thinking exercises for geography education, both during geographic field trips and in the
classroom.

References

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  • Buzan, T. &. (1996). The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential. Plume.
  • Cardoso, R. de Souza, E., Camono, L. & Leite, J.R. (2004). Meditation in health: an operational defintion. Brain Research Protocols, 14, 58-60.
  • Christaller, W. (1968). Wie ich zu der Theorie der zentralen Orte gekommen bin - ein Bericht, wie eine Theorie entstehen kann, und in meinem Fall entstanden ist. Geographische Zeitschrift, 56(2), 88-101.
  • Davies, M. (2010). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? . The International Journal of Higher Education Research.
  • Eppler, M.J. (2006). A Comparison between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing. Information Visualization , 5, 202-210.
  • Erricker, C. &. Erricker, J. (2001). Meditation in Schools - Calmer Classrooms. London: Continuum International Publishing.
  • Evans, J.R. Creativity in MS/OR: Improving Problem Solving through Creative Thinking. Interfaces, 22, 87-91.
  • Fink, A., Grabner, R.H., Benedek, M., Reishofer, G., Hauswirth, V., Fally, M., Neuper, C., Ebner, F. & Neubauer, A.C. (2009). The Creative Brain: Investigation of Brain Activity During Creative Problem Solving by Means of EEG and fMRI. Human Brain Mapping, 30, 734-748. Fuller, I., Edmondson, S., France, D., Higgitt, D., & Ratinen, I. (2006). International Perspectives on the Effectivenes of Geography Fieldwork for Learning. Journal of Geography in Higher Education, 30, 89-101.
  • Gelb, J. (2004). How to think like Leonardo da Vinci. Delta. Hart, T. (2004). Opening the Contemplative Mind. Journal of Transformative Education, 2(1), 28-46.
  • Hay, D. Kinchin, I. & Lygo-Baker, S. (2008). Making learning visible: the role of concept mapping in higher education. Studies in higher Education, 33(3), 295–311.
  • Healey, M. & Jenkins, A. (2000). Learning cycles and learning styles: Kolb's experiential learning theory and its applicatino in geography in higher education. Journal of Geography, 99, 185-195.
  • Hender, J.M., Douglas, L.D., Rodgers, T.L., Nunamaker, J.F. (2001). Improving Group Creativity: Brainstorming Versus Non-brainstorming Techniques in a GGS Environment. Proceedings of the 34th Hawaii International Conference on System Sciences.
  • Hope, M. (2009). The Importance of Direct Experience: A Philosphical Defence of Fieldwork in Human Geography. Journal of Geography in Higher Education, 33, 169-182.
  • Kabat-Zinn, J. (1990). Full catastrophe living. Using the wisdom of your body and mind to face stres, pain and illness. . New York: Delacorte.
  • Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Prentice Hall.
  • Lazar, W.S., Bush, G., Gollub, R.L., Fricchione, G.L., Khalsa, G. & Benson, H. (2000). Functional brain mapping of the relaxation response and meditation. Neuroreport, 11(7), 1581-1585.
  • Lloyd, D., Boyd, B. & den Exter, K. (2010). Mind mapping as an interactive tool for engaging complex geographical issues. New Zealand Geographer, 66, 181-188.
  • Luvaas-Briggs, L. (1984). "Whole Brain" Activities for the Community College Reading Class. Journal of Reading, 27(7), 644-647.
  • Martindale, C. & Hines, D. (1975). Creativity and Cortical Activation During Creative Intellectual and EEG Feedback Tasks. Biological Psychology, 3, 91-100.
  • Massey, D. (2006). The geographical Mind. In D. (. Balderstone, Secondary Geography - Handbook. Geographical .
  • Mednick, S.A. (1962). The Associative Basis of the Creative Proces. Psychological Review, 69(3), 220-232. Melano Flanagan, L. (2011). Object Relations Theory. In J. M. Berzoff, L. Melano Flanagan & P. Hertz. Inside Out and Outside In. Psychodynamic Clinical Theory and Psychopathology in Contemporary Multicultural Contexts. Rowman & Littlefield Publishers.
  • Nairn, K. (2005). the Problem of Utilizing 'Direct Experience' in Geography Education. Journal of Geography in Higher Education, 293-309.
  • Norton, J. D. (2012). Chasing the Light. Einstein's most famous thought experiment. In J. F. Brown, Thought Experiments in Philosophy, Science and the Arts. Routledge.
  • Sauer, C. O. (1956). The Education of a Geographer. Annals of the Association of American Geographers, 46(3), 287-299.
  • Slavin, R.E. (1991). Synthesis of Research on Cooperative Learning. Educational Leadership.
  • Van der Schee, J. (2009). Aardrijkskunde, wat is dat voor vak? In G. Van den Berg, Handboek Vakdidactiek Aardrijkskunde. Centrum voor Educatieve Geografie.
  • Waters, L., Barsky, A., Ridd, A. & Allen, K. (2014). Contemplative Education: A Systematic Evidence-Based Review of the effect of Meditation Interventions in Schools. Educational Psychology Review.
  • Wickelgren, I. (2012, september/october). The education of character. Scientific American Mind, 48-58.
Year 2014, Volume: 4 Issue: 3, 221 - 234, 31.12.2014

Abstract

References

  • Bruer, J. T. (1997). Education and the Brain: a Bridge too far. Educational Researcher, 26(8), 4-16.
  • Buzan, T. &. (1996). The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential. Plume.
  • Cardoso, R. de Souza, E., Camono, L. & Leite, J.R. (2004). Meditation in health: an operational defintion. Brain Research Protocols, 14, 58-60.
  • Christaller, W. (1968). Wie ich zu der Theorie der zentralen Orte gekommen bin - ein Bericht, wie eine Theorie entstehen kann, und in meinem Fall entstanden ist. Geographische Zeitschrift, 56(2), 88-101.
  • Davies, M. (2010). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? . The International Journal of Higher Education Research.
  • Eppler, M.J. (2006). A Comparison between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing. Information Visualization , 5, 202-210.
  • Erricker, C. &. Erricker, J. (2001). Meditation in Schools - Calmer Classrooms. London: Continuum International Publishing.
  • Evans, J.R. Creativity in MS/OR: Improving Problem Solving through Creative Thinking. Interfaces, 22, 87-91.
  • Fink, A., Grabner, R.H., Benedek, M., Reishofer, G., Hauswirth, V., Fally, M., Neuper, C., Ebner, F. & Neubauer, A.C. (2009). The Creative Brain: Investigation of Brain Activity During Creative Problem Solving by Means of EEG and fMRI. Human Brain Mapping, 30, 734-748. Fuller, I., Edmondson, S., France, D., Higgitt, D., & Ratinen, I. (2006). International Perspectives on the Effectivenes of Geography Fieldwork for Learning. Journal of Geography in Higher Education, 30, 89-101.
  • Gelb, J. (2004). How to think like Leonardo da Vinci. Delta. Hart, T. (2004). Opening the Contemplative Mind. Journal of Transformative Education, 2(1), 28-46.
  • Hay, D. Kinchin, I. & Lygo-Baker, S. (2008). Making learning visible: the role of concept mapping in higher education. Studies in higher Education, 33(3), 295–311.
  • Healey, M. & Jenkins, A. (2000). Learning cycles and learning styles: Kolb's experiential learning theory and its applicatino in geography in higher education. Journal of Geography, 99, 185-195.
  • Hender, J.M., Douglas, L.D., Rodgers, T.L., Nunamaker, J.F. (2001). Improving Group Creativity: Brainstorming Versus Non-brainstorming Techniques in a GGS Environment. Proceedings of the 34th Hawaii International Conference on System Sciences.
  • Hope, M. (2009). The Importance of Direct Experience: A Philosphical Defence of Fieldwork in Human Geography. Journal of Geography in Higher Education, 33, 169-182.
  • Kabat-Zinn, J. (1990). Full catastrophe living. Using the wisdom of your body and mind to face stres, pain and illness. . New York: Delacorte.
  • Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Prentice Hall.
  • Lazar, W.S., Bush, G., Gollub, R.L., Fricchione, G.L., Khalsa, G. & Benson, H. (2000). Functional brain mapping of the relaxation response and meditation. Neuroreport, 11(7), 1581-1585.
  • Lloyd, D., Boyd, B. & den Exter, K. (2010). Mind mapping as an interactive tool for engaging complex geographical issues. New Zealand Geographer, 66, 181-188.
  • Luvaas-Briggs, L. (1984). "Whole Brain" Activities for the Community College Reading Class. Journal of Reading, 27(7), 644-647.
  • Martindale, C. & Hines, D. (1975). Creativity and Cortical Activation During Creative Intellectual and EEG Feedback Tasks. Biological Psychology, 3, 91-100.
  • Massey, D. (2006). The geographical Mind. In D. (. Balderstone, Secondary Geography - Handbook. Geographical .
  • Mednick, S.A. (1962). The Associative Basis of the Creative Proces. Psychological Review, 69(3), 220-232. Melano Flanagan, L. (2011). Object Relations Theory. In J. M. Berzoff, L. Melano Flanagan & P. Hertz. Inside Out and Outside In. Psychodynamic Clinical Theory and Psychopathology in Contemporary Multicultural Contexts. Rowman & Littlefield Publishers.
  • Nairn, K. (2005). the Problem of Utilizing 'Direct Experience' in Geography Education. Journal of Geography in Higher Education, 293-309.
  • Norton, J. D. (2012). Chasing the Light. Einstein's most famous thought experiment. In J. F. Brown, Thought Experiments in Philosophy, Science and the Arts. Routledge.
  • Sauer, C. O. (1956). The Education of a Geographer. Annals of the Association of American Geographers, 46(3), 287-299.
  • Slavin, R.E. (1991). Synthesis of Research on Cooperative Learning. Educational Leadership.
  • Van der Schee, J. (2009). Aardrijkskunde, wat is dat voor vak? In G. Van den Berg, Handboek Vakdidactiek Aardrijkskunde. Centrum voor Educatieve Geografie.
  • Waters, L., Barsky, A., Ridd, A. & Allen, K. (2014). Contemplative Education: A Systematic Evidence-Based Review of the effect of Meditation Interventions in Schools. Educational Psychology Review.
  • Wickelgren, I. (2012, september/october). The education of character. Scientific American Mind, 48-58.
There are 29 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Cathelijne De Busser

Publication Date December 31, 2014
Submission Date September 12, 2014
Acceptance Date December 11, 2014
Published in Issue Year 2014 Volume: 4 Issue: 3

Cite

APA Busser, C. D. (2014). Down to Earth: Contemplative Thinking Exercises for Geography Education. Review of International Geographical Education Online, 4(3), 221-234.
AMA Busser CD. Down to Earth: Contemplative Thinking Exercises for Geography Education. Review of International Geographical Education Online. December 2014;4(3):221-234.
Chicago Busser, Cathelijne De. “Down to Earth: Contemplative Thinking Exercises for Geography Education”. Review of International Geographical Education Online 4, no. 3 (December 2014): 221-34.
EndNote Busser CD (December 1, 2014) Down to Earth: Contemplative Thinking Exercises for Geography Education. Review of International Geographical Education Online 4 3 221–234.
IEEE C. D. Busser, “Down to Earth: Contemplative Thinking Exercises for Geography Education”, Review of International Geographical Education Online, vol. 4, no. 3, pp. 221–234, 2014.
ISNAD Busser, Cathelijne De. “Down to Earth: Contemplative Thinking Exercises for Geography Education”. Review of International Geographical Education Online 4/3 (December 2014), 221-234.
JAMA Busser CD. Down to Earth: Contemplative Thinking Exercises for Geography Education. Review of International Geographical Education Online. 2014;4:221–234.
MLA Busser, Cathelijne De. “Down to Earth: Contemplative Thinking Exercises for Geography Education”. Review of International Geographical Education Online, vol. 4, no. 3, 2014, pp. 221-34.
Vancouver Busser CD. Down to Earth: Contemplative Thinking Exercises for Geography Education. Review of International Geographical Education Online. 2014;4(3):221-34.