Great Soviet Encyclopedia - geographical education. Geographical education - definition Ecology as an independent subject

Geographic education

system of training specialist geographers in universities. How academic discipline geography was introduced in some universities in Western Europe already in the Middle Ages, in educational institutions Russia - in the 17th century. (for example, at the Kiev-Mohyla Academy). In the 17th century The first textbooks on geography appeared, for example, translated into Russian at the beginning of the 18th century. “General Geography...” by the Dutch scientist Varenius. Already at the beginning of the 18th century. geography was an independent subject at the School of Mathematical and Navigational Sciences (See School of Mathematical and Navigational Sciences), at the St. Petersburg Maritime Academy and was provided for by M. V. Lomonosov in the draft curriculum of Moscow University (where it was taught by D. V. Savich from the opening university). By the end of the 18th century. in geography (courses of which were already taught in many universities in Western Europe), three directions were clearly outlined - physical geography, economic geography (more often called statistical at that time) and regional studies. Physical geography was taught at universities in the faculties of natural sciences, statistics and regional studies - in the faculties of literature (historical and philological).

The emergence of geography as a university science in Russia was recognized by the university charter of 1804, according to which two departments were established in the literature faculties: world history, statistics and geography; history, statistics and geography of the Russian state. However, the training of specialist geographers was not provided for, training courses Geographies were “auxiliary” in the training of historians and philologists.

In the countries of Western Europe, the predominant direction in geography was regional studies; at the end of the 19th century. in Great Britain and France, major summaries on regional studies are published (H. J. Mackinder, G. Vidal de la Blache), in Germany - on geomorphology (A. Penck), general geography (A. Zupan), comparative geography (K. Ritter) , population geography (F. Ratzel). Significant influence on the development of G. o. V higher school provided by the German geographer A. Humboldt. The French geographer and sociologist E. Reclus organized a special higher educational and scientific institution- Geographical Institute. In the United States, unlike Europe, geography developed in close connection with cartography, especially in the military system.

In 1863, departments of physical geography were created at Russian universities, and in 1884 - departments of geography and ethnography. In this regard, a number of geographical disciplines were introduced into the university curricula—general physical geography, geography of Russia, geography of the continents, anthropogeography, ethnography, history of geography, and others. played by the scientific schools of Moscow universities (D. N. Anuchin, A. A. Borzov, A. S. Barkov, M. A. Bogolepov, A. A. Kruber, B. F. Dobrynin, S. G. Grigoriev, M. S. Bodnarsky) and St. Petersburg (A. I. Voeikov, P. I. Brounov, V. P. Semenov-Tyan-Shansky, L. S. Berg, Yu. M. Shokalsky, etc.). At Novorossiysk University (Odessa) G. o. was headed by G.I. Tanfilyev, in Kazansky - P.I. Krotov, in Kharkovsky - A.N. Krasnov and others. At the beginning of the 20th century. a major role in improving G. o. new textbooks and teaching aids by A. S. Barkov, S. G. Grigoriev, A. A. Kruber and S. V. Chefranov were played at school; introduced into the curricula of geographical specialties at universities educational practice, training stations have been created; training of specialists with G. o. for research and pedagogical work was carried out at the faculties of physics and mathematics.

The position of the highest G. o. changed dramatically after the Great October revolution. In 1918-25, a university worked in Petrograd, at which a research institute of geography was created in 1922, and in 1923 the same research institute was established at Moscow University. By the end of the 20s. Universities have radically restructured the curricula and programs of geographical specialties, especially economic geography (N. N. Baransky); Mandatory practice for students on expeditions was introduced. In the 30s Independent geographical departments were created, and then geographical and geological-geographical departments of universities. In subsequent years, the specialization of those graduating from geography faculties deepened and new departments emerged. The modern standard structure of geographical departments at universities in the USSR includes the following specialties: physical geography, economic geography, geomorphology, meteorology and climatology, land hydrology, oceanology and cartography.

In the USSR, universities train geographers and pedagogical institutes on full-time, evening and correspondence education systems. The largest centers of the city region. are Moscow, Leningrad, Kyiv universities and pedagogical institutes. Some universities have departments of geology and geography and biology. In their first years, university students receive broad general geographical training; in their senior years, they study a series of special (major) disciplines, work in seminars, undergo special practice (geological, geodetic, complex geographical in research institutes, schools, expeditions, etc.), complete and defend coursework and theses in the chosen specialty, pass state exams By social sciences. The training of geographers in pedagogical institutes is structured without division into narrow specialties. A significant place is given to the study of pedagogical disciplines (psychology, pedagogy, teaching methods) and pedagogical practice. Many pedagogical institutes train teachers in two profiles: geography and biology (geographical-biological, natural-geographical faculties), history and geography, etc. curriculum all pedagogical institutes also provide field practice at training bases, local history and in the form of long-distance excursions (expeditions). The duration of study in geographical specialties is 4-5 years.

In 1970, geography teachers were trained by 33 universities (18.7 thousand students, annual graduation rate of about 1.6 thousand specialists) and 77 pedagogical institutes (40 thousand students, annual graduation rate of 6.2 thousand specialists, including about 300 with two specialties), admission to geographical faculties (departments, specialties) is about 10 thousand people.

Special geographical disciplines occupy a significant place in the curricula of a number of related specialties in universities that train cartographers, hydrologists, meteorologists, climatologists, land managers, agronomists, foresters, economists, transport engineers, etc., as well as in secondary specialized educational institutions (topographical, hydrometeorological, agricultural, etc.).

In universities, as well as in the USSR Academy of Sciences and the Academy pedagogical sciences The USSR has a postgraduate school that trains scientific and scientific-pedagogical personnel in geographical sciences.

Geography specialists are trained in all countries of the world where there are universities and pedagogical institutes. In socialist countries, G. o. develops in all branches of geography. Large centers of the city region. are the oldest universities - in Berlin (the capital of the GDR), Leipzig, Warsaw, Krakow, Budapest, etc. In capitalist countries, the nature, direction, and forms of state education. very different. For example, the largest universities in the USA (New York, Chicago, San Francisco, etc.) have a narrow specialization (geomorphology, meteorology, hydrology, economic geography of economic sectors); in France (Sorbonne and other universities), comprehensive geographical (country studies) training of geographers predominates, great importance has a scientific school of geography of population and economy; In UK universities (Oxford, Cambridge, London), along with regional studies and economic geography, oceanography occupies a prominent place. Geography teachers in foreign countries They graduate mainly from universities (3-4 years of study). Future teachers often combine two profiles (for example, geography and physics, geography and psychology, geography and foreign language). Teaching practice takes up less place in the learning process than in the Soviet Union. universities and pedagogical institutes.

General G. o. gives average comprehensive school. In the USSR, geography as an independent academic subject is systematically studied in grades 5-9 ( initial course physical geography, including information about the topographic plan and geographical map, knowledge about the spheres of the Earth and methods of their research, etc.; physical geography of continents, the USSR, economic geography of the USSR and foreign countries). In some capitalist countries school programs and geography textbooks have a regional focus.

Lit.: Baransky N.N., Historical review of geography textbooks (1876-1934), M., 1954; him, Economical geography V high school. Economic geography in higher education, M., 1957; Geography at Moscow University for 200 years (1755-1955). Ed. K.K. Markova and Yu.G. Saushkina, M., 1955; Butyagin A. S., Saltanov Yu. A., University education in the USSR, M., 1957; Soloviev A. I., Current state and tasks of higher geographical education. Materials for the 4th Congress of the Geographical Society of the USSR, Leningrad, 1964; Education in the countries of the world, M., 1967.

A. I. Soloviev.

Big Soviet encyclopedia. - M.: Soviet Encyclopedia. 1969-1978 .

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Century, in educational institutions of Russia - in the 17th. (for example, at the Kiev-Mohyla Academy). In the 17th century The first textbooks on geography appeared, for example, translated into Russian at the beginning of the 18th century. “General geography?” Dutch scientist Varenius. Already at the beginning of the 18th century. Geography was an independent subject at the School of Mathematical and Navigational Sciences, at the St. Petersburg Maritime Academy and was provided for. V. Lomonosov in the draft curriculum of Moscow University (where it was read by V. Savich from the opening of the university). By the end of the 18th century. in geography (courses of which were already taught in many universities in Western Europe), three directions were clearly outlined - physical geography, economic geography (more often called statistical at that time) and regional studies. Physical geography was taught at universities in the faculties of natural sciences, statistics and regional studies - in the faculties of literature (historical and philological). The emergence of geography as a university science in Russia was recognized by the university charter of 1804, according to which two departments were established in the literature faculties: world history, statistics and geography; history, statistics and geography of the Russian state. However, the training of specialist geographers was not provided; geography courses were “auxiliary” for the training of historians and philologists. In the countries of Western Europe, the predominant direction in geography was regional studies; at the end of the 19th century. in Great Britain and France, major summaries on regional studies are published (H. J. Mackinder, Vidal de la Blache), in Germany - on geomorphology (A. Penck), general geography (A. Zupan), comparative geography (K. Ritter), geography of population (F. Ratzel). Significant influence on the development of G. . in higher education he was a German geographer. Humboldt. French geographer and sociologist. Reclus organized a special higher educational and scientific institution in Brussels - the Geographical Institution. In the United States, unlike Europe, geography developed in close connection with cartography, especially in the military system. In 1863, departments of physical geography were created at Russian universities, and in 1884 - departments of geography and ethnography. In this regard, a number of geographical disciplines were introduced into the university curricula - general physical geography, geography of Russia, geography of the continents, anthropogeography, ethnography, history of geography, etc. A significant role in the development of domestic geographies. played by scientific schools of Moscow universities (D. Anuchin, A. A. Borzov, A. Barkov, M. A. Bogolepov, A. A. Kruber, . . Dobrynin, S. G. Grigoriev, M. S. Bodnarsky) and St. Petersburg (A. Voeikov, I. Brounov, V. P. Semenov-Tyan-Shansky, S. Berg, M. Shokalsky, etc.) . At Novorossiysk University (Odessa) G. o. was headed by G.I. Tanfilyev, in Kazansky - P.I. Krotov, in Kharkovsky - A.N. Krasnov and others. At the beginning of the 20th century. a major role in improving G. o. new textbooks and teaching aids by A. S. Barkov, S. G. Grigoriev, A. A. Kruber and S. V. Chefranov were played at school; educational practice has been introduced into the curricula of geographical specialties at universities, and training stations have been created; training of specialists with G. o. for research and teaching work was carried out at the faculties of physics and mathematics. The position of the highest G. o. changed dramatically after the Great October Revolution. In 1918-25, the Geographical Institute (university) operated in Petrograd, under which a research institute of geography was created in 1922, and in 1923 the same research institute was established at Moscow University. By the end of the 20s. Universities have radically restructured the curricula and programs of geographical specialties, especially economic geography (N. N. Baransky); Mandatory practice for students on expeditions was introduced. In the 30s Independent geographical departments were created, and then geographical and geological-geographical departments of universities. In subsequent years, the specialization of those graduating from geography faculties deepened and new departments emerged. The modern typical structure of geographical departments at universities in the USSR includes specialties: physical geography, economic geography, geomorphology, meteorology and climatology, land hydrology, oceanology and cartography. In the USSR, universities and pedagogical institutes train geographers in full-time, evening and correspondence education systems. The largest centers of the city region. are Moscow, Leningrad, Kiev universities and pedagogical institutes. Some universities have departments of geology and geography and biology. In their first years, university students receive broad general geographical training; in their senior years, they study a series of special (major) disciplines, work in seminars, undergo special practice (geological, geodetic, complex geographical in research institutes, schools, expeditions, etc.), complete and defend coursework and theses in their chosen specialty, and pass state exams in social disciplines. The training of geographers in pedagogical institutes is structured without division into narrow specialties. A significant place is given to the study of pedagogical disciplines (psychology, pedagogy, teaching methods) and pedagogical practice. Many pedagogical institutes train teachers in two fields: geography and biology (geographical-biological, natural-geographical faculties), history and geography, etc. The curricula of all pedagogical institutes also provide for field practice at educational bases, local history and in the form of long-distance excursions ( expeditions). The duration of study in geographical specialties is 4-5 years. In 1970, geography teachers were trained by 33 universities (18.7 thousand students, annual graduation rate of about 1.6 thousand specialists) and 77 pedagogical institutes (40 thousand students, annual graduation rate of 6.2 thousand specialists, including about 300 with two specialties), admission to geographical faculties (departments, specialties) is about 10 thousand people. Special geographical disciplines occupy a significant place in the curricula of a number of related specialties in universities that train cartographers, hydrologists, meteorologists, climatologists, land managers, agronomists, foresters, economists, transport engineers, etc., as well as in secondary specialized educational institutions (topographical, hydrometeorological, agricultural, etc.). Universities, as well as the USSR Academy of Sciences and the USSR Academy of Pedagogical Sciences, have postgraduate courses that train scientific and scientific-pedagogical personnel in geographical sciences. Geography specialists are trained in all countries of the world where there are universities and pedagogical institutes. In socialist countries, G. o. develops in all branches of geography. Large centers of the city region. are the oldest universities - in Berlin (the capital of the GDR), Leipzig, Warsaw, Krakow, Budapest, etc. In capitalist countries, the nature, direction, and forms of state education. very different. For example, the largest universities in the USA (New York, Chicago, San Francisco, etc.) have a narrow specialization (geomorphology, meteorology, hydrology, economic geography of economic sectors); in France (Sorbonne and other universities), comprehensive geographical (country studies) training of geographers predominates, psychology, geography and foreign languages are of great importance). Pedagogical practice occupies a smaller place in the learning process than in the Soviet Union. universities and pedagogical institutes. General G. o. is given by a secondary school. In the USSR, geography as an independent academic subject is systematically studied in grades 5-9 (initial course of physical geography, including information about the topographic plan and geographical map, knowledge about the spheres of the Earth and methods of their study, etc.; physical geography of the continents, USSR, economic geography of the USSR and foreign countries). In some capitalist countries, school curricula and textbooks on geography have a regional focus. Lit.: Baransky N.N., Historical review of geography textbooks (1876-1934), M., 1954; his, Economic geography in high school. Economic geography in higher education, M., 1957; Geography at Moscow University for 200 years (1755-1955). Ed. . K. Markova and Yu. G. Saushkina, M., 1955; Butyagin A. S., Saltanov Yu. A., University education in the USSR, M., 1957; Solovyov A.I., Current state and objectives of higher geographical education. Materials for the 4th Congress of the Geographical Society of the USSR, Leningrad, 1964; Education in the countries of the world, M., 1967. A. I. Solovyov.

EARTH SCIENCES

UDC 378; 91:372.8

GEOGRAPHY AND GEOGRAPHICAL EDUCATION

Dagestan State Pedagogical University

The article discusses the role and significance geographical science and geographical education in the development of the state, society and personality.

The author of the article discusses the role and the importance of geographical science and geography education in the development of the state, the society and personality.

Keywords: power, geography, geographical society, science, education.

Keywords: power, Geography, Geographical Society, science, education.

The Russian Geographical Society is the oldest scientific and public organization, which was founded in 1845 by the highest order of Emperor Nicholas I. Subsequently, it always played an important role in solving the most important problems facing the Russian state. For a long time (from 1845 to 1917) the Russian Geographical Society bore the title of Imperial. Now it is again experiencing its rise

significance and prestige as extremely important for the Russian state social structure. In 2009, Sergei Shoigu was elected the new president of the Russian Geographical Society (RGS), and the Prime Minister became the chairman of the board of trustees Russian Federation V.V. Putin.

Geography revealed its potential and contributed to solving the most difficult problems facing the country in very difficult years for it. This was the case during the periods of development of Siberia and Far East, industrialization, during the Great Patriotic War. Her contribution is noticeable in almost all spheres of life in our state.

Now, on the eve of the 65th anniversary of the Victory, we must say frankly that geographers with their research made a huge contribution to the victory over the enemy. During the war years, up to 1 billion printed maps were compiled and published. During these years, on the initiative of geographers, military geological teams were created. Hydrologists provided the military with information about rivers, reservoirs and lakes, the timing of their freezing and opening. These and many other data were used to select and carry out the most important military operations. The information from meteorologists was invaluable. Among the troops, the need for geographical knowledge was very high. Headquarters at all levels needed to comprehensively study the territories in which they were to operate.

Vice-President of the USSR Academy of Sciences, Chairman of the Commission for Geological and Geographical Services of the Red Army, Academician A.E. Fersman, emphasized that the war forced a radical change in the assessments that various sciences had. Among the first, he named geography, which was previously considered primarily a descriptive science. In the Second World War, it came to the forefront among those sciences that prepared strategic, tactical and operational decisions practically on the battlefield. He further notes that “...geography is not at all a science about individual facts of the world around us. Geography is the science of connections, of the deepest relationships that exist in nature between individual phenomena and the person working in it.”

During the period of dramatic socio-economic changes that occurred after the collapse of the USSR, the role of geography was unfairly and unjustifiably underestimated. The potential of geographical science was not in demand, and geographical education was severely infringed. Eg, the most important aspects economic and social geography, which human geography has developed over centuries, are now taught in universities as purely economic specialties. The same can be said about political geography, which has been “taken over” by political scientists in recent years. Meanwhile, the importance of geography geographical research and geographical education throughout the world is constantly growing. Geography is directly related to providing competent and adequate responses to modern challenges of a technogenic, socio-economic, political and environmental nature, which are becoming louder and louder.

V.V. Putin, speaking at the congress of the Russian Geographical Society, emphasized: “Neither political changes nor other tensions of the 20th century could interrupt the work of the Russian Geographical Society. This is another evidence of the importance and enduring significance of those issues that are dealt with by domestic geographical science.”

Geography is one of basic sciences, on which knowledge of the surrounding world is based. The main object of geographical research is the environment in all its diversity and complexity of changes as a result of increasing, multiplying complexity of anthropogenic impact.

Nevertheless, many still identify geography only with discoveries and descriptions of previously unseen lands. But geography has long delved into the study of the most complex problems of interaction between nature and society. It's on this path this science gains new perspectives. Modern geography is a system of knowledge consisting of three blocks of sciences - nature, society and economics. Geographers have always held in high esteem the technology that currently provides remote sensing of the Earth and the improvement of cartography.

The main reason for the “renaissance” of geographical thought is the recognition at the global level of the imbalance between natural environment and society. The concept of sustainable development offers aspects such as sustainable use natural resources, an efficient economy and a just society. For the balanced development of this triad, which ensures human life at different territorial levels, planning and certain restrictions on the quantitative growth of environmentally damaging industries are necessary.

Balanced development at the local level (villages, cities, districts) largely depends on the degree of involvement of the local population in the implementation of state and international development programs. An important factor in balance is culture, including the ethnic culture of land use. The main motto of sustainable development - “think globally and act locally” - should find direct implementation through school and university geographical education.

The role of geography in preserving biological, ethnocultural and economic diversity is invaluable, and this poses the most serious challenges in the matter of geographical education.

The motto of the International Geographical Congress - “Living in Diversity” - is especially relevant for Dagestan. This is one of the main slogans of the future of humanity. It presupposes harmonious relationships between different ethnic groups and their cultural traditions, industrial and less developed countries, city and countryside, man and nature.

In the last decade, the role of political geography and geopolitics has sharply increased. Dagestan found itself in new geopolitical conditions. The role of geographical study of state borders, border areas, and national diasporas has increased. The study of the identity of nations and peoples is becoming the core task of geographers dealing with issues of international relations, the development of urbanization, rural areas, migration and tourism activity of the population.

Geography is now paying serious attention to issues of informatization. A new direction of geographical science has emerged - geoinformatics. A variety of geographic information systems are being developed, which are actively used in solving problems of socio-economic development of various territories and water areas. The importance of geographic information systems is especially great in territorial planning, regional planning and condition monitoring environment. Such systems are successfully used in the study of landscapes, in thematic planning, mapping, environmental modeling, as well as in educational geography. The number of electronic databases is growing, electronic atlases and maps are being compiled.

One of the priority areas of activity of the Russian Geographical Society and its Dagestan branch is the education of young people, instilling in them a geographical culture aimed at preserving natural and cultural heritage our country and our republic.

Assessing the potential of the geographical community, Prime Minister V.V. Putin noted: “The creation of a powerful information and educational field around the Russian Geographical Society will allow the maximum number of citizens to be involved in the orbit of its activities, will help the development and popularization of geographical science, the scientific and environmental consciousness of the nation.” Further, the Chairman of the Government of the Russian Federation said: “The Russian Geographical Society has every opportunity to become a platform for dialogue between society and the state, to promote the unification of specialists of various profiles and simply people who love our country.”

In his keynote speech at the congress, the President of the Russian Geographical Society, Head of the Ministry of Emergency Situations of the Russian Federation Sergei Shoigu outlined the following main areas of activity of the Russian Geographical Society: dissemination of geographical information about Russia, namely: the creation of popular science films, television projects, books and teaching aids; Scientific research, the creation of youth branches of the Russian Geographical Society, etc. “We must become an organization that unites politicians, entrepreneurs and everyone involved in the study of environmental protection, economic and social development of the territory,” said S. K. Shoigu.

In January 2010, in the conference hall of the Dagestan State pedagogical university A Republican scientific and practical conference was held, organized by the Dagestan branch of the Russian Geographical Society and dedicated to the 50th anniversary of the Geographical Society of Dagestan, where keynote speeches were given by: Eldarov E.M. - Chairman of the Dagestan branch of the Russian Geographical Society, Gasanov Sh. Sh. - Professor of DSU, Aliev Sh. M. - Dean of the Faculty of Geography of the Dagestan State Pedagogical University, Z. V. Ataev - Vice-Rector for Scientific and innovation activity DSPU, Cherkashin V.I. - Director of the Institute of Geology of Dagestan scientific center RAS, Muduev Sh. S. - Head of the Department of the Ministry of Economy of the Republic of Dagestan, Bukreev S. A. - Chairman of the Moscow Regional Bird Conservation Union of Russia, etc.

The conference participants perceived the changes in the leadership of the Russian Geographical Society with great hope and optimism. Now they associate a lot with concrete solutions extraordinary congress of this society, which, frankly speaking, was held on the personal initiative of V.V. Putin. The conference emphasized the need to unite the efforts of Dagestan geographers and to significantly strengthen the role of geographical science and education in the republic.

The Dagestan geographical community hopes that, like the entire Russian Geographical Society, it will find support from the government of Dagestan. Leading entrepreneurs, scientists, journalists, public figures republics. The fate of Dagestan geography is essentially the fate of Dagestan itself, with its diverse and extremely complex problems of interaction between society and nature, awaiting their competent study and solution. Only with such support will Dagestan geography be able to find a second wind and open a new page in its history.

The question of creating a Board of Trustees of the Dagestan Branch of the Geographical Society remains open. I believe that there will be patriotic citizens, businessmen, our famous fellow countrymen and representatives of the Dagestan diaspora who will express a desire to support the Dagestan branch of the Russian Geographical Society. The main idea of the Dagestan branch is no different from the main idea of the Russian Geographical Society - it is to attract the best minds of the republic to study native land and the people who live on it. And this main idea geography will never lose its relevance.

The place of geography in the knowledge system in modern Russia differs from that in other countries of the world. Abroad great attention is given to the development of public

geography. In Russia, geography still remains more “natural”. Unfortunately, the presence of these two wings, which are perhaps the main strength of geographical science when it comes to education, turns against it. And it all starts with educational standards, where attempts are being made to “absorb” geographical disciplines into integrated courses “Natural Science” and “Social Studies”. This is, of course, unacceptable. The hours allocated to geography at school have been reduced to a minimum. Geography is treated as a secondary subject. It is no coincidence that V.V. Putin noted: “All schools used to have geographical clubs, but now there is nothing like that. We must think about how to revive this work under new conditions.”

Geographic education - cornerstone social development personality and education of civic identity. Geographical competence is the key to the development of a generation of Russian citizens. Implementation of economic and social development our country largely depends on how much knowledge the student has about the territory.

In addition to the sphere of education, as noted above, geographical knowledge is important for solving problems of international politics, government and municipal government, environmental protection, tourism development, integrated territorial planning, land management, territorial organization population and economy. Geographical knowledge is no less important Everyday life and to increase general level human culture.

The possibilities of geographical education in explaining the new positioning of Russia and Dagestan in modern world very large. The Faculty of Geography, like the entire Dagestan State Pedagogical University, was one of the first in Russia to switch to an innovative path of development, expressed in the transition to two-level education - bachelor's and master's degrees. What is happening is not a simple mechanical re-arrangement of disciplines, dividing them into levels, but a conceptual rethinking of the entire system of higher education, entailing a revision of already established views not only on curricula, but also on significant aspects of the development of geography. And here both an appeal to Russian geographical traditions and a comparison with the directions of development of geographical science and geographical education abroad are inevitable.

The Geographical Faculty of the Dagestan State Pedagogical University is the only educational institution in the republic that produces geography teachers and masters of geographical education. The transition of the faculty to two-level education led to the unity of geographical science and geographical education. The Faculty created a Geographical Atlas of Dagestan, published basic research on the physical and economic geography of the republic. Based on their research, geographers created educational and methodological complexes for universities and schools. The textbook “Geography of Dagestan” for grade 9, published in 2002, took 3rd place in the competition of regional textbooks in Russia and the CIS countries published in 1995-2004. The faculty, together with the Geographical Society of the Republic, has accumulated great scientific potential; ongoing research is conducted on a whole range of current areas of geographical knowledge.

In the current Russian bachelor's degree model, geography is integrated only with biology and chemistry. This is just an integration model designed to strengthen the natural science branch of geography. Other models of integration with social science disciplines, such as economics, history, political science, foreign languages, etc., are also possible. Similar models have been successfully tested in university training abroad. The outstanding French geographer Elisée Reclus said about the connection between history and geography at the beginning of the 20th century: “Geography is nothing more than history in space, just as history is geography in time.”

The Geographical Faculty of the DSPU and the Geographical Society of Dagestan, within the framework of the Year of the Teacher, declared by the President of the Russian Federation, are holding an All-Russian scientific and practical conference on the topic “Geographical education and development of the region.” The following problems will be discussed at the conference: school geographical education in the education system in modern stage; innovations in geographical education; geographical education and sustainable development of the territory; geographical knowledge is an essential component of universal human culture; geographical education and regional socio-economic development; Geographical education and environmental protection; the role of geography in patriotic education youth; issues of preparing students for passing the Unified State Exam by geography.

Abstracts of the conference reports will be published in the proceedings of the Dagestan branch of the Russian Geographical Society. The conference resolution will be brought to the next congress of the Russian Geographical Society, which will take place in September 2010. The decisions of the conference will also be sent to the Education Committee of the People's Assembly State Duma of the Russian Federation and the People's Assembly of the Republic of Dagestan, to educational authorities at the republican and municipal levels, to publishing houses of geographical literature, the media, including the magazines “Geography at School” and “Geography and Ecology at School of the 21st Century”, to the newspaper “Geography” " Geography teachers, geographers, ecologists, government officials, and others will be invited to the conference. interested people from the republic and neighboring regions, as well as all those who are interested in geography and geographical education, nature and its protection.

Notes

1. Putin V.V. Speech at the congress of the Russian Geographical Society on November 18, 2009 and KL: http://premier.gov.ru/events/news/8292/ 2. Fersman A.E. Geography and war // Science and life. 1942. No. 11-12. 3. Shoigu S.K. Speech at the congress of the Russian Geographical Society on November 18, 2009 IKL: http://tvtorrent.ru/forum/all_1/topic_997/

A good geographer is in great demand on the labor market today.

Large geofaculties are divided into 4 areas, which are interconnected only in science, but their practical areas of activity diverge very much: public (socio-economic) geography, physical geography, hydrometeorology and cartography. These are completely different paths further in life.

Social geography is huge and very interesting world. Depending on their narrow specialization, geographers work in strategic, transport and marketing departments of industrial companies and banks (geographers-industrialists and transport workers), consulting companies and economic departments of government bodies (geography of investments, regional analysis and regional policy), urban planning and urban studies (geography of cities , cultural geography), external and domestic policy, agro-industrial complex, tourism and many other industries. An economic geographer is distinguished by the fact that in addition to knowledge of the field (economics/sociology/political science, etc.) and mastery of mathematical and field research methods, he has the skills of territorial synthesis - the ability to see the manifestations of universal patterns and local specifics in the processes occurring in a particular place.

Physical geography is a direct route to a variety of environmental projects, environmental protection, industrial impact assessments, engineering surveys in the design and construction of large facilities, as well as work in the field of heritage conservation, including in nature reserves and national parks. A physical geographer is well versed in botany, soil science, soil mechanics and geology, geochemistry, spends half his life in the field, and the other half in processing field results and analyzing satellite images.

Cartography is a huge and growing market for online mapping services, navigation systems, cartographic support for various surveys, and, in particular, the creation of geographic information systems. Cartographers are also involved in technologies for sensing the Earth from space. The training and work of a modern cartographer is primarily related to computer science, mathematical modeling, card design.

Hydrometeorology is a special field of research related to the study of the atmosphere, land waters and oceans. All these areas are highly mathematized and are associated rather with the study of physics, mathematics and computer science. Hydrologists are needed to conduct hydraulic engineering surveys to design industrial facilities, prevent hazardous phenomena, create reclamation systems, etc. Meteorologists and climatologists are engaged in weather forecasting, studying processes global changes climate, forecasting dangerous atmospheric phenomena. Oceanologists study the processes occurring in the seas and ocean: currents, waves, temperature and salinity, interaction between the ocean and the atmosphere, ocean resources and the possibilities of their use.

Expanding on Ruslan's answer:

I know that at Moscow State University and St. Petersburg State University the education is quite strong and fundamental. This is an inheritance from Soviet education, when, upon leaving school, every person had at least a geographical picture of the world. Now in Britain I have been asked several times whether such a country really exists - Kazakhstan? They thought that she was invented in the movie for the sake of the surroundings. They asked at decent establishments at the reception and at the bank.

In general, at Moscow State University in the first year they teach a little bit of everything, then the student makes his choice for a specific direction. Actually, answering the question whether this is promising, I will say yes. They give you knowledge, there are all the conditions for growth, then everything depends only on the person. There are the most different examples, what graduates have achieved (for example, Slipenchuk is a local celebrity). This knowledge seems unnecessary or outdated to anyone, but it provides a complete comprehensive understanding of how the world works. This quality is highly valued in almost all areas of employment.

Answer

Generally speaking, many people became famous outside of geography. I will cite just a few public figures:
Dmitry Oreshkin - famous political scientist and specialist in electoral geography
Alexey Novikov is the dean of the Higher School of Urbanism at the Higher School of Economics, and previously the director of the Russian Thomson Reuters and Standard & Poor's
Leonid Smirnyagin - specialist in federalism and political geography, member of the Presidential Council under B.N. Yeltsin
Natalya Zubarevich - leading specialist in economics and politics of Russian regions
Rair Simonyan - head of Morgan Stanley and UBS banks in Russia
Evgeniy Gontmakher - Deputy Director of IMEMO
Zhanna Zayonchkovskaya is one of the leading experts in the field of demography and migration studies
Yuri Vedenin - Director of the Institute of Natural and Cultural Heritage
Svetlana Mironyuk - director and Chief Editor RIA News
and many others.

Answer

Comment

Geographical education provides a fairly wide range of opportunities. A geographer is by nature a universal specialist; he can be useful in completely different areas, from construction and design of everything you can think of, to the application of skills in economics and politics. I have been working in cinema for 10 years, but I graduated from the Faculty of Geography, and I have never regretted it, because higher education- these are not only professional skills, but mainly a way of thinking, and geography very well structures the brain, teaches you to think systematically, analyze, and look at all phenomena very broadly.

As you know, geography is divided into physical and economic; these are completely different sciences; physical geographers are hydrologists, glaciologists, meteorologists, geomorphologists, oceanologists and other specialists, without whom no environmental assessment is possible. When constructing bridges, buildings, laying roads, pipelines, a specialist’s assessment is needed. Otherwise, when landslides, heavy rains occur, the river changes its course... there may be irreversible consequences.

Cartography is now developing, thanks to satellite navigation, but all these Yandex maps, Google space images need to be stitched together, processed and maintained by these systems. A lot of mining, forestry, agriculture (of which we have almost none left) is based on geography.

In economic geography there is a lot promising topic- urban geography, city branding, urban planning - this is also, for the most part, the responsibility of geographers. Political, electoral geography - forecast and assessment of election results, the political state of the regions - is a very promising and extremely interesting area. In any sector of the economy, the best specialist will be the one who understands geography; geography is experience and good intuition in any area where some kind of logistics is implied. Sociology without geography is simply nowhere. Any public opinion survey is directly related to the specific conditions of a particular place. And it would be good to understand and take this into account when conducting any survey.

In general, this is only 1% of the possibilities; of course, it all depends on the interests of a particular person. You just need to understand that a geographer is a person who prefers to judge the world by his own impressions and research, therefore the geology department of any university is a field department, and the geographer’s field of activity necessarily involves moving around the world (sometimes not in very comfortable conditions).

By the way, geographers also take root very well in film production and the cinema-related field; organizing filming on location is a kind of field work with people and equipment.

Probably everyone has already heard the news about the introduction of a mandatory Unified State Exam in geography. There were also many speeches by President V.V. Putin at various forums, where he openly expressed support for geography and talked about its prospects. So getting a geographic education makes sense. However, it is worth thinking about which direction we are talking about. Eat pedagogical direction (Teacher Education) and geography (economic geography, social geography, physical geographers, geoecology, cartography, geodesy, hydrology, hydrometeorology, paleogeography, paleolimnology, climatology, geomorphology, historical geomorphology, ecology, landscape science, and this is not the entire list of specialties). It is worth keeping in mind that teacher education is currently significantly lagging behind in its development, old standards, not to mention teaching methods and the lack of field research in the curriculum and the opportunity to conduct research at school. Therefore, if you want to be a geography teacher, then you should think and think very carefully. Geography teachers who also go on field research, schools collaborating with the Russian Academy of Sciences, and the Russian Geographical Society can be counted on one hand. And don’t think that if you come across an elite school, the best in the area, in a provincial town, that they will give you at least some prospects for working the way you want. It is quite possible that in this very “elite” school you will sit as if in a swamp and hate the university years spent studying this very promising science.

century, in educational institutions of Russia - in the 17th century. (for example, at the Kiev-Mohyla Academy). In the 17th century The first textbooks on geography appeared, for example, translated into Russian at the beginning of the 18th century. “General Geography¼” by the Dutch scientist Varenius. Already at the beginning of the 18th century. geography was an independent subject in School of Mathematical and Navigational Sciences , at the St. Petersburg Maritime Academy and was provided for by M.V. Lomonosov in the draft curriculum of Moscow University (where it was read by D.V. Savich from the opening of the university). By the end of the 18th century. in geography (courses of which were already taught in many universities in Western Europe), three directions were clearly outlined - physical geography, economic geography (more often called statistical at that time) and regional studies. Physical geography was taught at universities in the faculties of natural sciences, statistics and regional studies - in the faculties of literature (historical and philological).

The emergence of geography as a university science in Russia was recognized by the university charter of 1804, according to which two departments were established in the literature faculties: world history, statistics and geography; history, statistics and geography of the Russian state. However, the training of specialist geographers was not provided; geography courses were “auxiliary” for the training of historians and philologists.

In the countries of Western Europe, the predominant direction in geography was regional studies; at the end of the 19th century. in Great Britain and France, major summaries on regional studies are published (H. J. Mackinder, G. Vidal de la Blache), in Germany - on geomorphology (A. Penck), general geography (A. Zupan), comparative geography (K. Ritter) , population geography (F. Ratzel). Significant impact on development Geographic education The German geographer A. Humboldt provided assistance in higher education. The French geographer and sociologist E. Reclus organized a special higher educational and scientific institution in Brussels - the Geographical Institute. In the United States, unlike Europe, geography developed in close connection with cartography, especially in the military system.

In 1863, departments of physical geography were created at Russian universities, and in 1884 - departments of geography and ethnography. In this regard, a number of geographical disciplines were introduced into the university curricula - general physical geography, geography of Russia, geography of the continents, anthropogeography, ethnography, history of geography, etc. A significant role in the development of domestic Geographic education played by the scientific schools of Moscow universities (D. N. Anuchin, A. A. Borzov, A. S. Barkov, M. A. Bogolepov, A. A. Kruber, B. F. Dobrynin, S. G. Grigoriev, M. S. Bodnarsky) and St. Petersburg (A. I. Voeikov, P. I. Brounov, V. P. Semenov-Tyan-Shansky, L. S. Berg, Yu. M. Shokalsky, etc.). At Novorossiysk University (Odessa) Geographic education was headed by G.I. Tanfilyev, in Kazansky - P.I. Krotov, in Kharkovsky - A.N. Krasnov and others. At the beginning of the 20th century. big role in improving Geographic education new textbooks and teaching aids by A. S. Barkov, S. G. Grigoriev, A. A. Kruber and S. V. Chefranov were played at school; Instructional practice was introduced into the curricula of geographical specialties at universities, and training stations were created; training of specialists with Geographic education for research and teaching work was carried out at the faculties of physics and mathematics.

Position of the highest Geographic education changed dramatically after the Great October Revolution. In 1918-25 he worked in Petrograd (university), at which a research institute of geography was created in 1922, and in 1923 the same research institute was established at Moscow University. By the end of the 20s. Universities have radically restructured the curricula and programs of geographical specialties, especially economic geography (N. N. Baransky); Mandatory practice for students on expeditions was introduced. In the 30s Independent geographical departments were created, and then geographical and geological-geographical departments of universities. In subsequent years, the specialization of those graduating from geography faculties deepened and new departments emerged. The modern standard structure of geographical departments at universities in the USSR includes the following specialties: physical geography, economic geography, geomorphology, meteorology and climatology, land hydrology, oceanology and cartography.

In the USSR, universities and pedagogical institutes train geographers in full-time, evening and correspondence education systems. The largest centers Geographic education are Moscow, Leningrad, Kiev universities and pedagogical institutes. Some universities have departments of geology and geography and biology. In their first years, university students receive broad general geographical training; in their senior years, they study a series of special (major) disciplines, work in seminars, undergo special practice (geological, geodetic, complex geographical in research institutes, schools, expeditions, etc.), complete and defend coursework and theses in their chosen specialty, and pass state exams in social disciplines. The training of geographers in pedagogical institutes is structured without division into narrow specialties. A significant place is given to the study of pedagogical disciplines (psychology, pedagogy, teaching methods) and pedagogical practice. Many pedagogical institutes train teachers in two fields: geography and biology (geographical-biological, natural-geographical faculties), history and geography, etc. The curricula of all pedagogical institutes also provide for field practice at educational bases, local history and in the form of long-distance excursions ( expeditions). The duration of study in geographical specialties is 4-5 years.

Universities, as well as the USSR Academy of Sciences and the USSR Academy of Pedagogical Sciences, have postgraduate courses that train scientific and scientific-pedagogical personnel in geographical sciences.

Geography specialists are trained in all countries of the world where there are universities and pedagogical institutes. In socialist countries Geographic education develops in all branches of geography. Large centers Geographic education are the oldest universities - in Berlin (the capital of the GDR), Leipzig, Warsaw, Krakow, Budapest, etc. In capitalist countries, the character, direction, forms Geographic education very different. For example, the largest universities in the USA (New York, Chicago, San Francisco, etc.) have a narrow specialization (geomorphology, meteorology, hydrology, economic geography of economic sectors); in France (Sorbonne and other universities), comprehensive geographical (country studies) training of geographers predominates, and the scientific school of population and economic geography is of great importance; In UK universities (Oxford, Cambridge, London), along with regional studies and economic geography, oceanography occupies a prominent place. Geography teachers in foreign countries are mainly trained by universities (3-4 years of study). Future teachers often combine two profiles (for example, geography and physics, geography and psychology, geography and a foreign language). Pedagogical practice occupies a smaller place in the learning process than in the Soviet Union. universities and pedagogical institutes.

General Geographic education is given by a secondary school. In the USSR, geography as an independent academic subject is systematically studied in grades 5-9 (initial course of physical geography, including information about the topographic plan and geographical map, knowledge about the spheres of the Earth and methods of their study, etc.; physical geography of the continents, USSR, economic geography of the USSR and foreign countries). In some capitalist countries, school curricula and textbooks on geography have a regional focus.

Lit.: Baransky N.N., Historical review of geography textbooks (1876-1934), M., 1954; his, Economic geography in high school. Economic geography in higher education, M., 1957; Geography at Moscow University for 200 years (1755-1955). Ed. K.K. Markova and Yu.G. Saushkina, M., 1955; Butyagin A. S., Saltanov Yu. A., University education in the USSR, M., 1957; Solovyov A.I., Current state and objectives of higher geographical education. Materials for the 4th Congress of the Geographical Society of the USSR, Leningrad, 1964; Education in the countries of the world, M., 1967.

A. I. Soloviev.

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