In this philosophical response to Terrance MacMullan’s From American Empire to América Cósmica through Philosophy: Prospero’s Reflection (2023), I engage with his ambitious and timely project of inter-American philosophy and critique of U.S. imperialism. While analyzing and praising MacMullan's engagement with philosophers like Pedro Albizu Campos and Gloria Anzaldúa, I also reflect on our shared positionality as white scholars raised in Spanish-speaking regions of the USA. Finally, I draw upon Anzaldúa's "Geographies of Selves" concept to suggest that more "autohistoria" or (...) self-disclosure would enhance the existential depth and power of MacMullan's project of haciendo una América Cósmica through philosophy. (shrink)

The existence of various sufferings has long been thought to pose a problem for the existence of a personal God: the Problem of Evil. In this paper, we propose an original version of POE, in which the geographic distribution of sufferings and of opportunities for flourishing or suffering is better explained if the universe, at bottom, is indifferent to the human condition than if, as theists propose, there is a personal God from whom the universe originates: the Problem of (...) class='Hi'>Geography. POG moves beyond previous versions of POE because traditional responses to POE are less effective as responses to POG than they are to other versions of POE. (shrink)

The objectives of this research were 1) to analyze of a geography instructional model based on constructivist theory to enhance learning abilities for elementary school students and 2) to evaluate the use of the development of a geography instructional model based on constructivist theory to enhance learning abilities for elementary school students. The sample group was elementary 3 students of Ban Nam Kra Chai School and Ban Klang School, Mueang Songkhla District, Songkhla Province who studied the Social Studies, (...) Religion and Culture subject group in the second semester of the academic year 2022. There were 2 classrooms, 30 students each Data were analyzed using mean values, standard deviation and T-test independent. The research findings were as follows: 1) Geography instructional model based on constructivist theory consisted of (1) principles; (2) objectives; and (3) 5-step learning process, namely Determine the problem of geography, Learn and practice geography, Reflection of geographic ideas, Create knowledge and Present geographic work, Evaluation of geography and (4) conditions for applying the model. And 2) the effectiveness of the model, it was found that (1) students who receive geography instruction based on constructivist theory Efficiency was 82.84/84.08 percent which is by the specified criteria; (2) the students receiving geography instruction based on constructivist theory and normal instruction differed at statistically significant difference at the .05 level. higher than normal students; and (3) students were satisfied with teaching and learning using the model at the highest level. (shrink)

Aesthetic preferences and practices vary widely between individuals and between cultures. How should aesthetics proceed if we take this fact of aesthetic diversity, rather than the presumption of aesthetic universality, as our starting point? How should we theorize the cultural origins and cultural basis of aesthetic diversity? How should we think about the value and normativity of aesthetic diversity? In an effort to model what the turn toward diversity might look like in aesthetic inquiry, each author defends a different account (...) of aesthetic diversity, and they engage in a collective dialogue about these issues. (shrink)

There are many advantages and disadvantages to central locations. These have shown themselves in the long course of European history. In times of peace, there are important economic and cultural advantages (to illustrate: the present area of the Czech Republic was the richest country in Europe between the two World Wars). There are cross-currents of trade and culture in central Europe of great advantage. For, cultural cross-currents represent a potential benefit in comprehension and cultural growth. But under threat of large-scale (...) conflict, these locations have proved extremely dangerous. Historically, Germany and Austria may be regarded as having had two chief models of their relationships to Europe. In the Holy Roman Empire, Germany was at the center of an aspiring “universalistic” European cosmopolitanism. (In some ways similar to the present situation of the European Union.) Austria maintained a great multi¬cultural empire, until it was destroyed in the First Word War. Generally, middle-European powers have promoted the integration of European diversity, when peace and stability have been plausible objectives. But when European diversity has declined toward ethnic or national conflict, Germany has drawn away from Europe and into itself, seeking inner unity and distinctness to protect it against possible combinations of enemies. This is true of central Europe generally, in degree, but interest often centers on Germany. Generally, central Europe is a cultural pressure cooker. (shrink)

In this paper we will address the following points: (1) we will question the general belief that Kant’s philosophical approach has a geographical character, by showing how critical philosophy and physical geography establish, in their respective systems, two inverse relationships between the rational and the aesthetic form of spatiality; (2) we will argue that cartography still plays a role in the realization of a scientific system of cognition, and that this role consists in guiding this very realization; (3) lastly, (...) we will develop the hypothesis that the map of the cognitive faculties, exemplified by the transcendental topic, is part of a device aimed at keeping the subject from the adventures of thought typical of dogmatism. (shrink)

This dossier emerges as an attempt to understand our current plight in which we necessarily failed. Some figures were transformed in escapist lines that brought confrontation within our reach in face of these "blockaded access future", where the body – the personal and the aggregate, in different communal places – screams at the top of lungs or remains silent in a fierce pursuit of life, cutting off these pandemic geographies of feverish horizons. It is in this abysmal situation that geographical (...) representations are reestablished, coupled with experienced landscapes, lost territories, and all those original space-time projects. (shrink)

Occasionally, in the introductory philosophy courses I teach, a student will give an interesting argument for non-belief in God. Though I have never seen this argument in print, it seems familiar. Basically, the argument goes like this. Religious belief is largely determined by geography – where you are born and raised largely determines your religious beliefs. But believing something just because of where you are born and raised is not a reliable indication of whether that belief turns out to (...) be true. So, in some sense, you are not justified in your religious beliefs. I will attempt a more rigorous reconstruction of this argument and offer an objection to it. (shrink)

An outline of the wealth of philosophical material that hides behind the flat world of geographic maps, with special reference to (i) the centrality of the boundary concept, (ii) the problem of vagueness, and (iii) the metaphysical question (if such there be) of the identity and persistence conditions of geographic entities. Serves as an introduction to the special issue of "Topoi" (20:2, 2001) on the Philosophy of Geography.

Some have argued that the vagueness exhibited by geographic names and descriptions such as ‘Albuquerque’, ‘the Outback’, or ‘Mount Everest’ is ultimately ontological: these terms are vague because they refer to vague objects, objects with fuzzy boundaries. I take the opposite stand and hold the view that geographic vagueness is exclusively semantic, or conceptual at large. There is no such thing as a vague mountain. Rather, there are many things where we conceive a mountain to be, each with its precise (...) boundary, and when we say ‘Everest’ we are just being vague as to which thing we are referring to. This paper defends this view against some plausible objections. (shrink)

This documentary research aims to analyze and synthesize educational theories and relevant scholarly works to develop a conceptual learning model for teaching geography in primary education based on constructivist theory, with the goal of promoting lifelong learning competencies. The study is driven by the growing global emphasis on 21st-century education reforms that call for learner-centered pedagogies, critical thinking, and skills transferable beyond the classroom. Geography education, often underutilized in foundational skill-building, presents rich potential for developing these competencies when (...) informed by robust theoretical foundations. Constructivist theory, particularly the works of Piaget and Vygotsky, underpins this study. It views learning as an active, contextualized process whereby learners construct knowledge through interaction with their environment and peers. This research involves systematic analysis of academic texts, policy documents (e.g., OECD’s Education 2030 and UNESCO’s lifelong learning frameworks), and scholarly literature on geography instruction and constructivist pedagogy. The methodology includes document selection, thematic coding, comparative synthesis, and theoretical interpretation. Findings from the analysis suggest that constructivist-informed geography education supports the development of lifelong learning competencies, including critical thinking, collaboration, problem-solving, self-direction, and reflective thinking. The proposed learning model integrates four essential components: contextualized content, inquiry-based tasks, collaborative learning environments, and reflective practices. These elements collectively align with global educational goals and provide a structured pathway for curriculum innovation at the primary level. This conceptual model contributes to educational theory and practice by offering a framework for integrating constructivist principles into geography instruction. It supports curriculum designers, teacher educators, and policymakers in shaping pedagogical approaches that foster lifelong learning from an early age. (shrink)

Kant’s geographical theory, which was informed by contemporary travel reports, diaries, and journals, developed before his so-called “critical turn.” There are several reasons to study Kant’s lectures and material on geography. The geography provided Kant with terms, concepts, and metaphors which he employed in order to present or elucidate the critical philosophy. Some of the germs of what would become Kant’s critical philosophy can already be detected in the geography course. Finally, Kant’s geography is also one (...) source of some of the empirical claims in his philosophical works, including the Critique of the Power of Judgment. To give an example of this, I examine his account of the sublime. (shrink)

This chapter develops a semantic theory for maps and situates it within the broader geography of meaning and semiotic significance. The discussion focuses on three central aspects of map semantics: the use of space, line marking, and linguistic tags. It is argued that the treatment of space in maps must be based on geometrical projection from a viewpoint rather than the traditional analysis in terms of spatial isomorphism. The chapter then shows how to integrate the projection-based semantics of maps (...) and the symbolic semantics of markers and tags, within the framework of possible-world semantics. The resulting account addresses issues of accuracy, viewpoint, orientation, and exhaustivity. (shrink)

Hume describes “mental geography” as the endeavor to know “the different operations of the mind, to separate them from each other, to class them under their proper heads, and to correct all that seeming disorder, in which they lie involved, when made the object of reflection and enquiry.” While much has been written about his geography of thought in Treatise Book 1, relatively little has been written about his geography of feeling in Books 2 and 3, with (...) the result that there has been considerable puzzlement and disagreement about the meaning and grounds of many of his central theses about the passions, action, and morals. My endeavor in this chapter is to remove some common sources of perplexity about his classification of the operations of feeling “under their proper heads” in that work. I begin by explaining his three highest-level distinctions bearing on this terrain: that between impressions and ideas; that between original impressions and secondary impressions; and that between the passions and the other emotions. In order to understand this third distinction, I explain his three different senses of the term ‘emotion’ and the relations among them. I ill then examine five different kinds of secondary impressions that he recognizes. These are: (1) sensible agitations; (2) feelings of or from mental operations; (3) volitions; (4) the passions (including motives); and (5) sentiments of taste. The broad outlines of the resulting geography are mapped out in a chart at the end. (shrink)

This is a work in Kantian conceptual geography. It explores issues in analytic epistemology, philosophy of language, and metaphysics by appealing to theses drawn from Immanuel Kant's Critique of Pure Reason.

The purposes of this research were 1) to design geography learning management based on knowledge generation theory and 2) to study the results of geography learning management based on knowledge generation theory. This research was a pre-test and post-test trial research. (One Group Pretest-Posttest Design) There are students from 6 elementary schools under the Education Network of Muang Mai Pattana, Songkhla Province. In the first semester of the academic year 2022, there were 145 students. The research tools consisted (...) of a learning management plan based on knowledge generation theory. Learning Ability Test and a satisfaction questionnaire. Data were analyzed using basic statistics, namely percentage, mean and standard deviation. The results showed that learning management according to the theory of knowledge creation It consists of 6 learning management plans, 20 weeks, 20 hours, and implements learning management in 5 steps. Step 1 presents environmental problem situations, Step 2 explores and collects data, Step 3 reflects on what happened, Step 4 builds knowledge by oneself, and Step 5 measures and evaluates learning outcomes. 2) The results of learning management according to the theory of knowledge formation revealed that the learning outcomes of students in learning ability after school were higher than before and statistically significant .05 And the results of the study of student satisfaction towards learning management revealed that the overall satisfaction of students was at a high level. (mean = 4.41, S.D. = 0.23). (shrink)

Learning management guidelines for social studies in geography strand serve to promote awareness of environmental protection in today's era for challenging education in the future. This can be achieved by injecting all contents of social studies into the learning process in order to find answers about the environment, to seek proper learning and teaching for maximum results and to make the education system achieve the expectations of society. Learning management guidelines should be made to be consistent with the role (...) of the learners as producers and consumers of products, having behaviors appropriate to the environment around them and the decision making primarily focusing on social responsibility. Students are encouraged to put their skills into practice with enthusiasm and creativity, such as the development of awareness and consciousness of environmental concern and understanding about the principles of ecology. Students are immersed with the consciousness in appreciating the serious environmental issues in order to achieve the sustainable and highest quality education. (shrink)

Anthropology and physical geography were among Kant's most popular and longest running courses. He intended them to give his students the world-knowledge that they needed in order to be effective world-citizens. Much of this indoctrination amounted to teaching Occidental white men, Kant's default audience, to perceive themselves as uniquely entitled and obliged to work as agents of human progress on the assumption that they, thanks to their geographic location on Earth, were naturally formed as an exceptional race. l trace (...) this perception to a combination of Kant's lectures and publications. He already indicated it in some of his works from the 1750s and 1760s. He subsequently fleshed it out through a theory of race based on his geography course in conjunction with a pure moral theory, a pragmatic anthropology that complements the moral theory, and a theory of education that builds on those three. (shrink)

Using Wang Anshi's Reform as a case study, Yuhua Wang's "Blood is Thicker Than Water" (American Political Science Review, 2022) argues that geographically dispersed kinship networks incentivize political elites to support the building of a strong state, whereas geographically concentrated kinship networks undermine state building. In this paper, I improve the sample with the help of additional historical records, and show that the reported correlation fails to replicate when either the control issue or the outlier issue is considered. I then (...) propose two alternative hypotheses on the role of kinship network dispersal in Wang Anshi's Reform, based on two common explanations of its partisanship geography in Chinese historical scholarship, i.e. status-competition and policy-adaptiveness. After examining those hypotheses respectively, I reflect on the limits of quantitative history this case illustrates. (shrink)

This documentary research aims to analyze and synthesize educational theories and relevant scholarly works to develop a conceptual learning model for teaching geography in primary education based on constructivist theory, with the goal of promoting lifelong learning competencies. The study is driven by the growing global emphasis on 21st-century education reforms that call for learner-centered pedagogies, critical thinking, and skills transferable beyond the classroom. Geography education, often underutilized in foundational skill-building, presents rich potential for developing these competencies when (...) informed by robust theoretical foundations. Constructivist theory, particularly the works of Piaget and Vygotsky, underpins this study. It views learning as an active, contextualized process whereby learners construct knowledge through interaction with their environment and peers. This research involves systematic analysis of academic texts, policy documents (e.g., OECD’s Education 2030 and UNESCO’s lifelong learning frameworks), and scholarly literature on geography instruction and constructivist pedagogy. The methodology includes document selection, thematic coding, comparative synthesis, and theoretical interpretation. Findings from the analysis suggest that constructivist-informed geography education supports the development of lifelong learning competencies, including critical thinking, collaboration, problem-solving, self-direction, and reflective thinking. The proposed learning model integrates four essential components: contextualized content, inquiry-based tasks, collaborative learning environments, and reflective practices. These elements collectively align with global educational goals and provide a structured pathway for curriculum innovation at the primary level. This conceptual model contributes to educational theory and practice by offering a framework for integrating constructivist principles into geography instruction. It supports curriculum designers, teacher educators, and policymakers in shaping pedagogical approaches that foster lifelong learning from an early age. (shrink)

From the time of Descartes a strong tendency emerged to exclude the consideration of metaphysical questions as a necessary step towards developing truly scientific disciplines. Within human geography, positivism had a significant influence in moulding the discipline as "spatial science", resulting in a reductionist vision of humanity. Since the 1970s, in reaction to the limitations of this narrow vision and also to the deterministic perspective of marxism, humanistic approaches became important, but have failed to adequately deal with the exclusion (...) of metaphysical issues. The more recent emergence of postmodern influences within human geography, while being critical of the rigidities associated with Enlightenment thinking, and suggesting a greater tolerance of "difference", appears reluctant to reconsider the exclusion of metaphysics. This paper suggest that such a reconsideration could contribute significantly towards increasing human geography's capacity to help policy makers deal more adequately with some of the major issues facing humanity. (shrink)

In this narrative, Fatima examines the interplay of critical consciousness, relational dynamics, and patriarchy within social-geographical spaces. Drawing on personal experiences, the chapter explores how patriarchal norms, internalized and perpetuated within intimate relationships and community networks, shape gendered expectations and limit agency from childhood through adulthood. While acknowledging the harms inflicted by these norms, it highlights the dual role of these spaces in fostering both oppression and connection. The essay looks at why simplistic solutions like geographic escape ignore the interdependence (...) and cultural norms intrinsic to relational spaces. Instead, it advocates for a nuanced understanding of the challenges and complexities of addressing patriarchy within these contexts. Ultimately, Fatima emphasizes that the feminist struggle lies not in abandoning these spaces but in fostering critical consciousness and collective efforts to undo patriarchal systems while paying attention to the nuances of social-geographical spaces. (shrink)

The present article has as proposal the discussion of the philosophical categories of Idealism and Materialism in the Geographical thought. Starting from the assumption that the knowledge is a fact, we explicit our onto-epistemological basis by a dialog between the main representatives of each Philosophy pole, from Democritus to Hegel, exposing after the sublation to the metaphysics done by the dialectical materialism. Using a bridge to the hard core of the Critical Geography (Lefebvre, Harvey and Quaini), we transmute the (...) philosophical debate to the geographical field showing the often ignored roots, logic and addictions of the Modern Geography. Retaking in the end the duel between Idealism and Materialism, we present our thesis in which the Crisis of Geography is, in fact, just the result of a process originated from its incapacity as a discipline to overcome the limiter vestige of its birth: the Metaphysics. (shrink)

Geographical economics (also known as the ‘new economic geography’) is an approach developed within economics dealing with space and geography, issues previously neglected by the mainstream of the discipline. Some practitioners in neighbouring fields traditionally concerned with spatial issues (descriptively) characterized it as—and (normatively) blamed it for—intellectual imperialism. We provide a nuanced analysis of the alleged imperialism of geographical economics and investigate whether the form of imperialism it allegedly instantiates is to be resisted and on what grounds. From (...) both descriptive and normative perspectives, our conclusion is: yes and no. (shrink)

In Genesis we are told that God gathered the waters into one place, in order to let the dry land appear, which He called earth, while the waters were called seas. In the Netherlands, this process took more than a single day, and it was the work of man. Gradually, a cultivated landscape emerged out of diffuse nature. In the course of centuries, the Dutch determined the conditions that allowed different aspects of nature to present themselves. This process is described (...) as a moral geography in the sense that different types of landscape are read as a manifestations of different moral attitudes towards nature, whereas concrete landscape interventions are interpreted as instances of moral criticism directed towards the activities and values of previous generations. At present, this process is being reversed, as diffuse, wetland nature is experiencing a come-back. (shrink)

Thai society has recognized the importance of developing knowledge of the learners in the 21st century due to an increasing role of information technology present and future education. Social studies teacher in the geography subject group have to adjust to their new worldview in stepping into the fast changing modernity. A teacher in the new era is not only the a person who conducts teaching but also a person who helps solve problems, points out what is right or wrong (...) of what learners receive from the media outside the classroom. Social studies teacher teach students to use geographic tools correctly and appropriately. Additionally, these teachers also use teaching techniques that enhance students to acquire knowledge from sources outside the classroom. Students are practiced to work as a team and provided with a conductive environment to learning. Therefore, it is necessary for a 21st century teachers to study the social studies, religion and culture in a geography subject group in order to have potential in developing students’ competence in competing with other countries on a sustainable basis. (shrink)

Recent studies in the History of Botany put forth that the books translated to and authored in Arabic have circulated from the East of the Caspian Sea, to the centre of Iberian Peninsula, strengthening the ‘traditional uses’ of plants and alike. An ancient genre of writing called the ‘book on the Materia medica’ was especially the most favourite in Medieval Islamic Geography. In these books, algae have been mentioned among the kinds of medicinal plants. In this study, I investigate (...) several Materia medica books among which I shall first focus on Avicenna’s Canon of Medicine, then have a look at Aliboron’s Book of Pharmacy since these two were contemporary sources from the 11th century. I shall also investigate two illustrated sources, an Arabic copy of Dioscorides’ Materia Medica and al-Ghafiqi’s Book on Simple Drugs, both from the 13th century. In doing so, on the one hand, I will be able to compare the drawings of algae, and on the other I will shed light on the transfer of knowledge on algae. These two methods will result in the textual apparatus and the illustrative apparatus in my study. (shrink)

Commentary on Camilla Hawthorne's "Black Mediterranean Geographies.".

In the essay I intend to revalue the descriptive principle in the contemporaryAmazonian geography, as presented to us by the geographer from Pará EidorfeMoreira (1960). Laterally, I call the attention of Amazonian geographers to thesensitivity of his work, which is not present in the bibliography of the training coursesin Geography in Pará. The methodological strategy is descriptive-interpretative with aphenomenological tone. I conclude: the refusal of the description is installed by aprejudiced effect of our current formation in relation to (...) the procedures consideredtraditional; the production of knowledge, eager for explanation/analysis, can produceethical violence; the abstraction - which flirts with abstractionism - imposed by thehasty generalization of certain ideas about the Amazon, from geographical studies,installs an artificial cut between the symbolic and the emotional in the act of makinggeography in our region. (shrink)

The ostrich industry in Egypt is an emerging economic activity, which has spread especially since 1998 on the scale of small and medium farms, some farms and large companies. The study deals with the study of ostriches through an analytical study in economic geography. It deals with several axes including: Ostrich industry in Egypt and ostrich species through the geographical study of ostrich production: in view of the geographical distribution of ostrich farms in ancient Egypt and recent times, Ostrich (...) and hatchery (Incubation), nests and egg laying, and production systems used in farms designated for ostrich. The subject of ostrich farms deals with the types of farms, nutrition, products of ostriches, and the production of meat, leather and feathers of ostriches, along with other products such as fat, eggs, eyes and ostrich oil. The research also deals with diseases affecting the ostriches and treatment and veterinary fortifications. Economic feasibility and the most important problems of ostrich farming in Egypt. (shrink)

The last 20 years have witnessed a deepening of the imbrication between capital and the university. This paper seeks to map one point at which this binding occurs: in critical theory. Recently scholars in strategic management have turned to processual and relational ontologies in an attempt to reimagine the logics of profit, value, and growth. These same ontologies have appealed to critical geographers as a means of reconceiving space as unfixed. Drawing on a case study of Deleuze’s appropriation in management (...) literature, I show how such ontologies presuppose a vitalism that necessarily reproduces and obscures the structures of exploitation. (shrink)

A two part presentation beginning with a short fictive and imaginal setting on the grounds of a glass house by a lake where an artist conducts psycho-dramas with his audience that explore the interface between the observer and the observed, interiority and exteriority and patiency and agency. Followed by a second part exploring a proto-dialectical logic that deals with the fundamentals of cerebral thought's claim to rationally order and process the "world," phenomenal, scientific or otherwise.

Writing within and against the set critical practices of psychoanalytic-deconstructive-Foucauldian-feminist cultural theory, Elizabeth Wilson demonstrates, in this provocative and original book, the productivity and the pleasure of direct, complicitous engagement with the contemporary cognitive sciences. Wilson forges an eclectic method in reaction to the 'zealous but disavowed moralism' of those high cultural Theorists whose 'disciplining compulsion' concocts a monolithic picture of science in order to keep their 'sanitizing critical practice' untainted by its sinister reductionism. Her unsettling accounts of texts by, (...) for example, Karl Popper, Judith Butler, Derrida, Turing, Ebbinghaus and Freud will send many readers back to the sources. It is no surprise that such a broad and ambitious project leaves many threads loose, and no criticism at all that it succeeds more in hinting at the promise of a new connectionist politics than in offering up such a hybrid fully-formed. (shrink)

The paper argues that the depiction of the Mediterranean coast of Africa in Ptolemy’s Geography was based on a source similar to the Stadiasmus of the Great Sea. Ptolemy’s and the Stadiasmus’ toponymy and distances between major points are mostly in good agreement. Ptolemy’s place names overlap with those of the Stadiasmus by 80%, and the total length of the coastline from Alexandria to Utica on Ptolemy’s map deviates from the Stadiasmus data by only 1% or 1.5%. A number (...) of serious disagreements between Ptolemy’s map and the Stadiasmus regarding the length of particular coastal stretches can be explained by assuming that Ptolemy had to tailor the distance data derived from periploi to his other sources, especially, to the longitudes of the key reference points, such as Cape Phyces, Cyrena, Berenica, Aesporis, Thena, and Carthage. A notable stretching and the subsequent contraction of the coast between Alexandria and Cyrenaica, as are exhibited by Ptolemy’s map relative to the Stadiasmus’ data, can be explained by assuming that several points on this coast were tied to the position of Crete, which was moved to the west being pushed by the westward shift of Rhodes. A sharp contraction of the two coastal stretches of the Great Sirte, oriented along the north-south direction, can be explained by Ptolemy’s erroneously underestimated value for the circumference of the Earth. The analysis of this contraction, as well as of the east-west stretching of the coast between Alexandria and Cyrene in angular terms relative to the modern map, makes it possible to assess the magnitude of Ptolemy’s error and to determine the length of his stade. This analysis shows that Ptolemy’s value for the circumference of the Earth must have been underestimated by approximately 20–27%, and Ptolemy’s stade must have been approximately 175–185 m length. Comparison of the Stadiasmus distance data with the modern map shows that the average length of the stade was close to 179 m or to the “common” stade of 185 m for the stretch between Alexandria and Berenice. (shrink)

In 1786 Georg Forster published a widely read critique of Immanuel Kant’s theory of race. Since then, the dispute between Forster and Kant on the unity of mankind has been widely discussed in light of both Forster’s essay and Kant’s decision to write a lengthy response to Forster in 1788. In this discussion I widen the frame for considering the two positions by focusing on Kant’s lectures on Physical Geography. In these notes Kant emerges as an ethnographer asking many (...) of the same questions posed by Forster himself, a man who had become famous since his time spent onboard James Cook’s second voyage to the South Pacific (1772-1775). Placing Kant’s ethnography in closer conversation with Forster reveals the many similarities (and some well-known differences) between the two. By including some of Forster’s other writings from the 1780s in an assessment of their debate, a much fuller picture can be had regarding natural historical investigations into the unity and difference of mankind at the time. (shrink)

Everyday our vision travels across time and space. We see images in the media about atrocities, disruptions, crises, famine, and wars. And in each case our sense of injustice is awakened. We feel outrage and indignation based upon our ideals and value systems which were formed through our traditions and religions. But in this age where the power of media and information is so powerful, what we see is often manufactured to appeal to our values. While these values circulate among (...) the images we see in cyberspace, these manipulations are rooted in certain realities: geography, natural resources, and power relationships. Our values are managed to serve the control of resources and territory. They serve the deeper reality of geography and geopolitics. How then are these ideals and values created, manipulated, and opposed across various pivots or boundaries, between East and West, between the individual and the collective? Through English geographer Sir Halford Mackinder’s concepts of “pivot” and “heartland”; German philosopher Carl Schmitt’s importance of “nomos”; and French writer Victor Segalen’s reflections on the loss of cultural diversity, we outline this priority of geography. By examining these writers, we can begin to ask if our ideals and values have any real moral or theological significance, or if they are merely effects of the competition between powers. Can ideals and values lead to real change and development, or are they merely leashes to guide us based on the aims of power? (shrink)

The cognizability of the world according to Alexander von Humboldt: the experience of landscape. According to Alexander von Humboldt, geography ought to aim to go beyond the modern attitude of seeing knowledge as being the result of a spatial and temporal abstraction from the real world. Von Humboldt wishes to create a new theory of knowledge, one that instead of just simplifying, schematizing, and categorizing reality is able to highlight its multiple meanings, its diversity of perspectives, and its hermeneutical (...) keys. Von Humboldt’s project strives to achieve a universal cognition of the world (or a universal geography) by claiming the centrality of the experience of landscape. This is evidence for von Humboldt’s far-sightedness, since he anticipated the present day trend of considering landscape as a corner stone of interdisciplinary enquiries into the meaning of the world. (shrink)

Two hundred and sixty-three subjects each gave examples for one of five geographic categories: geographic features, geographic objects, geographic concepts, something geographic, and something that could be portrayed on a map. The frequencies of various responses were significantly different, indicating that the basic ontological terms feature, object, etc., are not interchangeable but carry different meanings when combined with adjectives indicating geographic or mappable. For all of the test phrases involving geographic, responses were predominantly natural features such as mountain, river, lake, (...) ocean, hill. Artificial geographic features such as town and city were listed hardly at all for geographic categories, an outcome that contrasts sharply with the disciplinary self-understanding of academic geography. However, geographic artifacts and fiat objects, such as roads, cities, boundaries, countries, and states, were frequently listed by the subjects responding to the phrase something that could be portrayed on a map. In this paper, we present the results of these experiments in visual form, and provide interpretations and implications for further research. (shrink)

The article fits into the debate regarding space, time and nature in dialogue with the world lived by subjects that build up themselves or are built as mythological heroes, source of speech and spacial concrete practices. It's a poorly explored field in Geography that recently approaches to the cultural dynamic debate, to the symbolic field and also to their spacialization processes. The aim is to discuss the possibility of understanding in the present time about the space organization processes related (...) to the society's previous moments, in a space/time dialectics which articulate the present and past times in a complex and non linear way. Methodologically, starting from a literature review about the theme, the present study was linked to the field and documental research about migration to the vicinal ways of Transamazônica Highway (BR-230 Highway), the creation of the "Centro Espírita União do Vegetal", a religion that arises in the Amazon and set up its headquarters in Brasília and the construction of Brasilia as a modern metropolis without a past. The conclusion points at the possibility of space/time nexuses linking the Myth of Nature to the Creation of Heroes, constantly appropriated and with new meanings, in order to support speeches and new actions dialectically throughout the Brazilian contemporaneous space. (shrink)

The ontological determination of the movement in its quality of way of Being incessantly moves the critic affirmed to denial it through come to be which affirms new critics, unity of continuities and discontinuities with the previous critic. Therefore, it is important to unveil the material determinations in which are rooted the conception of Being dissociated from Non-being consolidated in insurmountable distinction between Being and Entity in its quality of expression of ideas in an inverted reality, falsely apprehended. Ideally reproduced (...) reality that, nevertheless, allows alternatives corresponding to the realization of aims targeted to satisfy historically determined necessities. The confrontations in the production and reproduction of purposes to guide social relations cross-dress debility of determined and impotent movement to impose determinations to the full virtuosity of immobility that moves the transitory. The difference between Being e Entity conforms in a formal logic deprived from/of contradiction to affirm the development of knowledge in what, in truth, hindered and limit it to remain, reducing the movement to stationary, to what moves to what moves without moving, to what isolate the knowledge of reality, to what detaches idea and material, to what conserves and incarcerates and not to what transform and set free. The treatment conceived as a movement from radical critic brings together the ontological primacy to underpin the root of the constitution of social existence to establish the ontological determinations of the existence to consciousness is stated in Marx – being reaffirmed in Lukács – by affirming that categories are forms of Being, determinations from/of existence. The category of totality, as a result of it, constitute expression of form of Being from reality in movement and synthesis from multiples and mutual determinations of negated diversities in an unitarity which affirm them. Therefore, the dialectical reflexive movement refuses as an ineliminable condition to the movement which affirms to mould identity with unitarity between identity and non-identity or don’t conceive relation of identity with dialectic, with the existence of reality to express a contradiction and incessant transmutation between Being and Non-being. The totality by transmuting itself while remain totality albeit not identical to the previous moment embraces a category to synthesize the unity of diversity. This diversity moved and moving from/by unity contemplates the relation of identity ratio (nowadays totality) between the identity (continuity with the preceding totality) and the non-identity (discontinuity with the preceding totality). To ignore the identity of identity with a non-identity conforms the impotence of category to constitute an expression of existence for not affording the contradiction immanent to the existence of reality moving from transport incessant of Being to come to be which puts itself from Non-being to Being. In short, concomitantly the being is transposed to Non-being to a Being come to be transpose from Non-being to a Being whilst ontological determination is constituted and constitutive of movement. The realization of critic conditioned the self-critic that ontologically determines the denial of self-preservation because it constitutes roots in social conditions that limit the intended transformation through critic. The critique of science as an ideological and material condition of reproduction and realization of capital is not effective with the auto-conservation of Geography for conforming the necessity of conservation of science to be rooted in the conception of distinction idealized by superiority that would affirm the permanence and nullity of transcending the limitations to denial the inhumanity of alienation concomitantly affirm the conditions to recognition of necessities and possibilities oriented to an emancipatory purposes. The progressive compressing of expenditure of time on production and productivity of results in various fields of scientific knowledge – which do not realize strictly in the extent of knowledge or it would be equivalent to affirm the fallacy of isolation and to deny the material and historical determinations that constitutes the quality of form of Being -, expressed in the quality of objective necessity and possibility concomitantly to fragment the form and content of the orientation of aims for investigation and for apprehension of reality. The convergence of the movements above-mentioned conforms the constitution of consensus positivity of complexifying of knowledge, delimitating the conceiving of reality and the supposed objective determinations a priori that constraint the conscious apprehension of necessities and of purposes that manifestate in the immediacy by the quality of developing individual and humankind potentialities of social being. Therefore, the conception of suprahistorical and insuppressible ontological determination depriving from social intentionalities in naturalize the impute of greater speed and complexity with lesser time and size of fragmented reality to be known, strengthening the conditions of inversion of reality. Reversed reality deforms the conscious apprehension of corresponding reduce the humanity of individual and gender social sphere of Being for alienating the necessities and goals of theory and practice, consciously aimed to the development of conditions for impoverishment humanity cross-dress in fallaciously things provided by humanity. Things that would had identity with men humanization obfuscating the unifying the developing of thing in the developing of men in the quality of thing, to conceive the most primary theoretical and practical necessity for the purpose of development of thing as an irrevocable necessity from human activity. The confrontation in the sphere of ideas constitutes itself while conceiving the real and, in this direction, the domination of necessities and purposes of material (re)production of society requires the domination of the categories of space and time as forms of Being of substance in motion. The detachment between Being and Entity conceives the indetermination of the dominant conception of reality that determines the conditions for the reproduction of life and the come to be of individuals and humankind. (shrink)

This discourse analysis aimed to expose the context of globalization in the face of COVID 19 pandemic. I contend to refute the notion that globalization is the same before and during the pandemic crisis. Moreover, I seek to bring out the contextual landscape of social and cultural changes as influenced by pandemic and how the conduct of globalization in terms of power struggle, digitalization, debt and geographies of blame, care, interdependence, infection, immunization, vulnerability and resilience are being redefined in its (...) optimum level. (shrink)

This article examines multicultural classrooms through the selective permeability model, which posits that individuals encounter different action possibilities or affordances in the same setting. The goal is to illuminate how educational environments may support some students while disadvantaging others, thereby causing situated cognitive harm. The article proceeds in several parts. First, it explores selective permeability in relation to what Gibson describes as “positive” and “negative” affordances, articulating how these polarities can change depending on a person’s cultural background. Second, it integrates (...) insights from cultural psychology, such as the influence of regional geography and city design on behavior-constraining cultural norms. These norms can productively funnel actions and learning. Yet when a student’s cultural norms clash with tacit classroom prescriptions, the situation can be analogous to arriving at a rink with rollerblades only to be placed on ice: the learner confronts action limiting negative affordances and undergoes situated cognitive harm. Third, the article presents qualitative and quantitative data that clarify how culture moderates what students find helpful or hindering. Notably, incongruent norms are not always detrimental; under certain circumstances, they can serve as a catalyst for growth. (shrink)

Selective permeability holds that people’s distinct capacities allow them to do different things in a space, making it unequally accessible. Though mainly applied to urban geography so far, we propose selective permeability as an affordance-based approach for understanding diversity in education. This has advantages. First, it avoids dismissing lower achievements as necessarily coming from “within” students, instead locating challenges in the environment. This implies that settings (not just people) need remedial attention, also raising questions about normative judgments in disability (...) nomenclature. Second, affordances can be negotiated in numerous ways to reach a goal, analogously to how people with missing arms have learned to drive with their feet, so restrictive problem-solving methods are often counterproductive. Third, our approach illuminates how cultural factors ranging from gait styles to language and hence group coordination modulate action possibilities, so that cultural groups may encounter objectively different affordances in the same classroom. But fourth, while fit with environment allows for skill refinement, non-fit can contribute to growth situations, which suggests a degree of selective closure can be desirable. Throughout, we argue social constructs—including educational ones—are literally built or enacted barriers or openings that have reality in environments in the same way that affordances do. (shrink)

We argue that work on norms provides a way to move beyond debates between proponents of individualist and structuralist approaches to bias, oppression, and injustice. We briefly map out the geography of that debate before presenting Charlotte Witt’s view, showing how her position, and the normative ascriptivism at its heart, seamlessly connects individuals to the social reality they inhabit. We then describe recent empirical work on the psychology of norms and locate the notions of informal institutions and soft structures (...) with respect to it. Finally, we argue that the empirical resources enrich Witt’s ascriptivism, and that the resulting picture shows theorists need not, indeed should not, choose between either the individualist or structuralist camp. (shrink)