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The Integrative Nature of Geography: Bridging the Gap in the Environmental Science Curriculum

The Integrative Nature of Geography: Bridging the Gap in the Environmental Science Curriculum
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Author(s): Christopher F. Labosier (Longwood University, Farmville, USA)
Copyright: 2019
Volume: 10
Issue: 2
Pages: 8
Source title: International Journal of Applied Geospatial Research (IJAGR)
Editor(s)-in-Chief: Donald Patrick Albert (Sam Houston State University, USA) and Samuel Adu-Prah (Sam Houston State University, USA)
DOI: 10.4018/IJAGR.2019040104

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Abstract

A firm definition of geography is often elusive and at times, the field is criticized for borrowing heavily from other disciplines. However, this article argues that the real strength of geography is its integrative nature. The purpose of this article is to discuss geography's integrative nature and how this strength can be integrated into the undergraduate environmental science curriculum. Two brief examples are provided from the author's own teaching and research experiences. Concept mapping in an introductory environmental science class allows students to visualize the complexity and integrative nature of environmental issues. In the atmospheric science classroom, students are introduced not only to the physical processes of weather hazards, but to the social dimensions as well. It is imperative that future scientists, advocates, and decision makers learn to critically integrate across disciplines to solve the world's most pressing environmental issues.

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