تحلیل فضایی مخاطرات محیطی

تحلیل فضایی مخاطرات محیطی

برنامه آموزشی جغرافیای ایران در سده بیست و یکم

نویسنده
بهلول علیجانی
دانشگاه خوارزمی
10.61186/jsaeh.10.1.1
چکیده
جغرافیای ایران به دلایل زیادی در جامعه علمی و اجتماعی ایران از اقبال خوبی برخوردار نیست. تعداد اندکی از فارغ التحصیلان توانسته اند در بازار کار جذب شوند. از طرف دیگر سامانه انسان و محیط زمینه اصلی مطالعه جغرافیا در دهه های اخیر دچار بحران های شدیدی مانند تغییرات اقلیمی شده است. یعنی اینکه جغرافیای ایران هم از وضعیت سامانه انسان و محیط و هم از سرنوشت فارغ التحصیلان خود غافل مانده است. برای حل این مشکل جغرافیای ایران باید یک خانه تکانی بنیادی انجام دهد. بستر اصلی این خانه تکانی حتما ایجاد پایداری در سامانه انسان و محیط است. در این مقاله سعی شده است با شرح وضعیت محیط طبیعی، وضعیت آموزش جغرافیای ایران، و رابطه بین جغرافیا و توسعه پایدار چاره ای منطقی برای ادامه آموزش جغرافیای ایران ارایه شود. برنامه ارایه شده شامل هدف کاربردی جغرافیا درجامعه، دیدگاه یکپارچه تحلیل فضایی و سامانه انسان و محیط، رویکرد حل مساله و ناحیه به عنوان واحد فضایی مطالعه می باشد. بر این اساس هدف از تدریس جغرافیا در ایران تربیت افرادی است که اولا احساس مسولیت محیطی داشته باشند، به اخلاق محیطی آراسته شوند، ارزش محیط طبیعی را می دانند و در برابر نسل های آینده هم مسول می باشند. بدین جهت سعی می کنند با استفاده از تفکر و دانش جغرافیایی اولا بحران ها را چاره جویی کنند و ثانیا در راستای ساخت فضای جغرافیایی پایدار تلاش می کنند. برای رسیدن به این هدف به طور دایم در تلاش، تحلیل، برنامه ریزی و مدیریت فضایی هستند تا اینکه خلافی نسبت به محدوده اخلاق محیطی رخ ندهد. در این صورت است که فارغ التحصیلان هم در بازار کار جذب می شوند و هم از جایگاه علمی و اجتماعی خوبی برخواردار می شوند. سامانه انسان و محیط هم به مرحله پایداری رسیده و انسان و محیط به صورت اکولوژیکی زندگی بالنده و شکوفا خواهند داشت. دوره کارشناسی جغرافیا فقط یک رشته جامع جغرافیا خواهد بود که دروس بنیادی و کاربردی و ناحیه ای و تکنیکی در زمینه جغرافیا و توسعه پایدار تدریس خواهد شد. در دوره کارشناسی ارشد با توجه به نیازهای جامعه می توانند گرایش هایی داشته باشند. دوره دکترا هم یک رشته است و تخصص دانشجویان بر اساس رساله شان تعیین می شود.


کلیدواژه‌ها
کلمات کلیدی: برنامه آموزشی جغرافیای ایران
جغرافیای ایران در سده بیست و یکم
توسعه پایدار و جغرافیا
فضای جغرافیایی پایدار
علم جغرافیا
جغرافیای یکپارچه
اخلاق محیطی و جغرافیا

عنوان مقاله English

The curriculum of geography in higher education of Iran in the 21st century.

نویسنده English

Bohloul Alijani
kharazmi
چکیده English

Abstract

During the recent decades the discipline of geography has lost its priority and position to some degree in Iran. Most of the graduates could not enter into the work in the universities and other organizations. The human-environment system, the main area of geographical specialty - has experienced many crises and hazards among which the global warming and climate change being the most destructive. This means that the ongoing curriculum is not working well and needs to experience a fundamental change. To implement this operation some points should be cleared out: The hazardous condition of the world and especially Iran, the education history and state of geography in Iran, and the relation between geography and sustainable development of the world. The discipline of geography has changed its approach according to the circumstances of each period several times. For example, at the beginning of the twenty-century due to the dominance of the environmental determinism, the dominant approach of geography was the relation between man and environment. But since the 1970’s the earth has encountered with different hazards and crises to the extent that it is named as the period of Anthropocene. Accordingly, the dominant approach of geography during this Anthropocene era is to identify and solve the hazards and crises and lead the man- environment system towards the sustainability as once was requested by the secretary general of the United Nation. In this regard the geography should adopt the sustainable development concepts and goals. For this reason, the geography of Iran should make a switch from its very specialized approach to a relatively wholistic view and pay more attention to the human- environment paradigm. To implement this order, the following assumptions should be considered.

The applied objective of the discipline should be defined as “locating the suitable place for the living and activities of man without endangering the sustainability of the natural environment. This objective is not clear at the present curriculum. Defining this objective will clearly show students what is their job after finishing the career.
The main vision of geography education is the creation of the sustainable geographical space or environment.
The research approach is problem solving. Because most of the laws and concepts are identified and defined. Due to the hazardous nature of the earth system geographers should identify the problems and research to solve them via geographical thought and knowledge.
The terrestrial unit for working is region. This is very important concept in geography. We cannot prescribe one sustainability procedure for all of the world. But we do one for each region. When regions became sustainable, all the world will be sustained.
In any region the hazards and crises will be identified and described through the spatial analysis methods and will be conducted towards sustainable human – environment system. This monitoring is composed of the stages of spatial analysis, spatial planning, and spatial managing.
All of the geography subjects and materials are necessary for sustainable development goals. The only criteria will be added is the environmental ethics in all of the geography activities and applications.
Instructors and students should be familiar with the techniques of integration and multi-dimension modelling.
All geography graduates will respect the nature and its resources and should consider the environmental ethics during their academic career. They should be able to identify and solve the environmental problems through the geographical thinking. Geographical thinking means asking geographical question, gathering geographical data, processing the data with geographical (spatial) methods, and presenting the results in the geographical forms, i.e., maps. All the graduates should be creative and critical and should have the power of scientific challenging and discussions.
Geography is one independent and overarching discipline and we will offer only one total geography in bachelor level. The master career can be specialized according to the applied objectives of the societies. The doctoral program is also one integrated discipline. The specialty of graduates will be defined according to their dissertation.
The subjects include the fundamental courses such as physical geography and sustainable development, regional courses such as the human geography of Iran, technical courses such as remote sensing, GIS, and statistics, the applied courses such as evaluating the natural resources, and so for. The students with any high school background should pass all the courses with high quality so that after graduation they have the potential to analyze the human- environment problems and recommend the required solutions.



Key words: geography curriculum, sustainable development, geography of Iran, twenty first century, environmental ethics, geographical thinking, Geography and sustainable development.



کلیدواژه‌ها English

geography curriculum
sustainable development
geography of Iran
twenty first century
environmental ethics
geographical thinking
Geography and sustainable development
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