Abstract
Geography is an academic discipline, not a profession, and one of its traditional strengths in British higher education is its use as a vehicle for the development of critical intellectual skills. These require neither a core curriculum nor standard assessment procedures and 'quality thresholds'. This feature should be defended against the short-term materialist and politically correct arguments of programmes seeking to define 'graduateness' and core curricula.
Original language | English |
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Pages (from-to) | 245-252 |
Number of pages | 8 |
Journal | Journal of Geography in Higher Education |
Volume | 21 |
Issue number | 2 |
Publication status | Published - 1997 |
Keywords
- Core curriculum
- Graduateness