The Teaching Of Controversial Issues In Geography

Abstract

The cognitive approach appears to reign in most geography classrooms. The emotive and the psychic approaches receive only cursory attention. The result has been a lack of deeper understanding of the issues involved in a topic. This contributes to the partial or biased education of our students and we suspect it also contributes to poor results in the ‘O’ and ‘A’ level examinations. This paper presents points in favor of the emotive approach and describes how controversial issues can be tackled in the ‘O’ and ‘A’ level geography classrooms.