Nature Study and the New Geography: Pre-Incarnations of Place-Based Educational Practice, ~1890-1920

Abstract

Through an exploration of the primary works of progressive era geography educators and nature study advocates, this paper identifies two important historical antecedents of modern place-based curricular reform. In addition to systematically detailing connections between nature study, the new geography, and place-based curricular tenets, the paper discusses the ways in which deeper historical understandings might inform contemporary practice.