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Institutions | Training | Online Education | Papers / Articles
Higher Education in Spatial Information Industry:
A case for promoting mutual interest in geography at University level
Geography Departments and Teaching of Spatial Paradigm
Indian Geography though not very old in the
global context has traveled fairly long distance so far since its
emergence with the establishment of first ever University Department in
Aligarh University in 1927. Due to inherent spatial nature of the
discipline, all teachings and researches have revolved around Spatial
Paradigm. Spatial coverage centering round the various centers of
geographical studies, has been wide ranging from national through regional
and state to different micro unit level, although micro-area specific
areas have been the dominant order due to obvious factors.7
Sinha's compendium of about 4500 research papers, written by around 5500
geographers, provides a veritable base for our understanding of research
trends in Geography. 8Gosal, observed that an examination of
the overall performance of Indian Geography brings one to an encouraging
conclusion that it has come a long way in establishing its place among the
sciences dealing with reality and that it is making a regular progress in
various directions.9 Even in finding solutions for
environmental problems the discipline do not lags behind. Innumerable
researches produced in various Geography departments are a proof to that.
In Raza's words, "the science of geography is the only discipline which
has unique capability of integrating ecology and
development".10
Its theoretical foundations are much stronger today than anytime in the past. Its theories and models are now being increasingly used not only by geographers but other social and natural scientists.
Moreover,
cartography11, foundation of SII is an integrated part of the
syllabi offered in one and all Geography Departments. It is religiously
taught in both colleges and Universities in India. Theoretical foundations
are strongly laid. Since 1960's with the availability of digital
computers, even Computer Assisted Cartography and Geographic Information
System is slowly making inroads12. Teaching of both the
conceptual methods for spatial analysis and the actual possibility for
quantitative thematic mapping and spatial analysis is a part of new
geography syllabus. All stages of cartographic design, is all duly taught
in geography. In the designing process main decision regarding the type of
map, its utility and the purpose for which it is to be created are all
part of geography curriculum. Both undergraduate and postgraduate students
very deftly produce even the output in the form of thematic atlases. All
basic elements of map design: title and sub-title, map legend, map scale,
graticules, map symbols, credits, etc. are well understood by geography
students. They understand that designing is the point where all the
factors are brought together and is not simply a single operation that
takes place between compilation or the assembly of data, and the technical
execution of the map. Generalization and symbolization, both levels of map
design become inherent in a geographer's knowledge domain. Philosophical
objective (why?), cartometric evaluation (when?) and geometric and
attribute transformation (how?) falls in the learning domain of geography
research students. Good students naturally become conversant in relating
observations of geographic space to models of geographic phenomena.
Theoretical foundations are also laid in both graphic and conceptual
generalization. Rationale for simplification, enlargement, displacement,
merging and selection of spatial information is well grasped.
Symbolization is well reasoned out. Information encoding and use of
contrast values, an important ground principle for designing is well
absorbed. Computer Cartography, Remote Sensing and GIS and respective
graphic output however is still at incipient stage due to innumerable
reasons.13 A visible difference is observed between the
geography departments placed under the faculty of sciences in some
universities and others covered by the faculties of arts and social
sciences. In later case, funds may not be available even for purchase of
maps.14
But, nonetheless differentiating between more or less important objects, arranging them hierarchically and finding differences between different data categories all are dexterously done by innumerable researches done in various fields in geography. Urban and regional planning, rural development, agricultural geography, geomorphology and environmental geography are most favored fields of research in Indian Geography. Organization of space in Geography research is further strengthened by an easy access to spatial data from all three platforms (space, air and ground) with better resolution and emerging tools (GIS) and spatial methodologies.
SII and Geography Departments
Vaidyanathan15
raises a pertinent question: who comes to the geographer for advice or consultancy? None! Why is the so? In spite of our strengths, either we do not have anything worthwhile to offer, or we are very poor salesmen, not bothered about convincing the community of our worth. However, this situation needs to be changed. As explained above, the gains for SII are innumerable. Though at present these are not recognised in clear terms by SII, scope for mutual interaction cannot be ignored. Albeit, many a times with common agenda for producing spatial diagnoses for innumerable physical and human problems the mutual interaction cannot be ignored. Although benefits are much more difficult to determine, but can generally be categorized as gaining access to:
- Existing spatial knowledge base with inherent strong foundation in spatial reasoning;
- Existing trained/ semi- trained manpower constituted by faculty and students;
- Established educational system with recognised degrees; and
- Better outside image with more humane
touch.
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