Thinking Geographically

The jump from GCSE to A level geography is a big one- even larger with the reformed AS levels. Where GCSE requires the memorisation of definitions and systems, AS level requires you to develop a new form of geographical thinking. The subject moves from standalone modules, to a group of interconnected concepts. Over the year, I only scratched the surface of this level of thinking and this document sums up the 4 skills required to start the development of the new mind set.

The first concept that must be understood is the fundamental difference between a space and a place. Tuan (1977) described space as a geographical, physical, location- a grid reference. A space, when paired with meaning, becomes a place. Now 'meaning' is a rather vague term- meanings are perceptions, individual to the person talking. In this sense, there is no one way to define a place. Massey (1994), agreed to an extent- she agreed with the definition of place, however, she depicted space as something equally dynamic. She said that space was not defined by physical borders- for instance, take London. Some may only perceive the city centre as London. Others will decide that the arterial roads like the M3 are a part of the city. I think that by combining the 2 theories, we can attempt to clarify a definition. Massey's definition of space ties with Yuan's on place- place is a space with flexible borders; a location that develops an identity with individual perceptions. Whatever definition is chosen, I maintain that place is not to be defined, but rather experienced.

The skill of synoptic thinking is touched upon by other subjects at GCSE, such as in Science and English, and geography is no different. Geographers look at the world from scales- local to global. Jackson (1996) described this as 'zooming in and zooming out'. However, a large part of geographical thinking comes from the ability to link the different scales. The relationship between local and global geographies was discussed by Smith's (1993) example of homelessness in New York; however, I think a more current example could be President Trumps decision to pull out of the Paris agreement. The change made was a on a national scale, but the impacts will be both global and local. By continuing with their lack of carbon monitoring, global warming will be exacerbated which has countless global impacts- from international droughts, to local crop failure. By learning to automatically link geographies together, you will be able to form your own opinions on the impacts of decisions.

Finally, when analysing some human geographies, distance becomes more than the physical, measured value. The perceived distance is often more important than the physical distance in an age where resources can be passed thousands of miles in a couple of hours. The perception of distance is affected by many things, but the increased efficiency of transport is one of them. Harvey (1998) discusses the idea of 'time space compression (or convergence)'. By making places more accessible, the perceived distance is diminished. For instance, the HS2 rail link reduce the time from London to Liverpool by 40 minutes- quicker to get to, and hence appearing closer. This impacts other geographies, which are to be studied in their own rights.

In conclusion, geographical thinking requires an open and receptive mind. In this subject you will learn that places are more than locations, everything is connected, and everything is only as far away as it seems.