Chapter 18: Nature Study and the new Geography: Pre-Incarnations of Place-Based Educational Theory and Practice—1890–1920

Through an exploration of the primary works of progressive era geography educators and nature study advocates, the foregoing discussion 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 discussion addresses the ways in which deeper historical understanding might inform contemporary practice.