Integrative role of human geography in solving global problems of modernity
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Notice bibliographique
Résumé
The purpose of this article is to substantiate the integrative role of human geography based on the information-synergistic paradigm and UN materials on sustainable development in solving global problems of the 21st century. Results. The analysis of previous studies and the relevance of the chosen research topic indicate the high place of geography in general and human geography in particular. Such an analysis indicates of the importance of the raised topic and the integrative role of human geography in the leading universities of the world, which determines its important worldview, mental and cultural role in society. It can ensure the survival of the contemporary civilization of our planet and ensure the right for future generations to live and evolve in favorable conditions of the biosphere. More and more scholars are advocating the importance of geography as an integrative discipline and a leader in providing education for sustainable development. The article presents the integrative role of human geography in solving the global problems of present, namely the interaction in the system "Human - Society - Nature". The article provides a thorough analysis of the main UN documents on the implementation of the strategy of sustainable development in the life activity of society and the education system. Human-geographical science and education are considered from the standpoint of the tasks of post-non-classical science of the 21st century. The article describes the formation of the foundations of education for sustainable development, which should be anticipatory in nature, widespread in various regions of the planet with the support of all countries of the world. The article defines the essence of post-non-classical science, the role of individual sciences in solving the global problems of present and the place of human geography in it. The concept of the information revolution of the contemporary world, the role of sciences in it, in particular information geography, is justified. The article provides a detailed overview of the development of human geography in the leading universities of the world and Ukraine and analyzes the their research areas. The analysis of educational problems of human geography in Ukraine and V. N. Karazin Kharkiv National University was carried out. An analysis was conducted to reveal the features of the structure, content, methods and methodology of human geography in the leading countries of the world, Ukraine and at our university. The article states that the main trends of the world's leading universities regarding the development, place and role of humam geography as a complex science of human, society, and nature are powerfully implemented in our university. It is also stated that human geography has a powerful meaning, because it should contribute through its research and educational programs to the formation of the foundations of a global mentality, the basic conditions of global culture in particular. Based on the conducted research, the article presents the main points of development of human geography, in particular in Ukraine, to ensure its integrative role in plans for the future development of the planet in terms of the sustainable development requirements. Taking into account the modern demand for the integration of scientific research and the necessary changes in the education system, this study reveals the role of human geography as an integrative science and education in accordance with the requirements of sustainable development and overcoming global problems of civilization.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle