Abstract
A liberal education is one that presumably provides a variety of experiences for dealing with the vagaries of life. Many hold that the more varied these experiences, the greater will be a person’s ability to deal with technological and social changes and his or her potential for contributing to society. In contrast, some see an evolving trend, fostered by the perceived, increasingly complex nature of society (as well as student enrollment trends), which must necessarily lead to fewer experiences, more prescribed learning within a chosen subject, and, again presumably, greater competence in specific aspects of a discipline. Under this viewpoint, application of specific knowledge could have a potentially greater impact on society than a general education might provide. The purpose of this essay is to comment briefly on these approaches to education in geography, turn the focus to applied climatology, and, finally, provide some typical examples of problems applied climatologists often work on as employees of private and public agencies.
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Marotz, G.A. (1989). Current Status, Trends, and Problem-Solving in Applied Climatology. In: Kenzer, M.S. (eds) Applied Geography: Issues, Questions, and Concerns. The GeoJournal Library, vol 15. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-0471-2_8
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DOI: https://doi.org/10.1007/978-94-009-0471-2_8
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