ABSTRACT
The relationship between values and geography, at one level, lies partly in the fact that the substance, or the content making up that broad study we call geography in all its ideological guises, has only developed because people have given that substance a significance and decided it has a value. Its knowledge and understanding are judged to be interesting, important or illuminating by those engaged in the study, and to those gatekeepers over the years who have admitted geography and other subjects into university and school curricula. The development and acceptance of geography as a subject indicate a presupposition of its conceptual value. Subjects are in the curriculum because they are so valued. It can be said that to study geography, or history, or mathematics, is a kind of values education since it is an initiation into knowledge and understanding valued and privileged in those subjects as subjects.
