ABSTRACT
Introduction Geography at large (and, equally, Geography pedagogy) is often concerned with evaluating different “ways of seeing” and different ways of interpreting the world (Cosgrove, 2008; Gold, Haigh, & Jenkins, 1993; Haigh, Revill, & Gold, 1995; Thrift, 2009). Such studies aim to help learners understand that different people perceive the world in very different ways, because of fundamental differences in their belief systems, cultural traditions, role, gender, social class and many more (cf. Pepper, 1942). By tradition, Geographers use maps to enable their understanding of the world, and this paper introduces a kind of mapping technique that grants a new perspective on the ways that different viewpoints and worldviews may be comprehended (Wilber, 2005). This approach is useful for pedagogic research because it allows an overview of the different perspectives that are involved in learning. However, the method applies equally well to other kinds of social interactions and, in the process, provides a holistic research method of considerable and largely unexplored potential (see Sima, 2010, on Cosgrove, 2008).
