ABSTRACT
This chapter considers task design that takes into account the disciplined nature of knowledge: the underlying methodological and epistemic principles of a discipline that support the capacity to build knowledge over time, both in terms of the discipline and in terms of fostering and promoting the geographical understanding of students. The main purpose of the chapter is to draw attention to some specific theoretical possibilities and how the idea of disciplinary constraint might have a potentially important influence on teachers thinking about teaching and learning in geography. In educational settings disciplinary knowledge has often been connected with deterministic or restrictive forms of learning. Geography education has become a set of tasks which are not those of geographers. Disciplined judgement is the framework or tool that K. Stemhagen et al. have formulated to put disciplinary constraint into practice.
