ABSTRACT
Attempts at prediction of future trends within a discipline must be hedged with reservations and in this respect physical geography is no exception. Central to the problem is the academic context within which physical geography should proceed; should it remain firmly integrated as of now within geography or should it loosen its traditional ties in order to form stronger links with the other natural environmental sciences. The nature of school geography has changed substantially since the 'new' geography revolution was stimulated by the Madingley Lectures in 1963 although the transition has not been smooth. In many universities student entry to read for a degree in geography is possible through two channels, arts/social sciences and science. Syllabus adaptation and modification of departmental boundaries within universities are going to be easier tasks than those arising from the issues to be confronted externally.
