Of the many inspirations from Colin Brock’s original book, I would like to discuss three synergic frameworks that paved the way to the creative and exciting world that fuses both Geography and Education. All three frameworks are in the form of Venn diagrams below, accenting Brock’s love for, and ingenuous use of such diagrams. Brock is the first scholar to articulate the nature, purpose and content of Geography of Education. He stated his book’s prime aim to “further the understanding of the work of each about the other” between Geography and Education. He argued that the two disciplines have much in common and much to offer in harness. Given both are composite disciplines, he regarded the come into being of both having a ‘geography’ in itself-through an interactive process in time-space of learning from, and teaching to, across a wide range of subjects in Arts and Sciences, meanwhile also contributing to other disciplines and fields. Based on his definitions of both Geography and Education, the Geography of Education espoused in this book can be defined as the following: the spatial and locational analysis of human and physical phenomena from the edge of space to the earth’s surface and below about the production and dissemination of knowledge and of learning and teaching, and the factors that enable them to operate.

中文翻译：

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教育地理学：教育研究中的规模、空间和位置

在 Colin Brock 原著的众多灵感中，我想讨论三个协同框架，它们为融合地理和教育的创造性和令人兴奋的世界铺平了道路。所有三个框架都采用下面的维恩图形式，突出了 Brock 对此类图的热爱和巧妙使用。布洛克是第一位阐明教育地理学的性质、目的和内容的学者。他说他的书的主要目的是在地理和教育之间“进一步了解彼此的工作”。他认为，这两个学科有很多共同点，并且可以提供很多利用。鉴于两者都是复合学科，他认为两者都具有自身的“地理”——通过学习和教学的时空互动过程，跨越广泛的艺术和科学学科，同时也为其他学科和领域做出贡献。基于他对地理和教育的定义，本书所支持的教育地理学可以定义为：从空间边缘到地球表面及以下的人类和物理现象的空间和位置分析，关于生产和知识和学与教的传播，以及使它们运作的因素。