The Status of Regional Geography andArea Studies in the United States:An Off-shore View from Hawaii*

Brian Jo Murton**

In 1981 John Fraser Hart delivered his Presiden-tial Address to the 75th meeting of the Associa-tion of American Geographers in Los Angeles onthe theme of o'The Highest Form of the Ge-ographer's fu1tr (Hart 1982). This was an eloquentplea for regional geography as a major and unify-ing theme for geography. Predictably his papercame under attack (Golledge et al. 1982; Healey1983), and it generated much comment, debate,and censure, especially from those who saw it as

a call for the discipline to return to the nonscien-tific dark ages of 30 years ago. Four years laterPierce Lewis in his Presidential Address made asomewhat similar plea for good geographical writ-ing about places (Lewis 1985).

Despite these recent, articulate expressions byleading geographers, both regional geography anddescription of places continue to be held in disre-pute or at the best, disregarded, by a very largenumber of professional geographers in the UnitedStates. To be sure regional geography continues tosurvive, but its health varies from place to place.In the overview that follows, I do not pretend tobe comprehensive, a task well beyond the capaci-ty of this paper. What I do is to offer an "off-shore"perspective on a number of themes pertinent to thestatus of regional geography today. These are:philosophy and method and regional geography;contemporary writing of regional geography andplace description; regional geography in the univer-sity curriculum; and the status of field work andarea studies, central ingredients in any regional ge-

ographic study.

Philosophy and Method

There can be little argument that the Quantita-tive Revolution of the 1950s and 1960s moved themajor emphasis in geography away from regionalstudy and toward the systematic subfields of the

discipline. Before that in the United States a viewof geography prevailed in which systematic studies

were subservient to regional synthesis. During the1930s there had been an attempt to transform ge-

ography into a "science of regions," predicated

upon the assumptions that regions are real thingsthat are simply waiting to be discovered and thatthe world is covered with a network of identifia-ble areas that are homogeneous with respect to allsignificant geographic variables. The long and fu-tile search for "true regions," eventually degener-ated into a mere exercise in taxonomy, an attemptto divide up the world by identifying the areaswhere the boundaries of significant geographicvariables more or less coincided. By World WarII geographers had already begun to shrink backfrom these metaphysical notions about regions, ffidimmediately after the War, the Committee onRegional Study under Derwent Whittlesey categor-ically rejected the concept of the region as an ob-jective reality (Whittlesey et al . 1954, pp. 19-68),and established the concept of the region as mere-ly a useful device for organizing and presenting in-formation. In this sense, regionalization becamea form of taxonomy. After 1954 the idea that therewere both uniform (formal) regions and function-al (nodal) regions also came to be accepted. Thebest discussion of formal and functional regionsis undoubtedly Hartshorne (1959, pp.I29-I42). Inthis discussion he cornments upon a paradox: at-tempts to establish technical concepts of regionsas research tools (the regional method) had actu-ally been more useful in systematic geography thanin regional geography. This has continued to be thecase as the regional method continues to be em-ployed often through the use of sophisticatedstatistical techniques.

The Quantitative Revolution was much more thansimply the introduction of statistics. It was for themost part beneficial because it opened-up the dis-

#The summary of this paper was read at the Seminar on "Recent Trends and Perspectives in Regional Geographyof South Asia," organized by Research Center for Regional Geography, University of Hiroshima, May 9-1Q 1987.**Department of Geography, University of Hawaii at Manoa.

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Status of Regional Geography and Area Studies in the United States (Murton)

cipline to the tools and techniques of science. Butunfortunately with this c:rme the introduction, in-itially at least, of a doctrinaire addiction to scien-tism, the assumption that something isautomatically superior because someone claims itis scientific, the belief of those who think that theywill somehow attain higher status and achievegreater prestige if only they can manage to be iden-tified as scientists (Hart 1982, p.5). This involvesthe point-of-view that the positivistic method is theonly true method of attaining knowledge, and thatall other approaches produce meaninglessknowledge. Certain aspects of this approach wereemphasized-measurement, data collection, and

the statistical testing of hypotheses-whereas otherswere relatively ignored. Along with this went an

attempt to purge human geography of all that didnot fit a narrow definition of science built uponthe assumption that human behavior is subject tothe operation of laws and the nature of these lawscan be identified by the process of hypothesis-testing against empirical evidence.

This attempt to narrowly redefine geography has

come under much subsequent debate. By the late1970s in the United States, geographers were grap-pling with questions of ideology of collective be-havior and of the relative methodological value ofpositivist, humanist, structuralist, and Marxist ap-proaches to the understanding of social and en-vironmental issue (Johnston 1983). We now canargue that regional geography is being rejuvena-ted, but not necessarily or even recognizably as

the regional geography of old (Cosgrove 1980,

p.46). Phenomenological tenets incorporated in thehumanistic approach have found a focus for theregional theme in the experiential perspective of"place." We now realtze that place attachments are

profound, perhaps basic to human needs (Ralph1976; Ley and Samuels 1978). They also are ex-ceedingly complex, for places are centers of mean-ing, known "not only through the eyes and mindbut also through the more passive and direct modes

of experience" (Tuan 1975, p.152). In fact, some

geographers beliele that geography is the academic

discipline that studies place (Lukerman 1964; Tuan1980, p.37). Pierce Lewis in his Presidential Ad-dress to the Association of American Geographersin 1985 presents a strong case for the study of placerelated to a love for the earth-an immediate, tan-gible, describable earth, made of particular landsand particular people (kwis 1985, p.a6\. He sug-

gests that if professional geographers want to talkto the public about geographic matters, we had bet-

ter be concerned with accur繊 ,vivid descriptions

6fpa■icular placeS・ This humanist revival springs

from a disill● sionment With“technique∫ 'and a

senseithat the‐ prOblems Of our world will not be

dealt with effeё t市ely thlЮ ugh greater aIIlassing and

manipulation of rnore data or the creation of yetmOre ttencies ofplarlning and contЮ l,butthЮugh

a sensitivity to people and the places they create

and sustain,widl a clearer understanding ofthe so―

cial,cultural,and political constraints acting upon

theino ThiS delmands close regional study,but of

a kind signiflcantly different than inost of what was

done in a former age as regional geography.

A llrther diinension ofthe study ofplaces is ex―

pressed in the recent writings of Allan Pred(1983;

1984; 1986). Drawing upon his own historical

studies oflocal coIIlmunities in southern Sweden,

Pred explores in detail the connections between

time・geography and ttructuFatiOn theory.He de―

velops a theory of place as i`historically contin―

gent process′ ' arguing that the constitution of

places can be underst00d Only by grasping the in―

terplay of human practiCes and social strllctures.

The Writing of RegiOnal or Place lDescription

The recent comentators upon the impottnce

of regional and place description are not suggest―

ing thatthe discipline retum to the regional desc五 p=

tiOn of conventional textbooks of 30 years電 o一

″力`one that began with descriptions oflandfol日

ns

and clilnate and vegetation and soils, and then

pЮceeded to more descriptions of coal rnines and

corn belts and manufacturing regionso This type

ofregional geography was already mottund by the

1950S.Interestingly9 American geographers had

really written very little regio,al geograp町 ;apa■

frott standard undergraduate textbooks,and had

mostly concentrated on writing about regional ge―

ography(Patterson 1974,p。 3).,Geographers in the

United States to date htte w五 tten astonishingly few

regional rnonographse The books of I〕 onald Mei―

nig(1962;1968;1969)and ShOrt regional宙 gnettes

of Brett Wallach(1979;1980;1981),as Well as the

writings of Preston James(,4‐ 2)and Pierce Lewis

(1976)are all exceptions to this generalizatione All

ofthis writing begins with and is organized aЮ unda donlinant theme. None use a standard list of

criteria or check―list of features,to bc observed.

All suCceed in showing hoW the interrelationships

between apparently disparate phenonlena create the

distinctive character of the area。

Good regional geOgraphic writing,therefore,is

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Status of Regional Geography and Area Studies in the United States (Murton)

a personal artistic effort. As depicted in the bestof our recent works it leads in one of two direc-tions. One direction is aesthetic, the other intellec-tual. Good aesthetic description provokes strongemotion. Good intellectual description provokesstrong thought. Both Hart (1982) and Irwis (1985)recognize the need for both of these directions be-cause it is through them that geographic work canbe made more accessible and attractive to thegeneral public, our primary audience. Regional ge-ography provides a systematically organized frame-work that can facilitate public understanding andappreciation of our large and complex world.

Much of the recent writing about place, and thatrelated but not identical concept, landscape, doesjust this. It is beyond my ability to review all ofthis literature here, but I must point out that someof the most vital and exuberant regional writingin the United States today, falls under this rubric.Books such as The Interpretation of OrdinaryLandscapes, edited by Donald Meinig (1979), andcontaining papers by Meining, J.B. Jackson, PierceI-ewis, David Lowenthal, Marwyn Samuels, DavidSopher, and Yi-fu Tuan are excellent examples ofcontemporary regional writing. Writings aboutplace and landscape very frequently deal with theimportance of value systems, which differ fromperson to person, from group to group, from regionto region, and so does behavior based on thesedifferences. Certainly, one of the most subtle andimportant sets of values in any region is the feel-ing of people for place. In the United States todayregional feelings of people probably are just aswidespread and just as intense as they ever were.Increasingly, geographers have recognized thatregional self-awareness (regional perception)should be a majo'r factor in defining regions. If aplace lacks meaning to its inhabitants, it can hard-ly be said to exist culturally. This argument hasbeen central to the writings of Tuan (1975), Ulackand Raitz (1982), and especially in Shortridge's(D8a; 1985) explorations of the "Middle West" as

a region in the United States.In a different way, the theoretical framework de-

veloped by Allan Pred, especially in his bookPlace, Practice and Structure, Social and SpatialTiansformation in Southern Sweden: 1750-1850(1980) enables him to offer a sensitive and com-pelling interpretation of the social and spatial trans-formation that occurred in southern Sweden in theeighteenth and nineteenth centuries, an interpre-tation which emphasizes the shaping and reshap-ing of the structural features of communities by the

activities of individuals following their dailylife-paths.

In summtty, much of our contemporary regionalwriting in the United States is organized aroundthe themes of place and landscape. It is found ina variety ofjournals: Landscape, American Qunrt-erly, Journal of Popular Culture, Winterthur Port-

folio: A Journal of American Material Culture,Places, Journal of Cultural Geography, as well as

in the Annals of the Association of American Ge-ographers and The Geographic Review. The bestof this writing is firmly based upon field work andfield experience, and the practitioners demonstrateindepth understandings of physical geography andhistory. History and physical geography are usedto provide powerful explanations of why humanphenomena are located and distributed the way theyare - why places are the way they are. In this workgeographers find themselves closely allied with lo-cal historians lAmiden Ig79; Matroney 1985; DowdHall et al 1986), and scholars working within thebroad context of American Studies @ushman 1986;

Doucet and Weaver 1985).

Regional Geographyin the University Curriculum

That over the past 30 years the number of region-al courses offered in geography departments in theUnited States has declined cannot be doubted. Thatthey have not completely disappeared is remarka-ble. That there may be a resurgence in some partsof the country in the teaching of regional geogra-phy also is a matter of importance.

The emphasis upon systematic fields of geogra-phy and increasingly upon the technical fields ofcomputer-assisted cartography, geographic infor-mation systems, and remote sensing is evident inenrollment in university classes. This is to be ex-pected. Not only is it a reflection of what mostdepartments currently see as being important in theeducation of young geographers, but students them-selves see this as a pathway to obtaining employ-ment when they graduate. In our requirement fora B.A. degree at the University of Hawaii we re-quire students to take introductory physical and hu-man geography courses, a cartography and aquantitative methods cours a, d general conceptualcourse, and five additional upper division courseswhich must concentrate within the following pro-gram areas: environmental studies and policies;resource systems; population, urbanization, andregional development; cartography and remote

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Status of Regional Geography and Area Studies in the United States (Murton)

sensing; and Pacific and Asian regional problems.

Of nearly 100 courses listed in the department only16 of them are regional courses, and only half ofthese are offered on a regular basis.

However, the picture'is not as gloomy as it mightseem, both in Hawaii and in the Mainland UnitedStates. At the introductory course level, worldregional courses remain reasonably common andincreasingly popular with students. I should addthat world regional courses unfortunately disap-peared from the offerings of many prestigious,major departments during the 1960s. Where theyremained, they managed to do quite well throughthe I970s, and in many universities have again be-come popular in the 1980s. At Hawaii, for exam-ple, our world regional course enrolls between 300and 400 students a semester.

The maintenance and then increase in thepopularity of world regional courses is reflectedin the growth in the number of textbooks aimedat this market. Major world regional texts includeHarm J. De Bltj and Peter O. Muller, Geography.Regions and Conceprs (1985), Paul Ward English,World Regional Geography. A Question of Place(1977) Don R. Hay, Geography and Development.A World Regional Approach (1978), and RichardH. Jackson and Lloyd E. Hudman, World Region-al Geography, Issue for Today (1982). All of these

have gone through multiple editions. The numberof such textbooks also has increased over the pastfive years.

At the upper division level departments acrossthe country continue to offer a limited range ofregional courses. The exact nature of these offer-ings depends of faculty expertise and on whetheror not area studies programs exist in the universi-ty. Regional courses on North America are themost common, and mag, such as those at theUniversity of Minnesoh, are very popular. Courses

on the geography of individual states have becomecommon. At the University of Hawaii, our Geog-raphy of Hawaii course currently (Spring 1987) has

420 students registered. Each year we teach thecourse four times to over 1,000 students in total.A State geography textbook series was attemptedby Westview Press, but has been discontinuedmainly because of the very variable response across

the country.Regional courses on other parts of the world are

found in most departments. However, nowhere dodepartments attempt to cover the entire world.Many departments restrict their regional offeringsto one or two areas, others to those parts of the

world emphasized by the area studies pЮ grams Of

the universitt Htti iS typical in this regard`our

regional courses concentrate on the Asia― Paciflc

realm.Speciflc courses deal with Asia,thO Pacif―

ic,with Australia and New Zealand,Japan,Chi―

na,Southeast Asia,and south ALsia.In addition,

we have courses on the Unlted States and the Sovlet

Uniono Departrnents in other parts of the country

will have concentrations on Latin America,Afri―

ca,the Middle East,or]Europe.

In summary9 the teaching of regional geography

is a variable enterprise in the l」 nited States.Selec―

ted regional courses are extrernely popular in some

places,but systernatic and techniques courses com―

prise the bulk of the curriculunl,and a,viewed

as being the important and core elements in stu―

dent programs.

Status of Field Work

lt is a truism that good geography of any stripe

begins by seeingo We start with the thi■ gs we see,

the visible featuFeS Of the earth's surface. Good

regional geography especially begins at the grass

roots.Explol曖 tion is one ofour llrlost basic research

techniqueso Unlike scholars in other disciplines

who can restrict their attention to a lilnited num―

ber of variables,geographers are interested in the

totality of places。

However9 there has been a marked decline in

fleld work in human geograply,although it remalns

central to most physical geOgraphy The ready

availability of statistical data, and the case with

which it can be pЮ cessed through mini― and main―

frame oomputers,has seduced lnany away fЮ m the

“dirty boots begets wisdonl'' tradition in geT

ography.

ThiS iS Of especial importance for regional ge―

ographyo There are not instant experts in reglonal

geographyo An attempt to understand any reglon

must be based on sensitive interpretation of the

values that motivate the behavior ofits people.Such

an interpretation is a lifetirnelpursuit that requires

prolonged personal experience of the region and

those who live in ito Howevet there are still many,

especially among the cultural geographers and

those interested in place, who are intrepid fleld

workers in the world ofa fbrmer generatiOn ofge=

ographers such as Car1 0。 Saucち ]Robert So Platt,

Preston Jalmtes, WDD.Jones, and VeC. Finch.

Perhaps no one epltorrllzes the fleld worker in rllral

C,ltuFal geOgraphy over the past two decades bet―

ter than Eugene Cotton Mather, a long tilne

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Status of Regional Geography and Area Studies in the United States (Murton)

advocate of field research for gathering data (theJournal of Cultural Geography, volume 5, No. l,1984, is a Festschrift honoring Cotton Mather).

Area Studies and Geography

In many major universities in the United Statesthere has been a strong association between the dis-cipline of geography and foreign area research.This was particularly true in those universitieswhich developed strong area studies programs inthe decade after World War II (see Gumperz 1970;

Lambert 1973). These programs involved a varie-ty of disciplines, but geography played an impor-tant role in most university area studies curriculum.Today, when many of the older type of area studiesprograms are evolving into a new style of interna-tional studies (McCaughey 1984) some seriousgaps are appearing in the ability of geography tomeet latent demand. The Association of Ameri-can Geographers has several specialty groupswhich focus on different areas: the AfricanSpecialty Group; the Canadian Specialty Group;and the Soviet and East European Specialty Group.Perhaps the best organized of all such regionalgroups of geographers is the independent Confer-ence of Latin Americaninst Geographers (CLAG),which is a vital and still growing organization. Allof these groups hold sessions at the Annual Meet-ings of the Association of American Geographers,and frequently at the meetings of various areastudies associations as well.

Yet a problem exists. During the 1950s and 1960s

geographers were trained in association with areastudies centers and most universities with suchcenters had regional geography specialists in theirgeography departments. This group of senior scho-lars is now retired or approaching retirement. Dur-ing the 1970s there was a decline in the numberof doctoral students working overseas, with the ex-ception of work in Latin America. The problemnow exists of replacing regional specialists in majordoctoral departments, often in the face of opposi-tion from within such departments to foreignregional specialization, even accompanied bystrong systematic and technical expertise.

The problem has been compounded by the clos-ing of departments in several major universities(Michigan, Columbia, Northwestern) which allhave strong area studies programs at the graduatelevel. The problem has become acute in the train-ing of Asia regional specialists. South Asia remainsreasonably well served with younger and senior

level faculty in major graduate departments suchas Minnesoh, Louisiana State, Rutgers, Iowa,Hawaii, and at lesser, but well thought of depart-ments such as at Kent State and Akron. SoutheastAsia has geographers in departments such as theUniversity of Wisconsin, the University ofCalifornia-Berkeley, and the University of Ken-tucky. However, East Asia, the most important part

of the world for the United States in the late twen-tieth and twentyfirst century is now meagerlyserved with recent retirements and the closure ofdepartments. The only departments with both doc-toral programs and Japan specialists are Washing-ton and Hawaii, and in both cases the remainingfaculty are close to retirement. In the case of Chi-na, the Universities of Georgia, Hawaii, Minneso-ta, Washington, Michigan State, and until this year,

the University of California, Los Angeles, have had

the capacity to train regional specialists at the doc-toral level.

It is not as if these departments have notproduced Asian regional specialists. Indeed, theyhave, but their products have through the natureof the job market too often been forced to take po-sitions in departments which offer only B.A. andM.A. degrees. The result is a current lack of firstclass younger scholars with regional specializationsin Asia. To specialize in an Asian area involves a

commitment to language training and to a studiedeffort to overcome barriers of culture. Such aspecialization must be grounded on a keen sensi-tivity to the needs, wishes and values of the peo-ple who live in the region, and individuals pursuingit must be willing to overcome difficulties whichare inconceivable to an arrnchair stay-at-home col-league.

Concluding Observations

What then is the position of regional geographyin the United States? Regional courses are still be-ing taught, indeed are prospering, in many places.

There are numerous geographers who are involvedin regional study and there are books, monographs,and numerous articles being published which canbe broadly construed as "regional". However, thetypes of work being done today bears little resem-blance to the regional geography of yesteryear.Much of it evinces a concern for understandingplaces or landscapes and is set within one or otherof the various humanistic philosophies. Some ofit is being done by cultural and historical ge-

ographers, who emphasize a theme or several in-

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Satus of Regional Geography and Area Studies in the United States (Murton)

terrelated themes in regional or place context.The status of foreign area regional study is vari-

able. Some parts of the world (for example, LatinAmerica) have much work being done on them,others (for example, Japan) have very little. Theneglect of Asia generally has serious potentialrepercussions in the future. Many Americans be-lieve that the world is entering what is being calledthe "Pacific Century," and that as the nation needslessons on the geography of the Facific Rim. If ge-ographers are not in a position to perform this serv-ice, I am sure someone else will.

There is little question, however, that the heavyemphasis on the systematic fields of geography andupon sophisticated techniques will continue.However, in recent years geographers seem to havebeen riding off in all directions, with little senseof common purpose of mutual understanding. Theprograms at our recent national and regional meet-ings reveal a rich diversity or absolute chaos, de-pending on your point of view, and many youngergeographers seem genuinely baffled when they tryto figure out how all the disparate pieces can bemade to fit together, or what other geographers aredoing and why. One of my colleagues has even ob-served that the acronym, A.A.G., stands for'Almost Anything Goes." The need for a unify-ing theme is obvious, and no theme is more satis-fying than the idea of the region. The traditionalmodel of geography says that our systematic sub-fields and cognate disciplines are supposed togenerate theories about process that will help usto understand places, areas, and regions. Region-al geography, in return, is supposed to provide anempirical bases for testing these theories againstthe complexity of the real world. There is somesuggestion that more geographers are beginning tosee the value and utility of the traditional model.Let us hope that this is true.

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