Looking at the cartoon chosen, there are several insights that can be deciphered and actively linked to the study of behavioral geography. The reactions of the people involved in the picture outlines the varied and subjective responses of individuals over certain issues happening in the global village. As these variations in perceptions begin to take its effect, they greatly provide insight on how each one constructs the realities that is happening on the topic being discussed.
On one point, we see the kid in the picture reacting to the situation pointed out by the other two. Under the framework of behavioral geography, this seems to manifest the ability of an individual to determine and develop an attitude based on the environment (GFDL, 2009). In comprehending the child’s behavior, he seems to associate and react to the topic in a materialistic manner. He sees that the current issue and image of East Timor is constructed on the idea that it is a hub for making rubber shoes.
This construct can then be traced and rooted on the facets of economics and sociology. On the other hand, the response of both the man and woman according to behavioral geography can be deduced as a limited outlook of what is happening in the environment. Operating on the concept of behavioral geography, Couclelis and Golledge argue that “human beings respond to their environment as it is perceived and interpreted through previous experience and knowledge” (p. 333).
Having the inability to decipher which international institutions can provide insight that the woman may have limited knowledge because of subjectivity of the issue and other factors affected by such term. This myriad of factors allow little active interpretation to happen since the woman can only relate to the subject talked about because of the available source she is reading. The same scenario can be applied to the inability of the man to determine the location of East Timor.
With the numerous amounts of issues surrounding the realm of international politics, behavioral geography will argue that it can create diverse responses due to the different perspective and attitude an individual may use on the issue being discussed (Bunting and Guelke, 1979). Thus, the measurement of such responses cannot be tabulated or rooted down on numbers. Rather, the analysis relies on the spatial reactions and behaviors of individuals which can be characterized as holistic and encompassing in practice (Couclelis and Golledge, 1983).
However, it is also important to point out that though these individuals may possess little or no background at all surrounding the issue, this can be averted by intensifying the cognitive abilities of each one. This can be made by facilitating education to incorporate better reasoning, perception and learning. By allowing this to occur, these individuals get an improved glimpse of what is happening in their environment. Such progression can stimulate the ability to map out environmental cognition and promote human spatial behavior (Couclelis and Golledge, 1983).
Works Cited Bunting, Trudi E. and Guelke, Leonard. Behavioral and Perception Geography: A Critical Appraisal in ‘Annals of the Association of Geographers’. 1979 69 no. 3 accessed 5 May 2009. 448-462 Couclelis, Helen and Golledge, Reginald. Analytic Research, Positivism and Behavioral Geography in ‘Annals of the Association of Geographers’. 1983 73 no. 3 accessed 5 May 2009. 331-339 GFDL. Behavioral Geography. 2009 accessed 5 May 2009 from <http://www. absoluteastronomy. com/topics/Behavioral_geography>Sample Essay of Paperial.com