Reviews and observations about the status of the discipline of geography, no matter how positive, invariably raise programmatic concerns. These concerns have a long history that arise from geography's struggles to find an identity that embraces its many parts and yet are consistent with the logic by which the academy partitions knowledge. Pedagogy and research historically claimed by geography is currently being reinvented and relabeled under such headings as “integrated environmental science” and “spatial science”, and these developments have the potential to change the breadth of the “geographic imagination”. Several observations about dominant explanatory perspectives and substantive domains of geographic enquiry are also provided.
, vol. 33, no. 4, pp. 427-429, 2002