How humans relate to nature is an extension of our development as children, and is intrinsic to our understanding of existence. Classroom Development A variety of adult symbols can be examined and discussed with the intention of interpreting not only what they mean, but what bias is connotatively conveyed along with the main meaning of the symbol. By interpreting symbols in this way, students can learn how they interpret and relate to their physical and cultural environments. Transitional objects are important because of the cultural baggage they carry. The old Mercator map emphasizes North America and Russia due for very political reasons.
Most maps also show a Western bias by splitting the earth in the middle of the Pacific or India.
By examining and discussing maps that counterpoint this type of bias, students can start to challenge some of their own learned biases that relate to physical relationships. For example, Australian maps with south at the top of the page are initially found to be very disturbing to students. Peters Projection maps show the areas of the various land masses in their proper proportions to each other, which diminishes Canada, Russia, and northern Europe, and emphasizes Africa and South America. Have students consider how their own learned bias has distorted their thinking. This step can be summarized by turning the whole concept of a map over to the class for discussion.