Educational discourse is totally completely imbued with the values that affect the societies to which individuals belong. Those in the field of geographical education must examine those values in order to determine what type of geographical education is best for each society. The following papers contribute to this knowledge: "Presentation" (Hernando); "Geographical Education and Society: The Changing Public perceptions of School Geography in the United States" (Stoltman); "Social Tasks of the Society and the Changes in School Geography Education" (Maksakovsky), "Treatment of the Mediterranean Region in Nigerian Secondary Schools" (Okpala); "The Influence of Culture, Education and Subject Tradition on the Teaching of the Mediterranean in British Schools" (Hall); "Research Perspectives for the Empirical Didactics of Geography" (Schrettenbrunner); "Gifted Children and their Development of Understanding Maps" (Gerber); "The Use of Pictures in the Teaching of Geography" (Wilczynska-Woloszyn); "An Examination of Some of the New Information Technologies and their Use in Canadian Geographic Education" (Green-Milber); "La Promotion des Aides Audio-visuelles a l'education Geographique: Orientations et realisations du Groupe de Travail Francais (C.N.G. Paris)" (Faugeres); "A Study of the Map Drawing Ability of Secondary School Pupils between the Ages 12 and 19" (Stimpson); "Work with Geographic Literature at lessons" (Tatjana); "Optimizing the teaching of Geography by Pictorial Education" (Idziak); "Enhancing Vegetation Appreciation: Class Projects from San Diego State University" (Fredrich); and "Geography for International Understanding - a World Perspective" (Hawbrich). (BZ)