This article introduces what I call a “Gateways” approach to teaching about places, and uses Korea as its example. I developed the Gateways approach around the assumption that popular support for geography in the schools is, and always has been, rooted in its ability to reproduce in the classroom the vicarious experience of geographical exploration. I take the mainstays of the popularity of geographical exploration to be a combination of human curiosity and mobility. On this basis, I suggest that teaching geography in the classroom might try to be more of a “moving” experience as it seeks to increase its popularity and effectiveness among contemporary students. My model for the Gateways approach to teaching is a hypertext environment, for example, that complex hypertext world created by tens of thousands of people with home pages on the Internet. The Internet has motivated curious students everywhere to enter into those infinitely digressive explorations we term “surfing the web,” and it is this type of journey through hypertext-like Gateways that I explore in this article.
Geographic Gateways to seeing and Understanding Korea