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Abstract
This paper discusses the teaching of the analytical approach to behavioural geography. After examining the relationship between teaching and research in this area of inquiry, the paper proceeds to outline some fundamental concepts and principles, concentrating specifically on models of man, models of environment, perception and cognition, information diffusion and adoption, space preferences and time‐path analysis. Comments are then made as to how analytical behavioural geography may be taught at all levels of education, from elementary schooling to postgraduate courses.