The small-scale research presented in this paper was conducted as part of the Geo-Capabilities project. Though originating in the Anglophone world, the project attempts to address the purposes and values of geography education internationally. Using the idea of "powerful disciplinary knowledge" the project asks what geography has to offer that helps young people develop the human capabilities they need in order to live a life that they consider valuable. In this paper we explore the challenges and opportunities presented by GeoCapabilities in several European national contexts. We asked selected teachers and teacher educators in four different countries (Finland, Germany, The Netherlands and Sweden) what role they thought geography plays in enhancing students' "human potential". Despite marked differences relating to the legal and structural background in each country we found major similarities in teachers' and teacher educators' curriculum thinking in relation to geography's contribution to the future well-being of their students.

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It is widely accepted that to produce a map students need to be able to think spatially. This article does not question the importance of spatial thinking, but it argues that to produce a geographically sound map, that is a map that does not only show where things are, but that tries to answer a geographical question, it is also relevant to be able to think geographically.In its empirical part it shows that students who are half-way through their studies to become teachers often lack this ability which inevitably has repercussions for school geography.

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