The purposes of this article are to clarify the essential problems inherent in regional geography education, on the basis of the textbook Man on the Earth: Introduction to geography edited by Preston E. James. The findings are followings. 1. The contents of regional geography curriculum are selected on the criteria from a geographer's worldview or ideology. Thus the understandings which learners grasp in the geography lessons are not so neutral facts, but biased interpretations. 2. The regional geography textbook Man on the Earth: Introduction to geography orients itself to the positive cognition for industrialization and development, but these values are not clearly explained but implicated on the text structure and learning activities. 3. The characteristics of the regions presented in the textbook are formed from that values, its supporting details, and its organic interrelationships; an association of “ecosystem”-“habitat”-“culture” in the particular place. 4. The learners would be indoctrinated one worldview in the process of inquiring and re-describing the regional images interpreted by the others, that is, geographers and teachers. The traditional theory of regional geography education completed by Preston E. James can be evaluated as “closed-regional research” for learners. Its logic of teaching geography is not necessarily consistent with the purposes of Social Studies, school education, and human formation. The author of this paper recommends that the curriculum and instruction of regional geography should be reformed from “closed-regional research” to “opened-regional research” or “opened-social research” for learners.