Teaching landscape architecture: a discipline comes of age

Abstract

Two new books on landscape (architecture) teaching, provided the rationale for this paper. It aims to place these into the context of the development of the landscape architecture discipline in Europe. A description of the beginnings of European university education follows an outline of the genesis of the profession. Moves towards European integration in the 1980s supported the establishment of an institutional framework, allowing the creation of a critical mass of academics, giving new impetus to teaching and research. An EU-funded Thematic Network supported the preparation of a common education guidance document, responding indirectly to the European Landscape Convention's call for university courses for landscape specialists. The Convention also stimulated a renewed focus on landscape in other fields of study. This has also broadened the horizons of landscape architecture teaching to encompass approaches from related disciplines. Finally, the paper discusses how landscape architecture education should respond to emerging societal challenges.

Landscaping Promoting Sustainable Comfort in Cities

“…Lilies, Nandina domestica and peonies are some of the popular choices in this type of landscape. Bamboo is the traditional plant of the oriental garden, being used in the construction of gates, flowerbeds, fountains and other accessories [3,17].…”

The Role of Landscape Architecture Profession Recognition in the Context of Facing Contemporary Challenges

“…Of course, this presupposes an education in accordance with architectural, artistic, ecological, engineering, and scientific principles to build the capacity to conceptualize, coordinate, and execute integral designs rooted in human traditions and the knowledge of natural and human-made systems [30]. At this stage, education plays a crucial role, especially in the growing of a critical mass of Landscape Architects capable of progressing the discipline in the research and the publication capacity [31]. In 1990, the European Council of Landscape Architecture Schools (ECLAS) was set up to increase collaboration among universities, to encourage and evolve the highest standards of Landscape Architecture education in Europe, as well as enhance collaboration in teaching [31,32].…”

“…At this stage, education plays a crucial role, especially in the growing of a critical mass of Landscape Architects capable of progressing the discipline in the research and the publication capacity [31]. In 1990, the European Council of Landscape Architecture Schools (ECLAS) was set up to increase collaboration among universities, to encourage and evolve the highest standards of Landscape Architecture education in Europe, as well as enhance collaboration in teaching [31,32]. Nowadays, the challenges for Landscape Architecture programs include responding to issues related to climate change with the social and political aspects in mind, particularly with studio classes that specialize in community involvement methods and the process of post-disaster restoration [31].…”

A Multispecies Design Approach in the Eure valley. Three Lessons from a Design Studio in Landscape Architecture

“…but should focus on everyday spaces and diverse landscapes. 12 New challenges were introduced into the discipline related to energy, climate, hydrology, agriculture, infrastructure, participation, etc. Moreover, a significant part of research engaged with the socio-political context of projects: 13 the relationship between landscape architecture and stakeholders, the involvement of inhabitants in projects, tools for social perception inquiries, etc.…”