This text, which is the result of a team effort, bringing together landscape architects, geographers, urban planners, visual artists, historians, naturalists, agronomists, architects, etc., was written on the occasion of ...
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This text, which is the result of a team effort, bringing together landscape architects, geographers, urban planners, visual artists, historians, naturalists, agronomists, architects, etc., was written on the occasion of the elaboration of the pedagogical programme for the training of landscape architects at the Bordeaux School of Architecture and Landscape. It is based on a reflection, matured for a little more than ten years, within the School of Bordeaux, on the contemporary stakes of the landscape and the current and future social role of the profession of landscape architect. The main pedagogical orientations presented here are not only the result of lessons drawn from the teaching practice itself, but also of reflections born at the crossroads of two complementary experiences: that of the practice of the profession itself, in the public or private domain, and that of interdisciplinary research on landscapes, such as a certain number of teachers conduct within the CEPAGE (Research Centre for Landscape History and Culture), research team associated with this training. The achievements of this double experience, the observations made in common on the current evolution of social expectations and public policies in the field of landscape, but also the evaluation of the pedagogy implemented these last years, lead us to publish this text which sʼattaches in particular to define a better articulation of lʼapprentissage des savoirs sur le paysage, at the crossroads of natural sciences and social sciences, and of the know-how of the conception.
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