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Dilemmas in the education of landscape architects for the 21st century

Different tendencies within landscape architecture and within the education of landscape architects arethe only firm signs on which the discussion about the education of landscape architects in 21st centurycan be based. The absence of landscape planning within the curricula of many schools or `isolated' programs in landscape planning without adequate design subjects are signs which should not escape our notice. One of the questions that have to be answered is whether the formal division of the two branches of traditional landscape architecture is something that forecasts our future. The second point of reference which is in some way a variation of the first one is the relation between science and landscape architecture. This relation opens the problem of methodology used within physical planning practice. It is assumed that the thorough scientific analysis cannot lead to conservation goals at a11. For such a purpose more sophisticated `creative-conservation' approaches should be used. The third point of reference is derived from the different emphasis that is given to the spatiat planning and ecological management within the environmental planning practice. The recognition of the inability of the naturat sciences to cope with the environmental and especially with the nature conservation problems and the need of directing the decisions about the future options properly evolved into the idea of `total science'. Landscape architecture can be already defined as a `total science'. The schools have to recognize the very bases of the `total science' and stimulate the creativity as the main road towards better environment.

education; landscape architects; ;

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