The landscape as a learning space. The experiential approach of a ‘landscape school’ in Trentino, Italy

Gianluca Cepollaro and Bruno Zanon

Landscape Research, 2022, vol. 47, issue 2, 244-255

Abstract: The European Landscape Convention marked an epistemological turn by emphasising the role of personal experience developed within socially constructed frames of reference. The landscape, therefore, should be regarded as a common good, crucial for personal and collective well-being, which implies a commitment of a political nature. This entails widespread awareness, as well as updated technical skills and appropriate politico-administrative actions. Landscape education must play a key role, therefore, but awareness-raising, cultural initiatives, and training processes require approaches and methods centred on experience, thus shifting from teaching to learning, from a passive to an active role of participants. This article analyses the experience of a ‘school’ of landscape education operating since 2009 in Trentino, Italy. It develops an analytical framework and a critical examination of the approaches applied. In particular, it discusses the ‘learning devices’ used to stimulate interest in the landscape and to develop participatory, cooperative and responsible attitudes.

Date: 2022
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DOI: 10.1080/01426397.2021.1942442

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