Contents:
Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; Biographies; Editors; Authors; Foreword by Simon Bell; Introduction by Karsten Jørgensen, Nilgül Karadeniz, Elke Mertens and Richard Stile; Note; References; Chapter 1: Introducing hope: landscape architecture and utopian pedagogy; Teaching, landscape, and utopia; Transgressive utopianism and its ends; Learning hope; Development; Insurgent democracy, insurgent architectures, insurgent education; Notes; References; PART I: Reading the landscape
Chapter 2: 'What . . . is landscape?' Asking questions of landscapes through design drawingsLandscape?; Design?; Conclusions; Notes; References; Chapter 3: From teaching geography to landscape education for all; Introduction; The beginnings: naturalist's explorations and geography; The specificity of teaching about the landscape; Principles of teaching about the landscape; Teaching methods; Conclusion -- the landscape of teaching landscape; References; Chapter 4: The importance of geology in landscape architecture education; Introduction; The effect of geology on landscapes
What to teach about geologyTeaching geology to landscape architecture students; Teaching geology using geoinformatics; Objectives of a foundation in geology; References; Chapter 5: Teaching (landscape) ecology; Sustainable development as a backdrop for teaching ecology; Ecology: 21st-century skills; Teaching for different ways of learning; Teaching a heterogeneous student group -- creating a conceptual common ground; Engaging through relevance; Adding tools to the tool-box -- desktop exercises; Tackling real-world landscape ecological challenges -- in the field exercises; Conclusion; References
Chapter 6: Learning-by-filming: a method to introduce non-LA students to landscape readingPreamble; The landscape-reading challenge; Creating a landscape-reading method; Results obtained; Conclusions; References; Chapter 7: Landscape is more than the sum of its parts: teaching an understanding of landscape complexity; Introduction; The teaching and learning experience; An alternative approach; Course structure; Examples; The physical landscape: characteristics and spatial morphology; Theory; Process and students' reflections; Discussion and critical reflections-the bitter and the sweet
AcknowledgementsNotes; References; Chapter 8: The studio as an arena for democratic landscape change: toward a transformative pedagogy for landscape architecture; Introduction; Background; The gap: toward a transformative landscape architecture education; Case study: the design studio as a training ground for transformative landscape change; The PAR classroom: benefits and challenges of teaching for transformative landscape change; Discussion: toward a transformative education for landscape architecture; Concluding lessons: toward a transformative pedagogy in landscape architecture

Summary:
Written in collaboration with the European Council of Landscape Architecture Schools (ECLAS) and LE: NOTRE, The Routledge Handbook of Teaching Landscape provides a wide-ranging overview of teaching landscape subjects, from geology to landscape design, reflecting different perspectives and practices at university-level landscape curricula. Focusing on the didactics of landscape education, this fully illustrated handbook presents and discusses pedagogy, teaching traditions, experimental teaching methods and new teaching principles. The book is structured into three parts: reading the landscape, representing the landscape and transforming the landscape. Contributions from leading experts in the field, such as Simon Bell, Marc Treib, Jeorg Rekittke and Susan Herrington, explore landscape analysis, history and theory, design visualisation, creativity and art, planning studio teaching, field trips and site engineering. Aimed at engaging academic researchers and instructors across disciplines such as landscape architecture, geography, ecology, planning and archaeology, this book is a must-have guide to landscape pedagogy as it stands today.