An Educational Approach to Landscape
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (31 January 2021) | Viewed by 9697
Special Issue Editor
Special Issue Information
Dear Colleagues,
The aim of this Educational Sciences Special Issue is to show different ways of understanding, participating, and assessing the landscape from education. It has now been twenty years since the European Landscape Convention (2000), yet there is still hardly any evidence of educational designs for learning about the landscape. Landscape learning involves developing various emotional and cognitive geoabilities, as well as skills in students and citizens, in general.
Emotional capacities are found in the acquisition of sensitivity and appreciation of the different landscapes of the world and their diversity. These capabilities involve the development of citizens committed to the world, where environmental education and sustainability are key factors for landscape conservation.
For the deep and committed development of these emotions, knowledge of landscapes must be promoted. In this sense, we must identify and understand the climatic evidence and its consequences on the fragility in mountain landscapes and the imbalance in the oceans. For this, it is necessary to assess human features in the territory and their influence on urban dynamics and the incidence of migratory movements in rural and urban landscapes.
The focus of this Special Issue on the landscape is to find the educational roots and promote the scaffold of the landscape in education. The landscape is a diluted content in the curriculum, which needs to be delimited and defined to relate the specific features in order to strengthen ties with other disciplines. The landscape becomes the building axis of knowledge from a global perspective with different dominant features (rural, urban, etc.) and from different perspectives (historical, current, and future). Therefore, proposals for the teaching landscape are sought.
The scope of this Special Issue aims to reach scientists from all areas of knowledge close to the study of the landscape and from its link with education. In this sense, the Special Issue promotes interdisciplinarity with the common axis of landscape and education. Also interesting are the views of conservation and sustainability in human interventions in the landscape, as well as the interaction with other processes linked to wildlife, vegetation, climate, migration, etc.
The purpose of this Special Issue is to seek reflections on human activity in landscapes, educational intervention designs in schools, educational programs for the development of educational action in cities and rural, coastal, and mountain areas and, finally, assessments of didactic programs/activities related to the landscape in schools and universities.
The approach to the landscape from architecture has a long journey (Kvashny, 1982). Since the European Landscape Convention (2000), some educational projects on landscape reading have been promoted through the study of comparative realities (Castiglioni, 2009). However, we are missing proposals for educational designs on landscape learning/teaching, for example, relating the role of national and natural parks in education, developing educational programs for teacher training for professional preparation on the landscape, structuring the landscape as the core axis of the curriculum to relate it to other contents in all educational stages, etc.
Dr. Alfonso Garcia de la Vega
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- Landscape teaching
- Landscape curriculum
- Landscape and climate change
- Landscape and archaeology
Benefits of Publishing in a Special Issue
- Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
- Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
- Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
- External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
- e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.
Further information on MDPI's Special Issue polices can be found here.
