Landscape values in the New Zealand education system
Abstract
The main function of this paper is as a pilot study. It suggests potential areas of activity and profitable avenues to investigate within the
Education System. As the professions of
landscape architecture and teaching are
constantly evolving new methods and insights,
the flow of information between the two should
be seen as an on going thing.
The NZILA has recognised the importance of
education in it's broadest sense, as outlined in it's philosophy. This paper examines only one
aspect of that broad spectrum; that occurring
within the formal Education System of New
Zealand. Although it is considered here in
isolation, it should be seen in the context of
the overall promotional framework outlined here.
It is the contention of this paper, that the
Education System, has the potential to be used
by the landscape profession to help spread an
awareness of landscape values, as well as a
knowledge of the work that it carries out.
To use the Education System effectively, any
approaches made to it should be selective and
co-ordinated. Curriculum developers within the
Education Department are faced with constant
pressure to widen the range of material taught
in schools, especially at the primary and
secondary levels. This paper seeks to determine
the most appropriate levels of input for
information; levels where a receptive response
will be met, which will lead to useful and effective action in the classroom.
The specific objectives of the paper are as
follows:
1. To assess current activites of the NZILA and
its' members within the Education System in
New Zealand.
2. To locate potential avenues by which a
greater awareness of landscape values can be
introduced into the Education System.
3. To assess the likely effectiveness of these avenues.
4. To recommend a strategy for introducing
greater landscape awareness into the New
Zealand Education system.
