For a humanistic didactic of the landscape at the crossroads of its epistemic duplicity

Abstract

This article presents a reflection on the need to reformulate the didactics of landscape, to recover the cultural tradition of its study and teaching, which seems to have been renounced in many educational programs. Epistemically divided between scientific knowledge and humanistic knowledge, the landscape has undergone a methodological orientation towards the positivist sciences, to the detriment of the cultural tradition. It is committed to recovering a comprehensive view of the landscape, as opposed to the explanatory view, for which a humanistic formation of the landscape is demanded, that review and consider its artistic origins, its philosophical bases and its ethical and aesthetic values. A humanistic education develops the critical sense applied to the environment, and results in the achievement of landscapes that are satisfactory to the inhabitants and visitors of the place.