| 摘要: |
| 以围绕大湄公河流域所开展的香港大学风景园林本科教学实践为基础，概述了一种风景园林的批判性研究和实践形式。通过3个主要的挑战来定义批判性景观规划：1）保持文化-技术立场；2）采用跨学科方法；3）透过过程导向视角理解发展。将批判性景观规划定义为一种应用型的批判性研究实践，并从风景园林学科的特点出发提出开展批判性景观规划的方法。提出了一系列相关建议，包括用围绕特定地点展开的社会及自然过程的建构代替传统的场地分析，以及用文化-技术立场的建构代替传统的设计和规划概念的生成。这些建议适用于景观教学，亦可被设计研究及景观实践所采用。 |
| 关键词: 大湄公河流域 批判性景观规划 跨学科 过程导向 景观教学 景观实践 发展项目 设计研究 |
| DOI：10.14085/j.fjyl.2022.11.0104.07 |
| 分类号:TU986.2 |
| 基金项目: |
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| A Pedagogy of Critical Landscape Planning, as Developed in and for the Greater Mekong |
|
USA) Ashley Scott Kelly, LU Xiaoxuan
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University of Hong Kong
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| Abstract: |
| This article outlines a form of critical research and practice in landscape architecture by examining a pedagogy of critical landscape planning run in the final year Bachelor of Arts in Landscape Studies program at the University of Hong Kong that focuses on the Greater Mekong. We examine three key struggles that both define and sustain a pedagogy and practice of critical landscape planning: 1) holding cultural-technological positions; 2) ensuring transdisciplinary approaches; 3) promoting process-oriented approaches to development. We define critical landscape planning as an applied critical research practice and identify the aspects of the landscape architecture design discipline that enable it. This article also makes several suggestions that are equally important for design research and professional practice. These include replacing “site analysis” with a process of site-specific interdisciplinary socialization and replacing design and planning “concepts” with generative cultural-technological positions. |
| Key words: Greater Mekong critical landscape planning transdisciplinary process-oriented landscape pedagogy landscape practice development project design research |
