Our role as educators is to offer our students the opportunity for three kinds of learnings:
(1) the building of competence in changing or conserving the landscape,
(2) the building of experience and confidence in doing so, and
(3) the building of the theoretical constructs that underlie the above two.
The development of the third leg of our self-justification -theory- is by far the most important and represents in all fields the most fundamental and traditional role of the university.
Carl Steinitz, A Framework for Theory Applicable to the Education of Landscape Architects (and Other Environmental Design Professionals) (1990)
It is comforting that travel should have an architecture and that it is possible to contribute a few stones to it, although the traveler is less like one who constructs landscapes -for that is a sedentary task- than like one who destroys them: like Baron von R. narrated by Hoffmann, who traveled the world collecting panoramas and when he considered it necessary for his pleasure or to create a beautiful viewpoint, he cut trees, stripped branches, flattened the roundness of the land, cut down entire forests or demolish farms, if they obstructed a view. But even destruction is a form of architecture, a deconstruction that follows certain rules and calculations, an art of disassembling and reassembling, or of creating another and different order: when a wall of leaves suddenly fell, opening the view to the ruins of a distant castle in the twilight, Baron von R. paused for a moment to contemplate the spectacle that he himself had staged and then hurried away, to never return.
Claudio Magris, Danube (1990)
(Header: Albrecht Altdorfer, Landscape with a Double Spruce (hand-coloured etching (c. 1521)