Becoming a landscape architect. History of landscape and landscape project teaching in France, Europe and the world (19th - 20th century): first milestones and perspectives - Introduction to the special issue ; Devenir paysagiste. Histoire de l’enseignement du paysage et du projet de paysage en France, en Europe et dans le monde (fin xixe-xxie siècle) : premiers jalons et perspectives – Introduction au numéro hors-série

Landscape architects are now recognised professionals. Among the latest arrivals in the field of space and living environment, they have progressively built a specific and diversified field of action and project, based on alternative ways of thinking and doing. Over the last few decades in particular, they have proved to be the bearers of a field action attentive to the ecological, cultural and aesthetic dimension of inhabited spaces and to the links forged over time between societies and their environment. The issues associated with this field of action have continued to multiply and grow in importance. Professional practices have followed and diversified, decompartmentalising the fields of knowledge and competence and integrating an experimental dimension. At the same time, training has evolved in ways that are still very poorly understood. In fact, the history of landscape teaching and landscape projects is a field of research that is just emerging.This special issue aims at proposing a first assessment in this field and at setting the milestones allowing a better understanding of the evolutions of a teaching which, in a little more than a century, has been deployed on all continents. It follows a symposium organised in Versailles on 16 and 17 June 2022 on the occasion of the Architecture and Landscape Biennale. On this occasion, about forty participants offered historical insights and testimonies informing the evolution of landscape architects' training since the end of the 19th century. A large number of them contribute to this issue, discussing the appearance of the first landscape training courses, characterising the trajectory of the actors who set them up and who supported them, emphasising the foundations on which their educational programmes and their teaching are based, in relation to various learning situations. The different contributions also look at the role played by professional organisations in the development of these courses, as well as the institutional frameworks in which the institutions ...