ABSTRACT
The key objective of teaching history is to promote historical understanding: in cultural landscapes, it is to understand past change and how and why the present came to be. This starts with developing a sense of time and chronology. The bulk of the chapter concerns learning and teaching as traditionally practised. The history has tended to be the well-known canon of garden history and art history. Research nowadays tends not to be in these topics, or in landscape appreciation, but in more scientific areas; meanwhile, there are questions on the structural reasons why landscape theory (or philosophy) remains underdeveloped. The various ways in which material is presented and absorbed, several styles of teaching, the textbooks available and reading lists are examined. The last part concerns student’s desirable competencies, or standards, as set down by IFLA and other professional and licensing bodies and how landscape history is treated and sometimes varies between them.
