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Since the 2000 European Landscape Convention (ELC), experiences of awareness-raising, landscape mediation and participatory approaches to landscape have multiplied. Among them, controversy analysis is emerging as a stimulating learning situation. Landscape controversies are situations in which landscape is examined; in which its qualities, values and future, are discussed. Controversy as a pedagogical tool enables a political approach to landscape and helps students understand and experiment with the importance of democratic debate. It makes it possible to address landscape through the eyes of each actor, and to understand the diversity of interpretations of a landscape. This success highlights the need to take a reflexive and critical look at approaches to landscape. This paper is based on a research programme, ‘Landscape didactics: sharing experiences and didactic perspectives on landscape controversies’. It discusses landscape education objectives and analyses pedagogical experimentations, in particular controversy studies and debate situations.

Landscape controversy: a tool and educational device