Freising-Moosach Landscape Democracy 2022 Team 2: Difference between revisions
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File:Landscape Democracy location.jpg | File:Landscape Democracy location.jpg|The focus area for Landscape Democracy. To the southwest of the city of Freising. | ||
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File:Power mapping graph 1.png | File:Power mapping graph 1.png|The power mapping of the community groups, shown in a graph. | ||
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Revision as of 13:53, 28 April 2022
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| Area | Freisinger Moos | |
| Place | Freising | |
| Country | Deutschland | |
| Topics | Landscape Democracy | |
| Author(s) | Vulnet Abazi, Boglárka Bartus, Brent van der Brug, Dino Jozic and Niusha Vedadi Moghadam | |
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Landscape Democracy Rationale
- Why do you think this case is relevant? What is your hypothesis considering the landscape challenges?
- The Freisinger Moos area is located to the south-west of Freising. It is an area with both nature and agriculture.
- Landscape challenges:
- CO₂ neutral future
- Flood prevention
- Future self-sufficient community
- Urban growth
- Biotope enrichment
- How do we give nature and the river a voice?
Location and Scope
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Phase A: Mapping Your Community
Welcome to Your Community and Their Landscape
Open areas of agricultural land.
A few wooded areas.
Water-retention areas.
Moosach is very small in the city of Freising
Gardens attached to the Moosach.
Open fields.
View of the Weihenstephaner berg.
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The focus area for Landscape Democracy. To the southwest of the city of Freising.
The land-use of the focus area.
Groups of Actors and Stakeholders in Your Community
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Relationships Between Your Actors and Groups
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The needs of the most important groups.
The power mapping of the community groups, shown in a graph.
Summary of Your Learnings from the Transnational Discussion Panel
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Theory Reflection
- For Landscape Democracy to achieve its full potential, education must be re-envisioned to offer future design and planning professionals to test their skills in recognizing challenges, opportunities and ethically and responsibly intervene to shape a socially sustainable.
- Didactic Formats fostering the development of competencies and transformative learning. The experimental character of projects allows for making mistakes. (within the protected space of the university) as an essential part in the process of learning.
- For Landscape Democracy to achieve its full potential, education must be re-envisioned to offer future design and planning professionals to test their skills in recognizing challenges, opportunities and ethically and responsibly intervene to shape a socially sustainable.
References
Landscape Education for Democracy – Volume 10
Pledge for a Transformative Science, 2.2.2
Phase B: Democratic Landscape Analysis and Assessment
Your Name and Partner's Name Correspondence
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Your Name and Partner's Name Correspondence
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Your Name and Partner's Name Correspondence
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Your Name and Partner's Name Correspondence
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Your Name and Partner's Name Correspondence
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Phase C: Collaborative Visioning and Goal Setting
The Scene in Your Story of Visioning
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The Actors in Your Story of Visioning
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The Story of Visioning
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Reflect on Your Story of Visioning
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Phase D: Collaborative Design, Transformation and Planning
Your Prototyping Action
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The Evolution of Your Prototyping Action
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The Plan Behind Your Prototyping Action
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The Realization of Your Prototyping Action
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Reflect on Your Prototyping Action
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Phase E: Collaborative Evaluation and Future Agendas
Collaborative Evaluation and Landscape Democracy Reflection
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The Actors in your Collaborative Evaluation
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Reflection on the Online Seminar
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Reflection on your Living Lab Process
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Your Living Lab Code of Conduct
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Process Reflection
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