Abstract
Abstract The structure of contemporary environmental design is distorted by paradoxes perpetuated by the professional associations, practitioners, university faculties, and many design students prior to their graduation. Although landscape architectural education is utilized, in this paper, to exemplify three of the structuring paradoxes, planners, architects, and interior designers will readily note similarities within their own respective professional educational processes. The paradoxes are presented as an outgrowth of the rise of technical rationality and the transition from traditional to modern society. They are examined through interviews and discussions with a cross section of undergraduate landscape architecture students at the universities of Toronto and Guelph in Ontario and Rutgers University in New Jersey. Awareness of the paradoxes enables the formulation of suggestions as to how to begin restructuring the professional education of environmental designers.
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