front cover of Preservation Education
Preservation Education
Sharing Best Practices and Finding Common Ground
Edited by Barry L. Stiefel and Jeremy C. Wells
University Press of New England, 2014
Over the past twenty years, there has been a fundamental shift in the institutional organization of historic preservation education. Historic preservation is the most recent arrival in the collection of built environment disciplines and therefore lacks the pedagogical depth and breadth found in allied endeavors such as architecture and planning. As the first degree programs in preservation only date to the 1970s and the first doctoral programs to the 1990s, new faculty are confronted with pedagogical challenges that are unique to this relatively nascent field. Based on a conference that included educators from around the world, Barry L. Stiefel and Jeremy C. Wells now present a collection that seeks to address fundamental issues of preservation pedagogy, outcome-based education and assessment, and global issues of authenticity and significance in historic preservation. The editors argue that the subject of the analysis has shifted from, “What is the best way to fix a historic building?” to, “What are the best ways for teaching people how to preserve historic properties (and why) according to the various standards that have been established?” This important reconsideration of the state of the field in historic preservation education will appeal to a broad audience across numerous disciplines.
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front cover of Reconstructing Conservation
Reconstructing Conservation
Finding Common Ground
Edited by Ben A. Minteer and Robert E. Manning
Island Press, 2003

In the 1990s, influenced by the deconstructionist movement in literary theory and trends toward revisionist history, a cadre of academics and historians led by William Cronon began raising provocative questions about ideas of wilderness and the commitments and strategies of the contemporary environmental movement. While these critiques challenged some cherished and widely held beliefs -- and raised the hackles of many in the environmental community -- they also stimulated an important and potentially transformative debate about the conceptual foundations of environmentalism.

Reconstructing Conservation makes a vital contribution to that debate, bringing together 23 leading scholars and practitioners -- including J. Baird Callicott, Susan Flader, Richard Judd, Curt Meine, Bryan Norton, and Paul B. Thompson -- to examine the classical conservation tradition and its value to contemporary environmentalism. Focusing not just on the tensions that have marked the deconstructivist debate over wilderness and environmentalism, the book represents a larger and ultimately more constructive and hopeful discussion over the proper course of future conservation scholarship and action.

Essays provide a fresh look at conservation icons such as George Perkins Marsh and Aldo Leopold, as well as the contributions of lesser-known figures including Lewis Mumford, Benton MacKaye, and Scott Nearing. Represented are a wealth of diverse perspectives, addressing such topics as wilderness and protected areas, cultural landscapes, rural/agrarian landscapes, urban/built environments, and multiple points on the geographic map. Contributors offer enthusiastic endorsements of pluralism in conservation values and goals along with cautionary tales about the dangers of fragmentation and atomism. The final chapter brings together the major insights, arguments, and proposals contained in the individual contributions, synthesizing them into a dozen broad-ranging principles designed to guide the study and practice of conservation.

Reconstructing Conservation assesses the meaning and relevance of our conservation inheritance in the 21st century, and represents a conceptually integrated vision for reconsidering conservation thought and practice to meet the needs and circumstances of a new, post-deconstructivist era.

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