Abstract
The current environmental crisis calls, with utter necessity, for a change in the way landscape and liveableness are conceived. This is, however, a complex process, contrasted by several factors, such as human tendency to reify what already exists and to think conservatively. Education can support this process, playing a crucial role in promoting a change in the approach towards global and controversial problems such as landscape and liveableness. An effective educational method on these issues should be focused on the learning process and based on a different way of perceiving the temporal dimension of the current environmental problems, highlighting their consequences on the next generations.
