A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Expanding the 'language' of planning: A meditation on planning education for the twenty-first century
What kinds of knowledge do planners need in a post-modern age in which cities and regions are characterized by fragmentation, polarization, and 'difference' in its many guises? This paper identifies four dilemmas of traditional planning education: the reduction of 'knowledge' to a set of measurable skills; the ossifying of programmes around a core which reinforces an outdated modernist paradigm; the loss of focus on questions of meaning, of value, of the spirit, which has resulted from a divorce between planning and design education; and the tendency to draw tight boundaries around professional identity, which prevents a truly interdisciplinary practice from emerging. Preparing planners for the challenges of the twenty-first century might involve the following: identifying the specificity of the domain of planning in a more dynamic way so that the core does not become redundant every decade; articulating planning programmes with environmental and design programmes; shifting from an emphasis on skills to key literacies (five are identified); approaching planning as an ethical inquiry.
Expanding the 'language' of planning: A meditation on planning education for the twenty-first century
What kinds of knowledge do planners need in a post-modern age in which cities and regions are characterized by fragmentation, polarization, and 'difference' in its many guises? This paper identifies four dilemmas of traditional planning education: the reduction of 'knowledge' to a set of measurable skills; the ossifying of programmes around a core which reinforces an outdated modernist paradigm; the loss of focus on questions of meaning, of value, of the spirit, which has resulted from a divorce between planning and design education; and the tendency to draw tight boundaries around professional identity, which prevents a truly interdisciplinary practice from emerging. Preparing planners for the challenges of the twenty-first century might involve the following: identifying the specificity of the domain of planning in a more dynamic way so that the core does not become redundant every decade; articulating planning programmes with environmental and design programmes; shifting from an emphasis on skills to key literacies (five are identified); approaching planning as an ethical inquiry.
Expanding the 'language' of planning: A meditation on planning education for the twenty-first century
Sandercock, Leonie (author)
European Planning Studies ; 7 ; 533-544
1999-10-01
12 pages
Article (Journal)
Electronic Resource
English
Planning in the twenty-first century
British Library Online Contents | 1997
Planning in the twenty-first century
Online Contents | 1997
Strategic planning for the twenty‐first century
| Wiley | 2000
Women in planning in the twenty-first century
| Taylor & Francis Verlag | 2017