Weaving the Fabric of Planning as Education
Bibliographic Data
| ID | 12078338 |
|---|---|
| Authors | Linda C Dalton (California Polytechnic State University, corresponding author) |
| Year | 2001 |
| Volume | 20 |
| Issue | 4 |
| Pages | 423-436 |
| Publication date | 2001-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Planning Education and Research (JOURNAL) |
| Journal identifiers | ISSN: 0739-456X • E-ISSN: 1552-6577 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0739456x0102000404 |
| OpenAlex | W2036321533 |
| Language | EN |
| Citations received | 29 |
| References cited | 58 |
This article explores planning education as a fabric. Over the past century, the central strands of planning knowledge and pedagogy have been remarkably consistent despite changing labels. Nevertheless, tensions persist regarding the identity of planning and nature of professional education. The biggest changes have occurred among the weavers. During the latter half of the twentieth century, social scientists replaced practitioners as teachers. Also, students emerged as demanding learners, calling for an interactive role in their education. Further, the field emerged from one where the planner was a “man who” to acute consciousness about ethnic and gender diversity. The author concludes that planning education in the twenty-first century should draw from multiple theories of practice— applied knowledge that helps planners understand ethical responsibility, communicate effectively, and address community problems meaningfully as they create the future
Aesthetics · Consciousness · Diversity (politics · Engineering ethics · Ethnic group · Identity (music · Pedagogy · Planner · Political science · Public relations · Sociology · Weaving · Anthropology · Engineering · Psychology · Rural development and sustainability · Urban Planning and Governance · Urbanization and City Planning
Empirical Restructuring of Planning Education Under Spatial Data Science Intervention
Scanning for Cultural Competency in Online Urban Planning Programs
Mapping the evolving urban design curricula
Applying a pedagogy of interdisciplinary and cross-cultural collaboration as socio-ecological practice in landscape architecture education
Ian McHarg’s confident skill
Educating spatial planners for the age of co-creation
Spatial Justice Education Through Experiential Learning
The Most Important Skills an Urban Planner Needs In a Developing Country; The Case of Iran
Reflection-In-Action in Land Use Planning
Entrepreneurship and enterprise skills
Unsettling Notions of Planning Competence
Compact, Diffuse, or Would-be Discipline
Sustainability
Seeking the Studio Experience Outside of the Studio Course
Commentary on the ACSP Mini-Symposium
State of the Studio
Response to Birch, Hopkins, and Dalton
The Birth of City Planning in the United States 1840–1917
Analysis of Strategic Plans from Accredited Graduate Planning Programs
The Role of the Planning Scholar
Planning Students’ Conceptions of Research
Shaping the Planner’s Ego-Ideal
Urban and Regional Planning Education in Mexico
Planning’s Core Curriculum
Planners Learning and Creating Power
In-Class—Online Hybrid Methods of Teaching Planning Theory
The Multiplicities of Planning
On planning, planning theories, and practices
Notes on the Uses and Scope of City Planning Theory
The Death and Life of Great American Cities
American city planning since 1890
Consensus Building as Role Playing and Bricolage
Unleashing the Power of Planning to Create Disaster-Resistant Communities
Planning Through Consensus Building
Information in Communicative Planning
Advocacy and Pluralism in Planning
The reflective practitioner
Symposium on Part-Time Graduate Education in Planning
ACSP's Past and Present
Learning through Conflict at Oxford
Planning Support Systems
Constructing the Future in Planning
Anchor Points for Planning's Identification
Planning Education and Planning Practice
Taking Our Bearings
The Changing Role of the Workshop Course in Educating Planning Professionals
Planning Theory's Emerging Paradigm
Planning Theory Education in the 1980s
Educating Undergraduates in Planning
Planning and the New Depression in the Social Sciences
Professionally Related Public Service as Applied Scholarship
Problem-Based Learning
Anchor Points
Emerging Knowledge about Planning Practice
Teaching Savvy
Planning Education as a Vocation
Experiential Learning in Planning Education
Planners in the '80s
Presidential Address
The University of Chicago Program in Planning
Recent Trends in Graduate Planning Education
Preparing Leadership for the Twenty-first Century
Report of the Commission on the Doctorate in Planning to the Association of Collegiate Schools of Planning
Thirty Years of Planning Education
Poor Countries' Students in Rich Countries' Universities
What's in a Name Change? City Planning and Landscape Architecture at the University of Illinois
Perloff Revisited
"Comments on Klosterman's "Contemporary Planning Theory Education
Planning Theory at a Crossroad
Contemporary Planning Theory Education
The schools of the minor professions
New Directions in Planning Theory
| Citations per year | 1.16 |
|---|---|
| Citation span | 2001 - 2026 (26) |
| Highly cited | No |