Taking Our Bearings: Mapping a Relationship Among Planning Practice, Theory, and Education

The curriculum for graduate education in planning has been largely dictated by a conception of the planner's role as a technical advisor to decisionmakers. The rational planning model has shaped the construction of the core curriculum. Recent work by planning theorists suggests that the planner does more than simply provide technical advice, but serves to facilitate communications in critical ways. This article reports the results of a survey of senior planning professionals regarding the skills and competencies they seek in entry-level planners. The results provide strong support for communicative planning theories and suggest a recasting of traditional conceptions of what constitutes core graduate planning curricula.

[1]  C. Tanner,et al.  Teaching is a practice. , 1997, The Journal of nursing education.

[2]  Sanda Kaufman,et al.  Quantitative and Research Methods in Planning: Are Schools Teaching What Practitioners Practice? , 1995 .

[3]  John Friedmann,et al.  The Core Curriculum in Planning Revisited , 1996 .

[4]  K. Christensen,et al.  Teaching Savvy , 1993 .

[5]  Dowell Myers,et al.  Anchor Points for Planning's Identification , 1997 .

[6]  Britton Harris.  A View of Planning and Planning Education , 1992 .

[7]  Carl Abbott,et al.  Planning the Oregon Way: A Twenty-Year Evaluation , 1994 .

[8]  D. Kolb,et al.  Planning in the Face of Power. , 1988 .

[9]  David J. Forkenbrock,et al.  Planning Methods: An Analysis of Supply and Demand , 1986 .

[10]  P. Healey.  Collaborative Planning: Shaping Places in Fragmented Societies , 1997 .

[11]  David J. Forkenbrock.  Planning Methods: What Can and What Should We Teach , 1986 .

[12]  Melville C. Branch.  Are We Really Teaching Planning? , 1993 .

[13]  Daphne Spain.  Creating and Defending Links Between Teaching, Research, and Public Service , 1992 .

[14]  Arthur Christian Nelson,et al.  The Regulated Landscape: Lessons on State Land Use Planning from Oregon , 1992 .

[15]  C. Lindblom.  THE SCIENCE OF MUDDLING THROUGH , 1959 .

[16]  Min Kantrowitz,et al.  Teaching Students to Become Effective Planners through Communication: A Planning Communications Studio , 1990 .

[17]  J. Innes.  Planning Through Consensus Building: A New View of the Comprehensive Planning Ideal , 1996 .

[18]  John Friedmann,et al.  Planning Education for the Late Twentieth Century: An Initial Inquiry , 1994 .

[19]  Давидофф Пол.  Advocacy and Pluralism in Planning , 1965 .

[20]  T. Sager.  Communicative Planning Theory , 1994 .

[21]  Lawrence Susskind,et al.  Mediated Negotiation in the Public Sector: The Planner as Mediator , 1984 .

[22]  P. Davidoff.  Advocacy and Pluralism in Planning , 1965 .

[23]  H. Baum,et al.  Social Science, Social Work, and Surgery: Teaching What Students Need to Practice Planning , 1997 .

[24]  Francine F. Rabinovitz.  City politics and planning , 1969 .

[25]  H L Diamond,et al.  Land Use in America , 1996 .

[26]  Hemalata C. Dandekar,et al.  Integrating Communication Skills and Planning Techniques , 1992 .

[27]  Emanuel J. Carter.  Toward a Core Body of Knowledge: A New Curriculum for City and Regional Planners , 1993 .

[28]  Luigi Mazza,et al.  Explorations in planning theory , 1996 .