This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Baum, H. S. Search for Related Content Social Bookmarking                         What's this?

Teaching Practice

University of Maryland, College Parkhb36{at}umail.umd.edu

Planning is a way of acting. People learn to plan by practicing planning. Yet university planning programs give predominant attention to classroom activity. A cultural division between "academic" and "practice" faculty and classes gives higher status and greater influence to academic courses emphasizing research and analysis. Thus university programs tacitly teach that planning is the same as research. Despite rhetoric about "integrating academics and practice," programs give little attention to that challenge. Reforming planning education to teach students to plan requires a change in the culture of planning programs that dissolves differences between "academic" and "practice" to focus on questions of practice.

Journal of Planning Education and Research, Vol. 17, No. 1, 21-29 (1997)
DOI: 10.1177/0739456X9701700103


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. Gunder Sustainability: Planning's Saving Grace or Road to Perdition? Journal of Planning Education and Research, December 1, 2006; 26(2): 208 - 221. [Abstract] [PDF]

				R. Freestone, S. Thompson, and P. Williams Student Experiences of Work-Based Learning in Planning Education Journal of Planning Education and Research, December 1, 2006; 26(2): 237 - 249. [Abstract] [PDF]

				K. Krizek and D. Levinson Teaching Integrated Land Use-Transportation Planning: Topics, Readings, and Strategies Journal of Planning Education and Research, March 1, 2005; 24(3): 304 - 316. [Abstract] [PDF]

				H. Thomas What Future for British Planning Theory Planning Theory, November 1, 2004; 3(3): 189 - 198. [PDF]

				J. Hammer Community Food Systems and Planning Curricula Journal of Planning Education and Research, June 1, 2004; 23(4): 424 - 434. [Abstract] [PDF]

				M. Gunder Shaping the Planner's Ego-Ideal: A Lacanian Interpretation of Planning Education Journal of Planning Education and Research, March 1, 2004; 23(3): 299 - 311. [Abstract] [PDF]

				J. D. Guzzetta and S. A. Bollens Urban Planners" Skills and Competencies: Are We Different from Other Professions? Does Context Matter? Do We Evolve? Journal of Planning Education and Research, September 1, 2003; 23(1): 96 - 106. [Abstract] [PDF]

				K. R. Brooks, B. C. Nocks, J. T. Farris, and M. G. Cunningham Teaching for Practice: Implementing a Process to Integrate Work Experience in an MCRP Curriculum Journal of Planning Education and Research, December 1, 2002; 22(2): 188 - 200. [Abstract] [PDF]

				E. Seltzer and C. P. Ozawa Clear Signals: Moving on to Planning's Promise Journal of Planning Education and Research, September 1, 2002; 22(1): 77 - 86. [Abstract] [PDF]

				R. A. Yabes Comments on Birch, Hopkins, and Dalton Articles Journal of Planning Education and Research, June 1, 2001; 20(4): 445 - 447. [PDF]

				H. S. Baum Forgetting to Plan Journal of Planning Education and Research, September 1, 1999; 19(1): 2 - 14. [Abstract] [PDF]

				C. P. Ozawa and E. P. Seltzer Taking Our Bearings: Mapping a Relationship Among Planning Practice, Theory, and Education Journal of Planning Education and Research, March 1, 1999; 18(3): 257 - 266. [Abstract] [PDF]