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Rethinking Planning Theory for a Master’s-Level Curriculum

University of Wisconsin-Milwaukee

This article is dedicated to all those faculty members of master’s planning programs who, despite the fact that they are not planning theorists, find themselves teaching planning theory to students who see no benefit in learning planning theory. The article explores objectives and content of planning theory courses through the published literature and a limited sample of planning theory syllabi. In general, the results replicate earlier findings by Klosterman that planning theory courses are widely diverse. In addition, the article calls for a new literature of planning theory aimed at students—rather than other academics—and consistent with the objective of developing students’ capacity for reflective practice.

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