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 Watson, V. Search for Related Content Social Bookmarking                         What's this?

Do We Learn from Planning Practice?

The Contribution of the Practice Movement to Planning Theory

This article examines a central assumption that underlies what has been termed the practice movement in planning theory. The term refers to the great diversity of recent writings that focus on the activity of planning and the practices of planners. It is assumed that empirical accounts of planning practice can help to build a more useful and pragmatic kind of planning theory than can the generalized procedural or normative models that previously constituted planning theory and that they have a pedagogical role to play in relation to practicing planners and planners in training. This article asks questions about how we learn from practice, how we learn from other people writing about practice, and therefore what kind of writing about practice will be most conducive to a learning experience.

Journal of Planning Education and Research, Vol. 22, No. 2, 178-187 (2002)
DOI: 10.1177/0739456X02238446


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

This article has been cited by other articles:

				V. Watson Seeing from the South: Refocusing Urban Planning on the Globe's Central Urban Issues Urban Stud, October 1, 2009; 46(11): 2259 - 2275. [Abstract] [PDF]

				C. Irazabal Realizing Planning's Emancipatory Promise: Learning From Regime Theory To Strengthen Communicative Action Planning Theory, May 1, 2009; 8(2): 115 - 139. [Abstract] [PDF]

				A. Van Herzele and C. M. J. van Woerkum Local Knowledge in Visually Mediated Practice Journal of Planning Education and Research, June 1, 2008; 27(4): 444 - 455. [Abstract] [PDF]

				C. J. Hoch Pragmatic Communicative Action Theory Journal of Planning Education and Research, March 1, 2007; 26(3): 272 - 283. [Abstract] [PDF]

				M. Mitrany and D. Stokols Gauging the Transdisciplinary Qualities and Outcomes of Doctoral Training Programs Journal of Planning Education and Research, June 1, 2005; 24(4): 437 - 449. [Abstract] [PDF]

				J. A. Throgmorton Planning as Persuasive Storytelling in a Global-Scale Web of Relationships Planning Theory, July 1, 2003; 2(2): 125 - 151. [Abstract] [PDF]