Weaving the Fabric of Planning as Education

Abstract

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.