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Description
One central challenge in planning theory education is connecting planning theory and practice. Planning theory literature is often difficult to comprehend, since its language can resemble an expert discourse, encoded and inaccessible to many readers (Thompson, 2000). Consequently, conventional lecture-based courses might not foster deep learning of planning theory. Furthermore, there are several challenges in the pedagogy of planning theory. For example, Frank (2002) emphasizes the need for teaching methods that allow students to observe planning in action and improve their understanding of the planning outcomes. Frank also underscores the challenge of maintaining an inspiring learning environment. Similarly, Olsen (2018) argues that engaging students in role-playing can enable them to grapple with the practical implications of planning theory and foster their development as reflective practitioners. Furthermore, Chen (2024) shows how peer-learning fosters student interaction, promotes open communication, and enhances students’ confidence (Chen, 2024).
This article examines the pedagogical methods used in a planning theory course delivered during the 2024–2025 academic year. This course is offered to master’s students from diverse academic backgrounds. It incorporates peer-learning and teamwork on international case studies, which encourages collaborative problem-solving and exposes students to multiple perspectives on planning theory and practice. The course fosters a supportive and stimulating environment that encourages discussions and debates, while offering diverse tasks involving individual, pair and teamwork. These tasks support students to demonstrate different knowledge, skills, and attitudes towards planning, for example, presentations, case study analysis or thematic essays. They also enable students to employ the planning theory lens to understand actions taken by planning bodies. The article employs observation of the learning process, analysis of the course design, and students’ feedback on their learning experiences.
For students, this course offers an exploratory atmosphere, enabling them to apply abstract planning theories to cases from real-world, critically evaluate alternative approaches, and engage in creative, problem idintification. It further broadens their geographic and institutional knowledge, and prepares them for their professional careers.
Instructors act as facilitators, creating an open environment while exploring concepts students find challenging to grasp or implement. This initiative positions Aalto University’s Department of Architecture and Urban and Regional Planning courses as an innovative approach to planning education, which contributes to a repository of planning-specific cases and connecting theory to societal interests. By embedding peer-based learning and practice-oriented case studies in the course, this approach aims to enhance professional judgment and inspire creative solutions to the pressing challenges faced by planners today.
The contributions of this article are multifaceted. First, bridging the gap between theory and practice prepares future planners as reflective practitioners. Second, examining the evolution of planning theory provides a critical perspective on various schools of thought, highlighting their limitations and critiques. Third, analyzing case studies empowers learners to confidently engage with theory. Fourth, combining peer-learning in a seminar environment and teamworking enhances learner-centred education. Finally, allowing freedom in task selection fosters leadership and authorship among learners.
References
Chen, Chong-Wen (2024). Design pedagogy for enhancing peer learning and creative thinking. Design and Culture, 16(2), 131–143. https://doi.org/10.1080/17547075.2024.2332820
Frank, Nancy (2002). Rethinking planning theory for a master’s-level curriculum. Journal of Planning Education and Research, 21, 323–330. https://doi.org/10.1177/0739456X0202100309
Olesen, Kristian (2018). Teaching planning theory as planner roles in urban planning education. Higher Education Pedagogies, 3(1), 302-318. https://doi.org/10.1080/23752696.2018.1425098
Thompson, Robin (2000). Re-defining planning: The roles of theory and practice. Planning Theory & Practice, 1, 126–133. https://doi.org/10.1080/14649350050135248
| Keywords | Planning theory; Peer learning; Pedagogy; Case studies |
|---|---|
| Best Congress Paper Award | No |
