|
|
|
|
| LEADER |
04417nmm a2200361 u 4500 |
| 001 |
EB001492835 |
| 003 |
EBX01000000000000000922424 |
| 005 |
00000000000000.0 |
| 007 |
cr||||||||||||||||||||| |
| 008 |
170703 ||| eng |
| 020 |
|
|
|a 9783319559674
|
| 100 |
1 |
|
|a Frank, Andrea I.
|e [editor]
|
| 245 |
0 |
0 |
|a Urban Planning Education
|h Elektronische Ressource
|b Beginnings, Global Movement and Future Prospects
|c edited by Andrea I. Frank, Christopher Silver
|
| 250 |
|
|
|a 1st ed. 2018
|
| 260 |
|
|
|a Cham
|b Springer International Publishing
|c 2018, 2018
|
| 300 |
|
|
|a XV, 345 p. 24 illus., 8 illus. in color
|b online resource
|
| 505 |
0 |
|
|a Introduction -- Section I – Beginnings -- The origins of planning education: overview -- The department of civic design at Liverpool university and its lever professors: influence and wider legacies -- Educating planners at MIT: eight decades of changing cities -- Jaqueline Tyrwhitt and the internationalization of planning education -- Six decades of planning education in China: those planned and unplanned -- Tertiary education and post-war reconstruction: the first Australian planning programs -- Planning education in Brazil -- Section II – Emerging global movement -- Adapting, shifting, defining new roles: education for a maturing professional field -- Partnerships in planning education: the association of African planning schools (AAPS) -- Planning paradigm shift in the era of transition from urban development to management: the case of Korea -- Development of planning education in post-communist Poland -- Advancing education for planning professionals in Estonia – Between new qualities and path-dependency -- Planning education in Bangladesh -- The roles of planning education in the decentralization & democratization era: lessons from Indonesia -- Section III – charting future trends -- Envisioning the future of planning and planning education -- Educational partnerships for innovation in communities (EPIC): harnessing university resources to create change -- The collaborative interdisciplinary studio -- Planning education with and through technologies -- Educating code-switchers in a post-sustainability world -- Are planning programs delivering what planning students need? perspectives on planning education from practitioners -- Conclusion
|
| 653 |
|
|
|a Science / Study and teaching
|
| 653 |
|
|
|a Sociology, Urban
|
| 653 |
|
|
|a Comparative education
|
| 653 |
|
|
|a International education
|
| 653 |
|
|
|a Science Education
|
| 653 |
|
|
|a International and Comparative Education
|
| 653 |
|
|
|a Sustainability
|
| 653 |
|
|
|a Urban Sociology
|
| 700 |
1 |
|
|a Silver, Christopher
|e [editor]
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
|
|b Springer
|a Springer eBooks 2005-
|
| 490 |
0 |
|
|a The Urban Book Series
|
| 028 |
5 |
0 |
|a 10.1007/978-3-319-55967-4
|
| 856 |
4 |
0 |
|u https://doi.org/10.1007/978-3-319-55967-4?nosfx=y
|x Verlag
|3 Volltext
|
| 082 |
0 |
|
|a 307.76
|
| 520 |
|
|
|a This book examines planning education systems and approaches globally, through a comparative and longitudinal perspective. It explores the emergence of planning education in the 20th century, with its rich variation and yet a remarkable degree of cross-fertilization. Each of the sections of the book is framed by an overview essay which has been prepared by the editors to provide the reader with a critical exposure to relevant scholarship drawing on the detailed case studies and exploratory essays on key issues in planning education. The first part of this volume focuses on the emergence of planning education programs in the twentieth century as a way to understand the current planning education environment. Then we explore how education in urban, regional and spatial planning has developed in different ways in different countries and continents. The final part of this volume aims to envision how planning can adapt and develop to remain relevant to the development of human environments in the 21st century. Urban planning education has become a pervasive practice throughout the world as urbanization and development pressures have increased over the past half century, and as demand increased for professional trained experts to guide those processes. The approaches vary widely, based in part upon the discipline from which the planning program developed as well as the context-specific challenges within the country or region where the program resides
|