Planning History & Theory

Course Description

Planners are duty bound to serve the “public interest,” be concerned with long-range consequences of current actions and understand the complex interconnections between economics, transportation, environment, land use, social equity, infrastructure, etc. At the same time, other powerful political and market processes are at work that often confound these duties. Within this historical context, we will explore the development of theories about how we ought to plan. Despite apparent changes in approach over time, we will identify consistent tensions and debates surrounding the role of planning and planners, and the ethical obligations of planners.

The purpose of this course is to learn about the ideas, important events, and movements that have shaped the process and practice of urban and regional planning. Students will be introduced to several theoretical perspectives upon which planning practice is based. Through this introduction, I hope that students will learn to identify those theoretical underpinnings that shape the way they and others view planning practice. In studying the history of planning, students will understand the development of the dynamic tension between planning and democracy, the various responses that have been proposed, and planning failures and successes. Most importantly, students will learn to “test” the validity of this knowledge to contemporary planning.

Course Objectives

Upon completion of the course, students enrolled in PLAN 664 should:

  • Learn the key concepts or “big ideas” which have shaped American planning
  • Integrate the under-told history of American planning into their understanding of the field; explain the role of power and culture in planning policies and outcomes
  • Develop a heightened awareness of the theoretical frameworks used to guide and legitimate planning approaches and processes;
  • Recognize the ways planning has historically empowered and disempowered various groups and interests
  • Create their own planning philosophy and reflective approach to practice that incorporates critical thinking and historical analysis

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