Dutch planning education in its international context
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Date
1987
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Springer
Abstract
Dutch planning education is unique. But in explaining what's unique about it we must resort to shared experiences. Inevitably, some of the richness of detail and the intimate familiarity with what we are concerned with gets lost in the process. It is part of the human condition that this should happen. On the credit side of the balance sheet, we find that, by abstracting from unique experiences, we increase the range of options from which we can draw.
This paper starts with two propositions, therefore. They form the essential background to the argument. One is that one cannot understand planning and planning education other than against the backcloth of shared experiences forming its international context. The other proposition, on the face of it contradictory, is that one cannot understand them other than by seeing them as responses to unique situations. Between them these propositions encapsulate the problem of the social sciences. On the one hand we want to do full justice to situations as experienced by those concerned, and on the other we cannot do this but by comparing them with like situations thereby abstracting from the particulars.
Description
The Netherlands Journal of Housing and Environmental Research
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All Rights Reserved
Citation
Faludi, A. (1988). DUTCH PLANNING EDUCATION IN ITS INTERNATIONAL CONTEXT. The Netherlands Journal of Housing and Environmental Research, 2(4), 285–298. http://www.jstor.org/stable/43928369