Dutch planning education in its international context

dc.contributor.authorFaludi, Andreas
dc.date.accessioned2025-05-13T10:17:09Z
dc.date.available2025-05-13T10:17:09Z
dc.date.issued1987
dc.descriptionThe Netherlands Journal of Housing and Environmental Research
dc.description.abstractDutch 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. en
dc.identifier.citationFaludi, 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
dc.identifier.pageNumber285-298
dc.identifier.urihttps://www.jstor.org/stable/43928369
dc.identifier.urihttps://hdl.handle.net/20.500.14235/2792
dc.language.isoen
dc.publisherSpringer
dc.rightsrestrictedAccessen
dc.rights.licenseAll Rights Reserveden
dc.titleDutch planning education in its international context
dc.typeArticle
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