How emergent is pedagogical practice in urban design?

摘要

Five decades of urban design teaching and constant refining of the definition of urban design have seen this field of study grown substantially both in scale and in scope, where education is done through design-based reflective learning that embeds the comparative knowledge of learning models and methods. By jointly interrogating concepts and methodologies, students, educators, communities, policy makers and practitioners are able to creatively design, plan and produce liveable and inclusive urban environments. In the last two decades, academic research and reporting of scholarship of practice has also grown exponentially, most of which in these very pages, so it seems fitting that the Journal of Urban Design would dedicate its attention to the topic of 'emergent pedagogy in urban design' in its twenty-first anniversary, reflecting the maturity of the discipline. If indeed urban design is the 'art and science of placemaking' there is no doubt that our fragmented societies need as many urban designers as possible. But how are urban designers shaped by their urban design education?