From Student to Urban Planner : Young Practitioners’ Reflections on Contemporary Ethical Challenges
From Student to Urban Planner : Young Practitioners’ Reflections on Contemporary Ethical Challenges
复制标题
从学生到城市规划师：年轻实践者对当代伦理挑战的反思
DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Mark Oranje
中科院分区：
文献类型：
--
作者：
T. Taşan;Mark Oranje
对于许多年轻的规划者来说，进入规划学校的崇高意图似乎与他们所居住的新自由主义世界格格不入。对于一些人来说，他们认为自己拥有的权力与他们实际所做的之间的巨大差距不仅令人担忧，而且令人深感沮丧。但对于另一些人来说，实践意味着找到实用和创造性的解决方案来克服挑战和复杂性。不同环境中的年轻规划者如何应对这些看似相似的情况？他们会做什么——放弃、调整还是反击？他们的规划教育发挥了什么作用？它是否有助于他们做好准备并帮助他们应对所遇到的世界？在这本编辑过的书中，介绍了来自十六个国家的年轻规划者解决这些问题的故事。这 16 个案例的范围包括具有较旧的、已建立的规划系统的国家（例如，美国、荷兰和英国），到系统尚未完善的国家（例如，巴西）、正在改造的国家（例如，南非和波斯尼亚黑塞哥维那）以及处于压力之下的国家（例如，土耳其和波兰）。每一章都探讨了可以采取哪些不同的做法来帮助年轻的规划者应对“现实世界”的复杂性和挑战。这本书不仅指出了缺失的内容，而且还为规划教育者提供了另一种愿景。编辑和尊敬的撰稿人就如何支持新一代年轻规划者在他们所面临的世界中生存、拥抱和改变他们提供了思考和建议，并本着规划的精神，努力“让世界变得更好”。
For many young planners, the noble intentions with going to planning school seem starkly out of place in the neoliberal worlds they have come to inhabit. For some, the huge gap between the power they thought they would have and what they actually do is not only worrying, but also deeply discouraging. But for some others, practice means finding practical and creative solutions to overcome challenges and complexities. How do young planners in different settings respond to seemingly similar situations like these? What do they do – give up, adjust, or fight back? What role did their planning education play, and could it have helped in preparing and assisting them to respond to the world they are encountering? In this edited volume, stories of young planners from sixteen countries that engage these questions are presented. The sixteen cases range from settings with older, established planning systems (e.g., USA, the Netherlands, and the UK) to settings where the system is less set (e.g., Brazil), being remodeled (e.g., South Africa and Bosnia Herzegovina), and under stress (e.g., Turkey and Poland). Each chapter explores what might be done differently to prepare young planners for the complexities and challenges of their ‘real worlds’. This book not only points out what is absent, but also offers planning educators an alternative vision. The editors and esteemed contributors provide reflections and suggestions as to how this new generation of young planners can be supported to survive in, embrace, and change the world they are encountering, and, in the spirit of planning, endeavor to ‘change it for the better’.