environment of planning is ‘flexible’; planning depends on the cultural framework, it is contextual and cannot be transferred, because of territorial diversity. Innovation is of course desirable, but is every innovation good? Therefore education should aim to make students smart and able to find solutions, and should advocate ‘openness’. Education should be innovative in itself; otherwise we will not have innovative results in planning. The challenge for planning education is to convert training schools to think tanks and to teach students how to be thoughtful and creative. We should advocate the transition from Life Long Learning to Life Long Thinking.
The third workshop, chaired by Izabela Mironowicz (Wroclaw University of Technology) and Derek Martin (International Federation for Housing and Planning), addressed the question if mobility in planning is an inevitability, a necessity or a promising opportunity.
Izabela Mironowicz and Derek Martin Two tables hosted by Izabela Mironowicz and Derek Martin explored the topic of professional mobility and its relevance to knowledge, education and practice in planning. There has never been serious doubt that professional mobility increases general knowledge and – as a consequence – enriches practice in planning. Mobility gives an opportunity not only to see different places but also to study, feel, perceive and experience them. This allows planning doctrines and policies to be tested and sometimes adapted or redefined and to broaden and enrich the horizons of knowledge. This redefined planning framework then affects in different ways planning professionals, other urban actors and the general public.
aesop yearbook silver jubilee edition
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