Experiential Learning in Planning Education

Abstract

This paper presents the authors' views on the radical use of experiential learning in a planning course. The paper begins by comparing theories of education, explaining what is meant by the radical approach, and arguing for the adoption of such an approach in planning education. A well-known conceptual model of experiential learning is briefly outlined, that of D. A. Kolb, and an illustrative example is given of a particular experience: an intensive five-day workshop which formed the core of a planning course for third-year students at the University of Melbourne. Reflecting upon their own experience, the authors propose a modification to Kolb's model in line with the radical approach. Final..