2018
DOI: 10.1080/14649357.2018.1486985
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Can We Learn from Our Mistakes? Introduction/Lessons Learned from Implementing Two Programs to Develop More Infrastructure Projects in Asia/Who Does the Agent of Change Represent? Stardom vs. Ownership/Learning from Mistakes/Mistakes, Errors and Possible Failures/Discerning Demography and Economy/Can a Planning and Land Use Lawyer Learn from Past Mistakes?/On Subjective Processes and the Limiting of Enquiry/Afterword: Abiding Challenges of Deliberative Practice

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Cited by 7 publications
(5 citation statements)
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“…Rather than offering another negative case study of exclusionary community politics, however, we aim here to draw on the constructive spirit of both hope and planning scholarship to explore what can be learned from the ways in which this mode of hoping “took place” (Anderson 2006) as a situated response to a complex “politics of space-time” (Raco, Henderson, and Bowlby 2008). In doing so, we draw on others who have acknowledged the value of learning from perceived failure in planning (Campbell, Forester, and Sanyal 2018), recognizing that “[w]hen practices cannot be considered ‘best ones’ they might still be worth attention” (Saija 2014, 190).…”
Section: Discussionmentioning
confidence: 99%
“…Rather than offering another negative case study of exclusionary community politics, however, we aim here to draw on the constructive spirit of both hope and planning scholarship to explore what can be learned from the ways in which this mode of hoping “took place” (Anderson 2006) as a situated response to a complex “politics of space-time” (Raco, Henderson, and Bowlby 2008). In doing so, we draw on others who have acknowledged the value of learning from perceived failure in planning (Campbell, Forester, and Sanyal 2018), recognizing that “[w]hen practices cannot be considered ‘best ones’ they might still be worth attention” (Saija 2014, 190).…”
Section: Discussionmentioning
confidence: 99%
“…In his work on the “reflective practitioner,” Schön (1983) argues that reflection is at the core of the work of academic professionals, such as planners, architects, engineers, or lawyers, claiming that in addition to “knowing-in-action,” professionals need to be capable of “reflection-in-action.” This essentially involves understanding and mastering the “art” of dealing with “situations of uncertainty, instability, uniqueness, and value conflict” (Schön 1983, 50). According to Campbell et al (2018), this reflective practice is not only an individual skill but something that can be institutionally embedded, contending that “some organizational cultures and certain historical moments may encourage reflection while others may interpret reflection as a sign of weakness” (p. 426).…”
Section: Common Themes For Understanding Actors In Planning Researchmentioning
confidence: 99%
“…This essentially involves understanding and mastering the "art" of dealing with "situations of uncertainty, instability, uniqueness, and value conflict" (Schön 1983, 50). According to Campbell et al (2018), this reflective practice is not only an individual skill but something that can be institutionally embedded, contending that "some organizational cultures and certain historical moments may encourage reflection while others may interpret reflection as a sign of weakness" (p. 426).…”
Section: Pragmatism and Practice-orientationmentioning
confidence: 99%
“…The increasing number of problems related to biological invasions has led to a growing need to of evidence-based support to policy-makers in order to enhance their decisions about IAS management (Andersen et al 2004). However, actions may hide mistakes, weak points, inadequacies, gaps of knowledge, or methodological limitations (hereinafter referred to as 'deficiencies') that go unnoticed during their preparation (Maguire 2004;Campbell et al 2018). These planning deficiencies may include inadequate budget (e.g., underestimation of operational costs), insufficient duration of the financing, or removal methods that are not adapted to the IAS biology and life cycle (i.e., methods that do not consider the 'weak points' of the IAS; Bohren 2017).…”
Section: Introductionmentioning
confidence: 99%