Der veränderte Stellenwert von Wissen in der Planung

Zimmermann, Karsten

doi:10.1007/s13147-009-0010-1

Cited by 9 publications

(1 citation statement)

References 13 publications

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“…Die Frage nach der Integration wissenschaftlichen Wissens in Entscheidungsprozesse in der Raumplanung ist nicht zuletzt mit der Diskussion um evidence-based planning wieder virulent geworden (Faludi/Waterhout 2006;Davoudi 2006). Die Raumplanung gilt allerdings seit jeher als wissensintensive öffentliche Aufgabe, müssen doch für einen Planungsprozess verschiedene Formen technischen und sozialwissenschaftlichen Wissens integriert werden (Fürst 2010: 101;Rydin 2007;Nuissl 2000;Zimmermann 2010;Mazza 2002). Bisweilen wird Raumplanung als wissensbasierte Entscheidungsvorbereitung und damit als Politikberatung begriffen, die sich an Fachplanungen und gebietskörperschaftliche politische Entscheidungsträger richtet (siehe Beitrag Lendi).…”

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Relevanz, Wandel und Anforderungen wissenschaftlicher Politikberatung in der Raumplanung

Zimmermann

2017

disP - The Planning Review

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Evidenced based planning is a salient issue and evokes questions about the role of expertise and scientific policy advice in spatial planning. The paper considers recent trends in the debate on scientific policy advice (crises of expertise, privatization/democratization of expertise, blurring of boundaries between science and policy) and reflects upon these trends against the background of the particular situation of scientific policy advice in spatial planning in Germany. Many insights from the wider debate on policy advice also hold true for spatial planning. However, spatial planning, at least in Germany, reveals some particularities. The scientific foundation of spatial planning is interdisciplinary and the gap between science and practice is probably less visible compared to other scientific disciplines. This makes dualistic approaches (science-policy boundaries) questionable. At the same time recent trends towards Gesellschaftsberatung (advice for society), transformative science and transdisciplinarity are attractive directions in spatial planning.

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Relevanz, Wandel und Anforderungen wissenschaftlicher Politikberatung in der Raumplanung

Zimmermann

2017

disP - The Planning Review

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Knowledge Management for Sustainability: The Spatial Dimension of Higher Education as an Opportunity for Land Management

Schulz

Köhler²,

Weith

2020

Human-Environment Interactions

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The production and dissemination of knowledge are seen as essential elements of sustainable land management (Salet 2014; Kaiser et al. 2016). Digitalisation creates a variety of opportunities for knowledge creation and communication. Knowledge cooperation and digitalisation for governance of land is a concept coined by the various and perhaps diverse interests of diverse stakeholders. In the era of digitalisation, new developments trigger further changes that may be of a challenging nature. However, digitalisation also offers innovative options for collaborative activity in land use, bringing together these diverse interests and eventually enabling new patterns of collaboration. The authors address principal patterns of collaboration in multi-stakeholder networks that have only recently been considered meaningful for research. Concepts from both domains-higher education and land management-are advantageously combined, allowing new interpretations of spatial and digital artefacts. Digitalisation is dramatically changing the knowledgerelated domain itself at the end of the 2010s. Besides encouraging new teaching and learning activities, new technologies also have an impact on knowledge spaces and on the institutional and personnel knowledge carriers established therein. However, the institutional and sectoral development of academic education practice has rarely been addressed in the context of higher education research. To illustrate the new way in which knowledge management is directed under such conditions, the authors briefly present digital networks from both sectors. Obviously, different layers of

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Educational Inequality and Urban Development: Education as a Field for Urban Planning, Architecture and Urban Design

Heinrich

Million

2021

Knowledge and Space

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Educational inequalities and spatial disparities can be intertwined; consequently, education has become a field of action for urban planners, architects, and urban designers. To establish this key argument of our contribution, we start by explaining the background of education as a field of policy and action in urban development and planning in Germany. We establish how strategies for the development of deprived neighborhoods are focused on a growing variety of education-related topics and measures. Subsequently, we discuss so-called sociospatial educational landscapes as projects in which educational policy, urban planning, architecture, and urban design are particularly closely interwoven. We introduce two examples: “Morgenland Neighborhood Education Center” (Bremen) and “Campus Rütli” (Berlin). Drawing on an in-depth analysis of eight socio-spatial educational landscapes we reconstruct seven motives, describing the deeper meanings stakeholders attribute to the projects. We conclude with a critical reflection on the pedagogization of spaces of childhood and youth inherent in the policies discussed throughout the contribution.

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Der veränderte Stellenwert von Wissen in der Planung

Cited by 9 publications

References 13 publications

Relevanz, Wandel und Anforderungen wissenschaftlicher Politikberatung in der Raumplanung

Relevanz, Wandel und Anforderungen wissenschaftlicher Politikberatung in der Raumplanung

Knowledge Management for Sustainability: The Spatial Dimension of Higher Education as an Opportunity for Land Management

Educational Inequality and Urban Development: Education as a Field for Urban Planning, Architecture and Urban Design

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