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By A. Faludi

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Extra resources for A Decision-Centred View of Environmental Planning

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H e sees many professions and disciplines contributing to planning but the very breadth of the actual and potential intellectual and professional contributions makes it evident that a sound planning education cannot be pieced together by drawing on a little bit here and a little bit there. Only if planning students are required to have a rounded general education as a prerequisite for graduate training, and if the training of city planners centres about a carefully designed core curriculum, can this surrounding richness be a source of strength for city planning education rather than a source of confusion and dilution (p.

E. he predicts how the total situation would be changed by each course of action he might adopt; and 3. ). This is where awareness of the limitations of the rational model comes in: Obviously no decision can be perfectly rational since no one can ever know all of the alternatives open to him at any moment or all the consequences which would follow from any action. Nevertheless, decisions may be made with more or less knowledge of alternatives, consequences, and relevant ends, and so we may describe some decisions and some decision-making processes as more nearly rational than others (pp.

Chapters 4 and 8 develop this quite different view. A further improvement concerns not the rational planning model but its application. Plans, albeit ones based on rational considerations, still occupied the centre stage at that time-and continued to do so for years to come. Presently, it is not plans but the quality of day-by-day decisions which does. References Bacon, Ε. N. (1964) "Comment on Ά task-force approach to replace the planning board' ", Journal of the American Institute of Planners, 30, 25-6.

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