Learning through Conflict at Oxford

James A. Throgmorton. 1999. Journal of Planning Education and Research 18 (Spring): 269-270.

This article interprets the results of a conference on planning theory held at Oxford University in 1999. It encourages communicative theorists to back away from any strong claim to dominate the planning theory field, to be open to learning from one another, and to engage their differences constructively. It also encourages communicative theorists to produce more case studies that are clearly grounded in temporal, spatial, institutional, political, and socioeconomic contexts.

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