Abstract

The aim of this commentary is to present the position that a pattern language approach facilitates, even catalyzes (comparative) learning in planning for young professionals. This position builds on literature and is supported by the research work of six MSc Urbanism graduation projects, in which the students adopted a pattern language approach. Additionally, these alumni have been asked in retrospect to evaluate their pattern language experiences for their learning. The students say their pattern languages give focus, enrich the knowledge field, are flexible, and they do not prescribe what to do, or how to make a plan. Students see and appreciate the value of the simple, yet thoughtful structure of a pattern with both visual and verbal information. Additionally, they observe that this method enables the connection between disciplines, between theory and practice, and between stakeholders, and that, potentially, it is a helpful tool for all kinds of stakeholders. They refer to the method as a tool for communication, a tool for design and analysis, and a tool for learning.

Highlights

  • This article presents the position that a pattern language approach (Alexander, 1979; Alexander et al, 1977) facilitates, even catalyzes learning in planning for young professionals, both graduate students and young practitioners

  • We argue that a tool such as a pattern language can genuinely help young professionals, as it contributes to their ability to organize complexity

  • A pattern language can help with documenting and comparing the lessons learned in projects, while on the other hand it can transform scientific knowledge from academic research into planning and design principles supported by literature and empirical data

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Summary

Introduction

This article presents the position that a pattern language approach (Alexander, 1979; Alexander et al, 1977) facilitates, even catalyzes (comparative) learning in planning for young professionals, both graduate students and young practitioners. A pattern language can help with documenting and comparing the lessons learned in projects, while on the other hand it can transform scientific knowledge from academic research into planning and design principles supported by literature and empirical data. It results in a communicative portfolio of spatial principles, so-called ‘patterns,’ which help to assess planning and design situations, develop spatial plans and designs, and. Our position builds on literature about a pattern language approach and learning (see Section 2) We end this article with a reflection and consideration of the learning process of young professionals’ experience via a pattern language approach

A Pattern Language
Learning by Young Professionals
The Analysis of Six MSc Urbanism Graduation Projects
Alumni Reflecting on Their Pattern Language Experience
Discussion
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