Advanced Introduction to Planning Theory

Abstract

In fair disclosure I must reveal two special interests that motivated me to review Beauregard’s Advanced Introduction to Planning Theory. Besides approaching this book as a conscientious reviewer in the role of a potential reader, these interests give me some other roles. One is as a fellow author of a planning theory textbook (Alexander, 1992a), which makes comparison irresistible. The other is as a colleague who, like Beauregard, has critically engaged with planning theory and its relationship with planning practice (Alexander, 1992b, 2018; Beauregard, 1996, 2013). My review will conclude in this role, in a dialog about this book’s subject: planning theory itself. Beauregard has written an excellent book, one that serves its purpose well and fulfills its author’s intentions. Written as a textbook “for graduate students in urban and regional planning” and also for interested scholars, reflective practitioners, and curious outsiders (p. 2), he intends to offer a literature review that is as fair and unbiased an account as possible of the prevailing planning theory discourse (p. 19). In my judgment, he has succeeded. The book’s structure is interesting and effective. Its presentation of planning theory is structured around four core tasks involved in planning practice: knowing, engaging, prescribing, and executing, devoting a chapter to each. This is a novel approach: previous reviews have used schools of thought, for example, Friedmann’s (1987) magisterial review and my (Alexander, 2018: 10–13) imitation, and Allmendinger’s (2002) Planning Theory, or issues-topics, for example, Cooke (1983), Healey McDougall and Thomas (1991) and Yiftachel (1989). It works well for the reader, combining a logical division between themes and ideas with a narrative flow that connects them. The Introduction gives a condensed historical overview of urban and regional planning as a professional practice, and of planning practice from the 1950s to the 90s. These are useful summaries for the impatient student. “Knowing is. . .essential to planning,” as planning is the link between knowledge and action (Friedmann, 1987). The chapter begins with the rational comprehensive planning paradigm and ensuing epistemological critiques of technical-scientific knowledge, 997085 PLT0010.1177/1473095221997085Planning TheoryBook review review-article2021