Experiential Learning in Planning Education

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Abstract
This paper presents the authors' views on the radical use of experien tial learning in a planning course. The paper begins by comparing the ories of education, explaining what is meant by the radical approach, and arguing for the adoption of such an approach in planning education. A well-known conceptual model of experiential learning is briefly out lined, that of D. A. Kolb, and an illustrative example is given of a particular experience: an intensive five-day workshop which formed the core of a planning course for third- year students at the University of Melbourne. Reflecting upon their own experience, the authors propose a modification to Kolb's model in line with the radical approach. Fi nally they discuss the implications of adopting such an approach in a con ventional academic setting.

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