TY - CHAP
T1 - Teaching spatial justice
T2 - Four exercises on communicative rationality & justice
AU - Rocco, Roberto
PY - 2022
Y1 - 2022
N2 - This chapter investigates why a focus on justice should be included in planning and design education. The central argument, based on the ideas of moral philosopher Alasdair McIntyre, is that justice is a 'internal and necessary good' for the successful practise of spatial planning, without which it is meaningless. It contends that spatial planning can be publicly justified only if it produces (perceived) just outcomes using (perceived) just procedures. It challenges the notion that justice is solely a subjective feeling, arguing that various justice claims must be resolved through public communicative exercises, of which spatial planning is but one manifestation. Although competing justice claims are frequently legitimate in and of themselves, they must be contrasted and evaluated against each other in context in order for justice claims to be appraised and some sort of agreed justice to be reached, albeit in imperfect ways, to ensure policy legitimacy, sustainability, and adherence. This chapter suggests four exercises to address communicative rationality and competing justice claims in the classroom, inviting students to argue their way through those claims from a variety of different perspectives.
AB - This chapter investigates why a focus on justice should be included in planning and design education. The central argument, based on the ideas of moral philosopher Alasdair McIntyre, is that justice is a 'internal and necessary good' for the successful practise of spatial planning, without which it is meaningless. It contends that spatial planning can be publicly justified only if it produces (perceived) just outcomes using (perceived) just procedures. It challenges the notion that justice is solely a subjective feeling, arguing that various justice claims must be resolved through public communicative exercises, of which spatial planning is but one manifestation. Although competing justice claims are frequently legitimate in and of themselves, they must be contrasted and evaluated against each other in context in order for justice claims to be appraised and some sort of agreed justice to be reached, albeit in imperfect ways, to ensure policy legitimacy, sustainability, and adherence. This chapter suggests four exercises to address communicative rationality and competing justice claims in the classroom, inviting students to argue their way through those claims from a variety of different perspectives.
KW - Spatial justice
KW - communicative rationality
KW - public reasoning
UR - https://doi.org/10.34641/mg.54
M3 - Chapter
SP - 54
EP - 76
BT - Teaching Design For Values
A2 - Rocco, Roberto
A2 - Thomas, Amy
A2 - Novas-Ferradás, María
PB - TU Delft OPEN
ER -