Emotions and Planning

Hoch, Charles

doi:10.1080/14649350600984436

Cited by 84 publications

(47 citation statements)

References 30 publications

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“…The first question on the left uses a style that is quite familiar for many urban planners interested in planning theory. It is nowadays accepted that emotions have an important role to play in planning issues (see, for example, Hoch, 2006). However it is not to be expected that a transport engineer will have an answer to it.…”

Section: Suggestion A: Mathematical and Quantitative Subjects Should mentioning

confidence: 99%

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Planning Theory or Planning Theories? The Hydra Model and its Implications for Planning Education

Ferreira

Sykes

Batey

2009

Journal for Education in the Built Environment

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This paper critically examines the idea that planning theory experiences major theoretical shifts. Through a consideration of contributions from several academics, it is shown that different theoretical standpoints in planning persist and coexist. A model is proposed to aid understanding of this situation: the Hydra Model. This model views planning as a discipline in which several standpoints maintain a competitive interaction. This is positive: it is the best way to promote lively dialogue and to develop new understandings. However it is considered negative for planners to adopt a single standpoint. Theories are presented as tools for good practice, not as something to which planners should commit. In aiming for the emergence of this type of planner -an individual capable of flowing from one theory to another according to a discretionary view of particular situations -some suggestions for planning education are presented.

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Section: Suggestion A: Mathematical and Quantitative Subjects Should mentioning

confidence: 99%

“…They are becoming capable of understanding the value of emotions in what they do professionally (e.g. Hoch, 2006). However, planners are losing the capacity to challenge quantitative arguments on their own grounds.…”

Section: Question In Technical Stylementioning

confidence: 99%

Planning Theory or Planning Theories? The Hydra Model and its Implications for Planning Education

Ferreira

Sykes

Batey

2009

Journal for Education in the Built Environment

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“…Les aména-geurs apprennent, pour la plupart, à considérer les (leurs) émotions comme une source de distorsion, responsable d'un certain nombre d'erreurs de jugement. Comme le souligne Hoch (2006), l'on trouve un argument principal qui justii e cette conception de l'aménagement et de l'urbanisme impliquant une forme de condamnation des affects. Celle-ci tient à l'inl uence de la conception rationaliste de l'action qui relègue les émotions et les sentiments à un rôle inférieur en matière de jugement, et ainsi nous ramène au débat ancien -et dépassé (Livet, 2002) -entre raison et passion.…”

Section: Espaces Et Projets à L'épreuve Des Affectsunclassified

“…D'ailleurs, une part des professionnels rel ète et véhicule cette position à travers l'afi rmation d'une posture scientii que, experte, fondée en raison et laissant, si possible, le moins de place à des données considérées comme « l oues », « molles », « chaudes ». Chez les principaux partenaires de l'action, élus ou habitants, la représentation de l'intervention sur l'espace qui en découle est celle d'une pratique d'abord rationnelle, ou du moins devant nécessairement y tendre de façon privilégiée et presque exclusive, et cela même si cette lecture est régulièrement remise en cause (Novarina, 2004 ;Hoch, 2006 ;Feildel, 2010 (Hoch, 1994). Dans les faits, l'aménageur est un acteur « émo-rationnel » (Lal amme, 1995 ;Bouchard, 2006).…”

Section: Espaces Et Projets à L'épreuve Des Affectsunclassified

Vers un urbanisme affectif. Pour une prise en compte de la dimension sensible en aménagement et en urbanisme

Feildel¹

2013

norois

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“…Desmet and Hekkert, 2002;Norman, 2005) where they are considered in relation to user experience and attachment. Research in organizational management and planning, psychology and education (Hoch, 2006;Kolb, 1984;Kort and Reilly, 2002) has shown that, if trained, we have a fine discrimination of emotions; that learning is related to emotional states and can be improved or hindered through positive or negative emotions respectively; and that emotion is used by practitioners to make planning judgements in their everyday practice (Hoch, 2006).…”

Section: Craft Experience and Emotionmentioning

confidence: 99%

Designing Craft Research: Joining Emotion and Knowledge

Niedderer

Townsend

2014

The Design Journal

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This paper considers how both craft and research can be joined in the enterprise of craft research. The rationale is that craft research is still relatively new compared to mainstream design research and craft being linked to the creation of artefacts as a source of experience and emotion, craft is not usually associated with research and the production of knowledge.The paper discusses the emerging need for creative research in the crafts based on sensibilities of material understanding and human values, which contrast with the current strictures of research. Drawing on current models of design research and knowledge, the paper proposes experiential knowledge as the unifying conceptual underpinning of both. The outcome and contribution of the paper is a better understanding of the relationship of craft and research, and of the value of research for advancing craft as a discipline that is viable and relevant for the future.Keywords: craft research, experience, emotion, knowledge, material understanding, human values The Need for Research in the Crafts[tx]This paper investigates how research and craft can join in the enterprise of craft research to advance craft as a discipline that makes a valuable contribution to future living. The rationale for this investigation is that craft research -that is research into, for and through craft practice (Frayling, 1993) -is still relatively underdeveloped

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Emotions and Planning

Cited by 84 publications

References 30 publications

Planning Theory or Planning Theories? The Hydra Model and its Implications for Planning Education

Planning Theory or Planning Theories? The Hydra Model and its Implications for Planning Education

Vers un urbanisme affectif. Pour une prise en compte de la dimension sensible en aménagement et en urbanisme

Designing Craft Research: Joining Emotion and Knowledge

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