Transition as a Stimulus for Innovative Teaching Methodology in Planning Theory ; Tranzicija kot spodbuda za razvoj inovativne metodologije poučevanja teorije načrtovanja

Abstract

Planning theory can be perceived as a great challenge in teaching master'slevel studies. Planning schools and authors throughout the world have developed diverse approaches to address this problem, drawing attention to the issues of what skills to offer – practical ones or skills related to the complexity of the socio-political context of urban planning. An additional question that arises in countries in transition is how to teach planning theory under their specific conditions of land privatisation and constant changes to legislation, regulation, procedures, and the process of establishment of a new planning paradigm. Following these challenges, the Planning Theory course at the Faculty of Architecture, University of Belgrade, presents a pedagogical model based on analysis of controversial cases in contemporary urban planning practice in Belgrade. An innovative methodology is conceptualised through multiple research steps that entail collection and analysis of publicly available information, including all statements of the stakeholders involved in the process of urban development. The paper focuses on the observation of relationships between information, values, and power imposed as key challenges in understanding the process of space production. The research presents the results of applying this methodology during the 2015/16 academic year on the case study of Belgrade Waterfront, the city's largest and most controversial development project in the last 25 years. The main goal of the research is to present how an innovative methodology can contribute to the improvement of specific reflective planning skills: communication, negotiation, decision-making, and critical thinking about contemporary urban development. ; Teorija načrtovanja predstavlja velik izziv za poučevanje na magistrski študijski ravni. Planerske šole in avtorji po svetu se tega lotevajo različno, pri tem pa imajo težave glede izbire znanj, ki naj bi jih ponujali – praktičnih znanj in znanj, povezanih s kompleksnostjo družbenopolitičnega konteksta urbanističnega načrtovanja. Dodatno vprašanje, ki se poraja v državah v tranziciji, je, kako poučevati urbanistično načrtovanje v pogojih privatizacije zemljišč in nenehnih sprememb v zakonodaji, predpisih, postopkih in procesu vzpostavitve nove paradigme načrtovanja. V luči teh izzivov predmet Teorija planiranja na Fakulteti za arhitekturo Univerze v Beogradu predstavlja pedagoški model, ki temelji na analizi spornih primerov v sodobni urbanistični praksi v Beogradu. Inovativno metodologijo smo zasnovali prek več raziskovalnih korakov, ki vključujejo zbiranje in analizo javno dostopnih podatkov, vključno z mnenji deležnikov, vključenih v proces urbanističnega razvoja. Članek se osredotoča na opazovanje odnosov med informacijami, vrednostmi in razporeditvijo moči, kot ključnimi izzivi pri razumevanju procesa prostorskega razvoja. Raziskava predstavlja rezultate uporabe te metodologije v šolskem letu 2015/2016 na primeru »Beograda na vodi«, največjega, a tudi naspornejšega razvojnega projekta Beograda v zadnjih 25 letih. Glavni cilj raziskave je predstaviti, kako lahko inovativna metodologija prispeva k izboljšanju določenih načrtovalskih znanj: komunikacije, pogajanj, odločanja in kritičnega razmišljanja o sodobnem urbanističnem razvoju.