Print Email Facebook Twitter Teaching spatial justice Title Teaching spatial justice: Four exercises on communicative rationality & justice Author Rocco, Roberto (TU Delft Spatial Planning and Strategy) Contributor Rocco, Roberto (editor) Thomas, Amy (editor) Novas-Ferradás, María (editor) Date 2022 Abstract 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. Subject Spatial justicecommunicative rationalitypublic reasoning To reference this document use: http://resolver.tudelft.nl/uuid:889644d8-29cf-4f84-afda-2109fa621cf8 Publisher TU Delft OPEN Publishing ISBN 978-94-6366-635-0 Source Teaching Design For Values: Concepts, Tools & Practices Part of collection Institutional Repository Document type book chapter Rights © 2022 Roberto Rocco Files PDF Chapter2.pdf 11 MB Close viewer /islandora/object/uuid:889644d8-29cf-4f84-afda-2109fa621cf8/datastream/OBJ/view