Learning Circles

The majority of our coursework for Dynamics of Planning occurred in learning circles of 4-5 other students. Throughout the course we brought together planning theory, ethics and practice to discuss and think through a variety of scenarios practicing planners will likely encounter. Each participant of the learning circle was assigned a task for the week to either facilitate, provide a group activity, illustrate a concept from our readings, and document terms and ideas from the readings.

Illustration - Cultural Capital

Cultural Capital, Pierre Bourdieu, 1986

This is one of the illustrations I produced for Dynamics of Planning. It was inspired by Pierre Bourdieu’s three states of cultural capital (1986). The barcode, hot air balloon and car represent objectified capital: the material objects used to transmit economic capital through buying or selling or symbolically showcasing capital through ownership. The hands in front of the TV represent embodied capital: the knowledge gained and communicated through education, experience and tradition. The statues represent institutionalized cultural capital: the formal recognition of knowledge, status or qualification. They are set among a landscape to represent the material resources that are transformed through labor and into capital.

Facilitation - Guiding Connections

Agenda written and facilitated in Planning Dynamics

During the weeks that I facilitated, I divided the discussion into two parts. We always opened our learning circle with the the community builder’s ice breaker as a way to ease into the discussion and establish rapport. The first part was more “business” focused where we shared the illustration and lexicographer report. The rest of the discussion focused on the scenarios and connections to the readings.

By discussing the scenarios first, we were able to share our feelings, intuitions and analyses. As a way to contribute to a positive group dynamic, I asked my group to acknowledge something they found insightful in another group member’s response. From there, I offered up connections I had made between the readings and our scenarios and we continued to discuss questions, consternations and other thoughts.

Community Building - Establishing Playfulness

I really believe in the strength of positive group dynamics. This means we aren’t just able to get work done, but we’re also able to be open and honest in our thinking. Especially in a learning or work environment, being able to seek understanding is essential. Play is another important part of my facility and community engagement philosophy. The activity I chose for our ice breaker was a Mad Libs. The nature of Mad Libs brings together word play and surrealism producing wild and humorous stories.

Lexicographer - Seeking Understanding

Seeking understanding is a reoccurring theme in my takeaways from Planning Dynamics. I use a variation on the Zettelkasten method of note taking and took this approach to my lexicographer duties. I tried to not just define new terms, concepts or clarify abbreviations, but to also share real life examples.

Understanding is fostered in the Zettelkasten note system by creating connections across other topics, notes and applications. When we discussed the terms in my lexicography, I encouraged my group to make their own connections and come up with their own examples.