ABSTRACT
Planning history is not universally embedded into planning instruction. But teaching the history of planning promotes a critical approach to learning; offers an antidote to present-mindedness; conveys societal and institutional complexity; allows students to judge the value of historical framing for solving contemporary problems; and functions as an analytical method in its own right. This chapter surveys the development of planning history teaching and describes various approaches, then reflects on current teaching practices and the challenges of making the case for the inclusion of historical context to current students.
