The place and importance of regional planning doctrine in planning education

The Industrial Revolution that took place in England at the end of the 18th century and the industrialization movement was expanded to continental Europe not only led to a change in the economic structures, but also brought about large-scale spatial changes in which important social and political transformations were articulated. These changes have triggered the movement of immigration to big cities, and the necessity of making new regulations in the cities has emerged, because of the accumulation. In this period, which constitutes the basis of spatial arrangement, planning practice turned into a multidimensional design activity where social, psychological, and political factors cannot be ignored. Planning movements, which were dominated by only urban design activities in the beginning, gradually caused the cities to be handled as a whole with their surroundings and to arise discussions at the City and Regional Planning scale due to the uninterrupted relations of the city with its environment. At the same time, the social and economic paradigm changes that occurred with the economic depression of 1929 made it necessary to read the processes based on spatial relations in a multidimensional and complex interaction. Therefore, being able to compete with globalization and urbanization and development within itself have given important roles to the planning discipline in this complex and intense agenda. In this context, the issues that force a holistic perspective in terms of planning practices have been shaped new theoretical discussions of planning literature by adding different disciplines to upper-scale planning discussions since the middle of the 19th century. These developments brought about new regulations regarding upper-scale planning studies and discussions focused on areas of interest within the planning education. In this framework, it is aimed to reveal its contribution to the winning of upper-scale planning discussions in an institutional milieu, and to what extent it has internalized upper-scale panning discussions in the face of paradigm shifts. In the research conducted in 7 planning schools that started their education and training activities in different periods, it has been determined that the institutionalization process of upper-scale planning discussions in planning education is still at the beginning stage. For this reason, it is necessary to develop education-training policies in a wider perspective in order to institutionalize upper-scale planning education and to train professionals who direct the implementation processes.