Infeuential members of the urban planning profession have developed certain ideas about new town design, including notions such as self-containment, social balance, and the neighborhood unit. These parallel, to some extent, concepts that have emerged from the field of community sociology. Eforts to put these idem into practice have fallen far short of the murk. Without more sophisticated implementation mechanisms, better theories of social interaction at the neighborhood level, and new approaches to citizen participation, eforts to build new towns are likely to remain severely crippled. The aim of this paper is to summarize past efforts to translate implicit theories of social organization into actual new town ah signs. The possibilities of closing the gap between theory and practice through the use of more explicit forms of social experimentation are discussed in the context of the fledgling new towns program in the United States.

This article summarizes the current prospects for urban planning education. Working from nationwide surveys of planning students and planning departments as well as from the National Conference on Urban Planning Education, the authors find that many students are dissatisfied with the style and content of planning education and that many planning departments are unable to articulate the educational objectives of their programs. Survey responses from planning programs reveal a distinct dichotomy between schools mentioning societal change and schools oriented toward meeting current professional needs. Very few departments have developed innovative curricula or teaching methods, and, in general, only a few schools seem willing to take the risks involved in experimenting with new models of planning education.