Exploring Place: A Pedagogical Journey in Spatial Planning Using the Place Standard Tool

This paper presents the pedagogical outcomes of integrating the Place Standard Tool – an open-access survey tool for assessing places – into the learning experience of first-year spatial planning students to approach the concept of place and its connection to their discipline. The study, conducted within a case study in Rozenburg-Rotterdam, the Netherlands, focusses on examining the relationship between spatial dynamics and residents' interactions with their surroundings. Through field trips and a street survey, the students utilized collective mapping and the Place Standard Tool to assess people's perceptions of Rozenburg as a place, examining its challenges, pressures, and opportunities. The paper critically reflects on the methodological and pedagogical aspects of this integration, emphasizing the significance of the platial perspective in spatial planning education. Drawing from a hands-on pedagogical experience, the paper outlines the advantages of adopting the platial approach in the learning process, while also highlighting the challenges of introducing complex and theoretically loaded concepts such as place.