Originated from dissatisfaction with the way urban design and planning taught at universities and schools of architeture and planning, Planning Miseducation is a first step toward opening the discussion more broadly to include urban learnings, pedagogies and apprenticeships that change the ways city-making is commonly learned. Accordingly the aim of the book is to collect and assemble voices within, against, and outside of planning schools to see how they may contrast and complement each other; to reclaim miseducation as a positive, planned activity, not as a result of unpredictable and unwanted ‘mutation’; and to identify specific pedagogical practices and artifacts for miseducation: distinct devices used for learning, unlearning, and relearning. In this event, next to the general introduction of the book, we introduce the summary of two chapters: the invention of planning evidences and the significance of media platforms for education.

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