Social learning as an analytical lens for co-creative planning

Kim von Schönfeld*, W.G.Z. Tan, Carina Wiekens, Willem Salet, Leonie Janssen-Jansen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

12 Citations (Scopus)


This article highlights the psychological dimension of social learning. Insights from psychology address the interrelated role of personal and group dynamics in social learning. This can provide a useful starting point for a rewarding use of social learning as an analytical tool in co-creative planning. Such an approach to social learning proves beneficial to (i) identify both positive and negative potential effects of social learning, (ii) untangle hidden power relationships at play at individual and small group levels in relation to social psychological factors, and (iii) discern the role of individuals and small groups within their larger contexts. The findings are empirically illustrated with a case of incremental urban development in Groningen, the Netherlands.
Original languageEnglish
Pages (from-to)1291-1313
JournalEuropean Planning Studies
Issue number7
Early online date11 Feb 2019
Publication statusPublished - Jul 2019


  • co-creation
  • planning practice
  • planning process
  • psychology
  • Social learning


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