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By A. Faludi

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Planning ... thus centers on the making of decisions and scheduled effectuations of policies. It takes form in a number of closely integrated steps, from the analysis of problems, the setting of broad objectives and the survey of available resources, to the establishment of specific operating targets; and through various succeeding states until the results can be checked against the targets established and needed adjustments proposed (pp. 141-2). This shows Chicago as the mainspring of m o d e r n planning t h o u g h t .

T h e essay indicates t h e sources also on which it d r a w s : theories of budgeting, public choice a n d decision theory, political science, economics, sociology, a n t h r o pology, statistics, a n d philosophy. Due to Tugwell's influence, interest centred on long-term c o m m i t m e n t s . These ideas were pursued in the core-curriculum: planning theory, socioeconomic a n d physical elements of planning, planning m e t h o d s a n d studios, or project work. Indeed, schools of design where this tradition is strong a p a r t , the "Chicago School" seems to have been the first to see the potential of studios in teaching the planning process.

431-2; quoted after Hoch, 1984, p. 336). The tensions which this caused were also evident at Chicago. Perloff-himself steeped in the institutionalist tradition-rejected the "fourth power" concept as being neither theoretically sound nor practically feasible (Burns and Friedmann, 1985). Friedmann (1973, p . 46) comments that there "was no chance whatever that such a central body could come into being in the United States". Chicago followed Dewey's concept of planning instead. Friedmann regrets that, as a result, TugwelPs writings on the planning process have been forgotten.

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