This is a special edition of a Wageningen University Working Papers in Evolutionary Governance Theory (EGT). In this working paper we use the EGT perspective to make an argument for greater reflexivity in planning and design education. Reflexivity is understood as a sustained reflection on the positionality of knowledge and presented as an opportunity to strengthen the academic dimension of planning and design curricula. The planning and design curricula, we argue, cannot tackle these issues without a deeper and more systematic self-reflection, a reflection on the disciplines, their teaching, on the role of planners and designers in society. We will show how research and outreach can play a transformative role in the development and delivery of professional landscape architecture and planning curricula. (see also www.governancetheory.com)
