I recently chaired a panel at the Transport Planning Network’s annual event, which presented evidence on the wider benefits of integrating transport and land use planning to promote sustainable transport. The panel was fairly academic, but the presentations were short, snappy, and discussed their area of evidence at a relatively generalist level. There was little that I hadn’t heard before. The audience was full of transport planners and land use planners working in local government, consultancies, and a few from charities, academia or other non-profit organisations with an interest in transport and land use planning. Before opening the panel for questions from the floor, I asked the audience how many had heard at least one piece of evidence that was completely new to them. The response was surprising. So many hands went up that I couldn’t see whether there were any that remained down.
Sherlock Holmes’ famous catch phrase is a contradiction. His deductions are only elementary if they are sitting on a mountain of evidence, and knowledge about that evidence, such as where the evidence in question was made, under what circumstances, etc. At the transport planning event, it would seem that even professionals in the field are sitting on a mountain of evidence, but have not been given the knowledge to interpret it. Now it may be that many in the audience could interpret portions of the evidence. Maybe they knew what economic agglomeration means for sustainable urban forms, but they didn’t know how physical inactivity causes chronic inflammation. Maybe they knew all about the proportion of greenhouse gas emissions caused by longer distance car trips, but they didn’t realise how that could be translated into proportion of transport emissions from dispersed settlement patterns.
The point still remains that there was something they didn’t know. As another task on my list at the moment is writing an article about sustainable mobility that can be understood by people at graduate level outside the discipline, it raises an interesting question if even those in the discipline don’t know some of the key reasons why sustainable mobility matters. Now, I am tasked more with defining the ‘what’ than describing the ‘why’ in this article, but how much information gives people enough to construct the knowledge on which to act?
Another recent trip I made was to take a short course for post-graduates who want to do a little teaching. In that course, there is some discussion about the need to construct knowledge through active learning. Presenting the information is not enough. For students to be able to incorporate the information into their own body of knowledge, the information needs to be presented in such a way that it builds on what they already know and understand, and they need to be engaged in its exploration through asking questions, discussing its relevance, etc.
For information, substitute evidence. Sure, we had a fairly long Q & A session after the panel presentations, but were more than a dozen people truly engaged in active learning? I asked a simple question about whether any of the information presented was new. I didn’t get to ask them whether anything was partially familiar or how it might relate to what evidence they were already using. Evidence is so important to make the case for sustainable transport, sustainable development, sustainable governance. And that case is mainly being made, not to planning professionals, but to politicians and the public, most of whom are even less likely to be familiar with the academic research in the discipline. So hopefully, the Transport Planning Network event fulfilled its aim to build on evidence that the audience already understood, because only then would they have a chance of applying that evidence to their local projects and passing it on to decision-makers and the public in such a way that sustainability meets acceptability.
Note: The Transport Planning Network is a professional network of over 1600 members administered by the Royal Town Planning Institute and the Transport Planning Society.