Note: Intro -- Foreword -- Preface -- Contents -- Contributors -- List of Figures -- List of Tables -- Chapter 1: That Stubborn Mr. Vedder -- 1.1 Introduction -- 1.2 Victoria Hotel, Amsterdam -- 1.3 Nail Buildings -- 1.4 Amelisweerd, Utrecht -- 1.5 Planning Without a Condom -- 1.6 Engagement -- 1.7 Conditions for Engaged Planning -- 1.8 Design Charrette -- References -- Part I: General Theory -- Chapter 2: The Design Charrette -- 2.1 Introduction -- 2.2 Characteristics of Design Charrettes -- 2.2.1 Knowledge Creation -- 2.2.2 The Thin Slice -- 2.2.3 Creativity -- 2.2.4 Governance -- 2.2.5 Transformation -- 2.2.6 Let It Flow -- 2.3 Four Basic Rules -- 2.4 Definition -- 2.5 Benefits -- 2.6 The Role of the Designer -- 2.7 A Wide Variety -- 2.8 Contours of a Charrette Framework -- 2.8.1 Participants -- 2.8.2 Urban-Rural Typology -- 2.8.3 Complexity -- 2.8.4 Development -- 2.8.5 Scale -- 2.8.6 The Charrette Wheel -- 2.9 Conclusion -- Appendix I: Categorisation of Countries Based on Income Classes (World Bank 2012) -- References -- 2.9.1 Useful Websites -- Chapter 3: Innovations in Organisational and Community Learning -- 3.1 Introduction -- 3.2 The Dominant Mental Model: Newton's Mechanics -- 3.2.1 The Problem -- 3.3 Tame and Wicked Problems, Technical and Adaptive Challenges -- 3.4 An Alternative Mental Model -- 3.4.1 Self-Organisation -- 3.5 Collaborative Learning -- 3.5.1 Self-Organisation in the Context of Learning -- 3.5.2 Individual and Collective Learning -- 3.5.3 Learning Domain -- 3.5.4 Experiential Learning -- 3.5.5 Depth of Learning Impact -- 3.5.6 Self-Organisation and Learning -- 3.5.7 Integration: Learning at 3 Levels -- 3.6 Assumptions, Characteristics and Conditions for Collaborative Learning -- 3.6.1 Assumptions -- 3.6.2 Characteristics -- 3.6.3 Key Process Steps -- 3.6.4 Practical Design Principles. , 3.6.5 Role of the Facilitator in Collaborative Learning -- 3.7 The Design Charrette -- References -- Chapter 4: Shifting Paradigms -- 4.1 Introduction -- 4.2 Framing Problems -- 4.3 Dealing with Change -- 4.4 Charrettes in the Spatial Planning Discourse -- 4.5 Design Charrettes and Stakeholder Engagement -- 4.6 Participatory Mapping -- 4.6.1 Hands-On Mapping -- 4.6.2 Scale Mapping -- 4.6.3 3D Modelling -- 4.6.4 (P)PGIS -- 4.7 Workshop Methods -- 4.7.1 Brainstorming -- 4.7.2 Back-Casting -- 4.7.3 Backtracking -- 4.8 Conclusion -- References -- 4.8.1 Website -- Part II: Examples and Case Studies -- Chapter 5: INternational Conference on Renewable Energy Approaches for the Spatial Environment (INCREASE) -- 5.1 Introduction -- 5.2 The Groningen Region as Example -- 5.3 Objective and Assignment -- 5.4 The INCREASE Methodology -- 5.5 Hosted in Jordan and China -- 5.6 A Fossil Free Region -- 5.6.1 Assumptions -- 5.6.2 Spatial Implications and Design Propositions -- 5.6.3 Calculations -- 5.6.4 Governance -- 5.6.5 Backcasting -- 5.6.6 Developing Towards a Mature System -- 5.7 INCREASE: Advantages -- 5.8 INCREASE in the Charrette Wheel -- 5.9 Conclusion -- References -- 5.9.1 Websites -- Chapter 6: Design Charrettes in Two Days: Sea Lake and Bendigo -- 6.1 Introduction -- 6.2 Bendigo and Sea Lake: Hot Dry and Vulnerable -- 6.3 Objectives and Assignment -- 6.4 Methodology of the Victorian Charrettes -- 6.5 In Bendigo and Sea Lake -- 6.6 Sea Lake and Bendigo: Life Saver Regions -- 6.6.1 Bendigo, General Outcomes -- 6.6.2 "The Shining Heart of the State" -- 6.6.3 "The Lifesaver Region" -- 6.6.4 "The Scarcer the Water…" -- 6.6.5 "If You Can't Stand the Heat…" -- 6.6.6 Sea Lake: General Outcomes -- 6.6.7 "Development Through Diversity" -- 6.6.8 'Salt, Sky, Sun and Stars' -- 6.6.9 Children Results -- 6.7 Sea Lake and Bendigo: The Advantages. , 6.8 Place in Charrette Wheel -- 6.9 Conclusion -- References -- 6.9.1 Website -- Chapter 7: Lok Jumbish: Rural Participatory Design in Rajasthan, Lessons for the Future -- 7.1 Introduction -- 7.2 Education for All -- 7.3 The Context and the Problem -- 7.4 Shifting the Paradigm -- 7.5 Developing the Charrettes -- 7.6 Participatory Design Process -- 7.7 Impact and Meaning -- 7.8 Lessons for the Future -- References -- Chapter 8: Groningen: The Spread-Out Charrette -- 8.1 Introduction -- 8.2 The Province of Groningen: Historic Region in the Peripheral North of the Netherlands -- 8.3 Becoming 'Climate Proof' -- 8.4 Methodology -- 8.5 An Extended Program -- 8.6 Groningen: A Climate Proof Region -- 8.6.1 A Wicked Bypass -- 8.6.2 The Coast -- 8.6.3 Energy -- 8.6.4 Water and Ecology -- 8.6.5 Water Supply -- 8.6.5.1 Dam in the Eems -- 8.6.5.2 'Buffers and Cascading' -- 8.6.5.3 Who's Afraid of Blue, Green and Red….? -- 8.6.5.4 Natural Self-Sufficiency -- 8.6.6 Agriculture -- 8.6.7 Scenario Development -- 8.6.7.1 Drowned Land of Groningen -- 8.6.7.2 Something Above Groningen -- 8.6.7.3 Natural Heightening Behind the Dike -- 8.6.8 Integrated Map -- 8.6.9 Detailed Designs -- 8.6.10 Integrated Future Visions -- 8.6.11 On-Going Projects -- 8.7 Success Factors -- 8.8 Groningen in the Charrette Wheel -- 8.9 Conclusion -- References -- 8.9.1 Websites -- Chapter 9: Grounds for Change: Sustainable Energy Futures -- 9.1 Introduction -- 9.2 North Netherlands and Jinze -- 9.3 Sustainable Energy Futures -- 9.4 The Grounds for Change Methodology -- 9.5 Program & -- Participants -- 9.6 Results -- 9.6.1 Strategies -- 9.6.1.1 Multi-energy Strategy -- 9.6.1.2 Low-Exergy -- 9.6.1.3 Three Dimensions -- 9.6.2 North Netherlands -- 9.6.3 Jinze -- 9.6.3.1 A Clean Water System -- 9.6.3.2 The Jinze DNA -- 9.6.3.3 A Wise Use of Energy -- 9.6.3.4 Jinze Town Structure. , 9.7 Success Factors -- 9.8 Place in Charrette Wheel -- 9.9 Conclusion -- References -- 9.9.1 Website -- Chapter 10: Design Charrettes for Sustainable Building in China -- 10.1 Introduction -- 10.2 Three Chinese Building Sites -- 10.2.1 The Longhu Project, Chongqing -- 10.2.2 Yu'an and Anjing District, Guiyang -- 10.2.3 Vanke's Stream Valley, Shenzhen -- 10.3 Objective and Assignment -- 10.4 The Sino-Dutch Methodology -- 10.5 Program & -- Participants -- 10.6 Sustainable Chinese Precincts -- 10.6.1 Longhu, Chongqing -- 10.6.2 Yu'an and Anjing in Yunyan District, Guiyang -- 10.6.3 Vanke's Stream Valley, Shenzhen -- 10.7 Success Factors -- 10.8 Chinese TOR's in the Charrette Wheel -- 10.9 Conclusion -- References -- Chapter 11: Learning by Practice, High-Pressure Student Ateliers -- 11.1 Introduction -- 11.2 High-Pressure Student Ateliers -- 11.3 Goal of the Ateliers -- 11.4 Problem Based Learning -- 11.5 Strofylia Workshop: Hercules and Sustainable Recycling -- 11.5.1 Strofylia Atelier Process -- 11.5.2 Lessons Learned -- 11.6 High-Pressure Atelier Lugo: Urban Agriculture and Local Food -- 11.6.1 The Lugo Atelier Process -- 11.6.2 Lessons Learned -- 11.7 Conclusion -- 11.8 Discussion -- References -- Chapter 12: The Charrette of Mr. Xu -- 12.1 Introduction -- 12.2 Dynamism -- 12.3 Point of Departure -- 12.4 Preparation -- 12.4.1 Support -- 12.4.2 Design Brief -- 12.4.3 Program -- 12.4.4 Method Selection -- 12.4.5 Pre-creating Maps -- 12.4.6 Participants -- 12.4.7 Materials -- 12.4.8 Venue -- 12.5 Scanning the Future -- 12.5.1 The Opening Event -- 12.5.2 Site Tour -- 12.5.3 The Design Stages -- 12.5.4 Final Presentations -- 12.6 Appraisal -- 12.7 Robust Land-Use -- 12.7.1 Near-Future Interventions -- 12.7.2 No-Regret Measures -- 12.7.3 Strategic Waiting -- 12.8 Reporting -- 12.9 Point of Arrival -- References -- Index.