A TRANS-PACIFIC PLANNING EDUCATION IN REVERSE: REFLECTIONS OF AN AMERICAN WITH A CHINESE DOCTORATE IN URBAN PLANNING AND DESIGN
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this chapter, I present my own experience as a graduate of the masters program in Architecture and City Planning at the Massachusetts Institute of Technology, who attended Tsinghua University in Beijing to became the first American to earn a Chinese doctorate in urban planning, and who has continued to remain engaged in Chinese urban planning from bases both in Canada and in the United States. The aspect of my experience that is “in reverse” is that the usual transnational educational path for planning students seeking higher degrees is from “South” to “North” (which includes Europe and Japan, as well as North America), or from “East” to “West.” Here, I try to apply my reversed perspective to the understanding of how and why ideas and practices of planning do or do not “travel,” and in particular to how a moment in history affects the reception of foreign ideas. More personally, I reflect on how my education at MIT prepared me (or how it didn’t) for further learning and action in China, and, inversely, how experiencing Chinese planning provided a frame for appreciating my American education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it