Abstract
Most people are familiar with their own neighborhood and with the customary paths they travel, but the rest of the city is strange and sometimes even dangerous turf. To be sure, with limited time and energy, we can never profit from more than a very small chunk of the world in which we live. Nonetheless, we know far less about that world than we could, and we explore and enjoy it less than we might.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
Notes
S. Can and K. Lynch, “Where Learning Happens,” Daedalus 97 (1968): 1277–1291.
The Park Service has also monitored an innovative urban ranger service for the parks of New York City. Initiated in 1979, it was financed by a small sum of $50,000 raised by private corporations. Under the program, 20 rangers were assigned to one park in each borough. They worked in pairs and patrolled on foot, reporting to a supervisor over a two-way radio. The 10 supervisors worked on an annual basis, but the rangers were hired for the season only. As preparation, the rangers were given training in first aid and self-defense. They learn the history of each park and undergo about 30 hours in “mediation of conflict.” (New York Times, 19 August 1979.)
Rights and permissions
Copyright information
© 1981 Springer Science+Business Media New York
About this chapter
Cite this chapter
Southworth, M. (1981). The Educative City. In: Cities and City Planning. Environment, Development, and Public Policy: Cities and Development. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-1089-1_3
Download citation
DOI: https://doi.org/10.1007/978-1-4684-1089-1_3
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4684-1091-4
Online ISBN: 978-1-4684-1089-1
eBook Packages: Springer Book Archive