摘要：The paper examines andragogical challenges for interdisciplinary working in built environment education; the quite different instruments and approaches that are used in planning, design, development and property management; and the diverse interests at work at different spatial and temporal scales. This forms the basis for discussion of the implications and opportunities for interdisciplinary place-based action learning in both initial professional education and lifelong learning. It is concluded that, while there are many inherent challenges because of different disciplinary horizons, more effective processes of areal/contextual appraisal could provide the basis for active interdisciplinary project working and more holistic and integrated learning.
