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Complex urban projects developed within a neoliberal context may entail inclusionarygoals. In order to recognize diversity and as a response to many uncertainties, learningduring their realization becomes an important issue. Consequently, legal agreementsfor complex urban projects that cater to learning are more suitable than agreements inwhich detailed agreements are stipulated far in advance. This article presents a study oflearning and contracting in four focal projects that were part of three complex urbanprojects: Battery Park City (New York), King’s Cross (London) and the Zuidas project(Amsterdam). The agreements concluded in these projects cater to learning in verydifferent ways, though the actual culture in the projects differs to a lesser degree.
