Sustainability Learning in Natural Resource Use and Management
Dados Bibliográficos
| ID | 4240104 |
|---|---|
| Autores | J D Tàbara (0000-0002-3086-5414, Universitat Autonòma de Barcelona), Claudia Pahl-Wostl, Claudia Pahl‐wostl (0000-0002-2294-6521, Osnabrück University) |
| Ano | 2007 |
| Volume | 12 |
| Fascículo | 2 |
| Data de publicação | 2007-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Conservation Ecology (JOURNAL) |
| Identificadores do periódico | ISSN: 1195-5449 • E-ISSN: 1708-3087 |
| Editora | Resilience Alliance (PUBLISHER • CA) |
| DOI | 10.5751/es-02063-120203 |
| OpenAlex | W2554894884 |
| Idioma | EN |
| Citações recebidas | 69 |
| Referências citadas | 36 |
We contribute to the normative discussion on sustainability learning and provide a theoretical integrative framework intended to underlie the main components and interrelations of what learning is required for social learning to become sustainability learning. We demonstrate how this framework has been operationalized in a participatory modeling interface to support processes of natural resource integrated assessment and management. The key modeling components of our view are: structure (S), energy and resources (E), information and knowledge (I), social-ecological change (C), and the size, thresholds, and connections of different social-ecological systems. Our approach attempts to overcome many of the cultural dualisms that exist in the way social and ecological systems are perceived and affect many of the most common definitions of sustainability. Our approach also emphasizes the issue of limits within a total socialecological system and takes a multiscale, agent-based perspective. Sustainability learning is different from social learning insofar as not all of the outcomes of social learning processes necessarily improve what we consider as essential for the long-term sustainability of social-ecological systems, namely, the co-adaptive systemic capacity of agents to anticipate and deal with the unintended, undesired, and irreversible negative effects of development. Hence, the main difference of sustainability learning from social learning is the content of what is learned and the criteria used to assess such content; these are necessarily related to increasing the capacity of agents to manage, in an integrative and organic way, the total social-ecological system of which they form a part. The concept of sustainability learning and the SEIC social-ecological framework can be useful to assess and communicate the effectiveness of multiple agents to halt or reverse the destructive trends affecting the life-support systems upon which all humans depend
Business · Economics · Ecosystem · Ecosystem Management · Environmental planning · Environmental resource management · Geography · Natural resource · Natural resource economics · Natural resource management · Sustainability · Complex Systems and Decision Making · Computer Science · Conservation, Biodiversity, and Resource Management · Environmental Science · Sustainability and Climate Change Governance · Ecology
Social Learning, Critical Reflection and the Perception of Facticity in Deliberation on Water Reuse
What is Social Learning
Navigating a Murky Adaptive Comanagement Governance Network
The Growing Importance of Social Learning in Water Resources Management and Sustainability Science
Social Learning through Participatory Integrated Catchment Risk Assessment in the Solomon Islands
Increasing Social-Ecological Resilience by Placing Science at the Decision Table
Is the Jury Still Out? Toward Greater Insight in Policy Learning in Participatory Decision Processes-the Case of Dutch Citizens' Juries on Water Management in the Rhine Basin
Implementing Participatory Water Management
Empirical Accounting of Adaptation to Environmental Change
Public Participation in Scientific Research
How social learning influences further collaboration
Prescriptions for adaptive comanagement
Resource periphery, corridor, heartland
Principal sustainability components
Can Development Programs Shape Cooperation
Overcoming Adversity
Can the subaltern speak? Contradictions in trophy hunting and wildlife conservation trajectory in Botswana
Adaptive co-management and the paradox of learning
Framing the application of adaptation pathways for rural livelihoods and global change in eastern Indonesian islands
Are We Getting There? Evidence of Decentralized Forest Management from the Tanzanian Miombo Woodlands
Institutional Capacity-building in Urban Planning and Policy-making for Sustainable Development
Perceptions of impacts, public participation, and learning in the planning, assessment and mitigation of two hydroelectric projects in Uttarakhand, India
Forest Governance in a Changing World
Evolution of co-management
Environmental governance and its implications for conservation practice
Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses
Learning for Sustainability Among Faith-Based Organizations in Kenya
Remirando la investigación social cualitativa made in Spain de los últimos lustros, en clave metodológica de trastienda, archivo y calidad
Powers of 10
Understanding Social-Ecological Challenges of a Small-Scale Hilsa (Tenualosa ilisha) Fishery in Bangladesh
Distributed leadership in educational contexts
Unveiling the Path to Sustainability in Africa
Social learning through rural communities of practice
Environmental impact assessment process substitution
Crossing the ‘great divide’ in practice
Regenerative sustainability. A relational model of possibilities for the emergence of positive tipping points
Complexity ethics and UNFCCC practices for 1.5 °C climate change
Coupling Human Information and Knowledge Systems with social–ecological systems change
The role of social and policy learning in changing forest governance
Just another buzzword? A systematic literature review of knowledge-related concepts in sustainability science
Effects of Social Learning on Rural Farmers’ Adaptive Capacity
Conservation Theatre
Building and Managing Resilience in Community-Based NRM Groups
Does Social Learning Lead to Better Natural Resource Management? A Case Study of the Modern Farming Community of Practice in Sweden
Environmental Consciousness and Sustainable Energy Policies
Opportunities and bottlenecks for upstream learning within RSPO certified palm oil value chains
Systematic literature review of social-ecological changes in fisheries systems
Broad values as the basis for understanding deliberation about protected area management
Building local capacity for managing environmental risk
Living degrowth? Investigating degrowth practices through performative methods
Towards institutional analysis of sustainability science
Achieving the promise of transdisciplinarity
Including local knowledge in conservation planning
Levers and leverage points for pathways to sustainability
The three logics of sustainability-oriented hybrid organisations
Buen vivir
Why garden for wildlife? Social and ecological drivers, motivations and barriers for biodiversity management in residential landscapes
Public participation for sustainability and social learning
Learning our way out of environmental policy problems
Soil conservation in Swiss agriculture—Approaching abstract and symbolic meanings in farmers’ life-worlds
Social multi-criteria evaluation for managing biodiversity conservation conflicts
The role of sustainability-oriented hybrid organisations in the development of transformative capacities
Social learning and dynamics of farmers’ perception towards hollowed village consolidation
Learning to Love the Landscapes of Carbon-Neutrality
Challenges to Adaptation in Northernmost Europe as a Result of Global Climate Change
Nature-issues
Ecological reflexivity
Towards an Ecosociology
Social Learning Processes in Swiss Soil Protection-The 'From Farmer - To Farmer' Project
What is Sustainable Development? Goals, Indicators, Values, and Practice
Human Ecology and Resource Sustainability
The Concept of Sustainable Economic Development
Adaptive Governance of Social-Ecological Systems
Knowledge systems for sustainable development
Social learning theory
We Have Never Been Human
Politics
Institutionelle Reformen für eine Politik der Nachhaltigkeit
Barriers and bridges to the renewal of ecosystems and institutions
Learning to manage global environmental risks
Civic Science for Sustainability
Processes of social learning in integrated resources management
Multi‐party collaboration as social learning for interdependence
Uncertainty and environmental learning 1, 2Reconceiving science and policy in the preventive paradigm
Social Learning for Collaborative Natural Resource Management
Public participation in impact assessment
Collaborative learning
Public education
An advocacy coalition framework of policy change and the role of policy-oriented learning therein
The lessons of learning
Visions of sustainability
Environmental science, sustainability and politics
Sociological theory and the natural environment
Environment, Energy and Society
Social Learning in European River-Basin Management
Beyond the nature/society divide
Sustainability and sustainable development
The Importance of Social Learning in Restoring the Multifunctionality of Rivers and Floodplains
Collapse and Reorganization in Social-Ecological Systems
Social Learning and Water Resources Management
Actor-Network Theory-The Market Test
Organizational Learning
Social Learning Theory
Politics of Nature
From Social System to Ecosystem
| Obras citantes distintas | 69 |
|---|---|
| Citações por ano | 3,63 |
| Intervalo de citações | 2007 - 2026 (20) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 46 |