Since the emergence of transdisciplinary research, context dependencies, innovative formats and methods, societal effects, and scientific effects are key aspects that have been discussed at length. However, what is still missing is an integrative perspective on these four aspects, and the guidance on how to apply such an integrative perspective in order to realize the full transformative potential of transdisciplinary research. We provide an overview of each aspect and highlight relevant research questions that need to be answered to advance transdisciplinary research.
Energietechnische Infrastrukturen zeichnen sich durch eine Vielzahl an Standorten aus und sind zeitlich entgrenzt. Die in die Infrastruktur eingebundenen technischen Anlagen verändern ihren jeweiligen Standort nicht nur physisch, sondern beeinflussen auch das Verhältnis der Anwohner* innen zu ihrem Wohnort, die sogenannte Ortsbezogenheit, welche die Betriebsbedingungen einer solchen Anlage beeinflussen können. In zeitlicher Perspektive erfordern diese Infrastrukturen einen sicheren Betrieb über mehrere Jahrzehnte bis Jahrhunderte. Sie durchlaufen in diesem Zeitraum - versetzt an verschiedenen Standorten - die Phasen der Standortauswahl, des Baus und Betriebs, sowie dem Nachbetrieb. Ein Abbruch der Kontrolle der Anlagen würde zu unerwünschten Effekten für Mensch und Umwelt führen. In diesem Beitrag argumentieren wir, dass diese besonderen Herausforderungen, das heißt die Vielzahl an Standorten in Verbindung mit den langen Zeithorizonten, einen Governance-Ansatz erfordern, der diese Aspekte aufzugreifen vermag. Nur so können etwaige negative Entwicklungen antizipiert und soweit möglich verhindert werden. Der hier vorgeschlagene Ansatz der raumsensiblen long-term Governance unterliegt Lernprozessen, die im Wechselspiel zwischen lokaler Partizipation, welche Ortsbezogenheiten aufgreift, und übergeordneten Zielen, wie der Entsorgung hochradioaktiver Abfälle, entstehen. Diese Prozesse schaffen die Basis für eine auf Langfristigkeit angelegte Governance, was dazu beitragen kann, einen zukünftigen
Abstract. The site selection procedure is participatory and citizens are to be involved as “co-designers of the procedure” (§ 5 (1) 2 StandAG). This is an understanding of participation that goes beyond information and consultation. Although participation is differently defined in participation research, there is agreement that participation – especially in this context – goes beyond formal public participation, as is customary in approval procedures in the context of commenting procedures, and includes forms of informal public participation (cf. Mbah, 2017). Further innovative forms of public participation are needed in which concepts – for participation, for learning, for reversibility, etc. – can be (further) developed. Paragraph 5 (3) stipulates a further development of the participation procedure with the public. On the one hand, this provides framework conditions and, on the other hand, opens up a scope for design, which must be designed together with different groups of actors. This requirement was formulated both before and within the framework of the sub-areas conference (cf. Brohmann et al., 2021; Ewer and Thienel, 2019; Kuhbier, 2020; NBG, 2019, 2021). Therefore, we would like to address the following research questions: What does “learning” mean in the German Site Selection Act (StandAG 2017, § 1 (2)) and how can it be governed and implemented? Who learns and under which conditions? What are the requirements and possibilities of participation and what limitations can be derived in this context? Knowledge and information are the basis of all decision-making processes. Learning is part of a reflexive information exchange and essential for creating, transferring, and readjusting knowledge. In this respect, learning and reflexion means at least a two-way process, often multiple ways and loops. Therefore, we would like to focus on reflexive learning processes, so called double-loop learning processes (Argyris, 1977; Argyris and Schön, 1978) that consider that there should be responsive paths of knowledge transfer to generate learning through reflexion. Such reflexive learning processes may take part at different levels; individual, collective (groups, e.g. departments in an organisation), organisational, and between organisations and indirectly involved or responsible (individual and collective) actors must learn. The reflexive learning processes go beyond strategies and techniques to reach a certain goal but scrutinise certain attitudes and may lead to changes in normative values and belief systems. This is not or if at all, only to a certain extent an automatic process. Rather for systematic learning and reflexion spaces and formats are needed as well as different methods of knowledge and information transfer – mainly if it comes to the requirements of participative formats. These methods and formats as well as spaces need to be adjusted to context and time, which means that e.g. different actors need to be differently addressed and the back-bonding into the organisation and institutional routines must be considered. For this, contextual knowledge and collaboration is crucial. Participatory and transdisciplinary approaches are important key concepts which need to be filled in with actions to initiate and further develop learning processes – as understood and demanded by the StandAG and the selected literature. We give insights into findings based on literature reviews, jurisdictional analysis of the StandAG, several interviews with different actors of the procedure and with experts of different topics (regional planning, place attachment, psychology). In summary, we identified challenges for learning and give insights how to overcome or at least process them.
<p>In regions with favourable subsurface condition, geothermal resources provide a significant contribution to the reduction of man-made CO<sub>2</sub> emissions. Its economic utilization often requires reservoir engineering that bears the risk of a number of environmental challenges such as induced seismicity, groundwater pollution or radioactive scaling.</p><p>In order to develop a socially feasible geothermal utilization concept in the Upper Rhine Graben close to the city of Karlsruhe we designed a research approach in which interdisciplinary (between natural and social sciences) knowledge production is combined with transdisciplinary knowledge production. This means that besides the collaboration of scientists of various disciplines, stakeholder and citizens s from surrounding communities get the possibility to take part in the project through workshops and interviews. The results of those transdisciplinary interactions will be integrated through translation into technical parameters in the technical design of a geothermal utilization concept. For the development of utilization scenarios, technical criteria were adopted into technical parameter ranges. Furthermore, socio-ecological criteria such as &#8220;no induced seismicity&#8221; are translated into technical parameters by an experience-based approach. The resulting scenarios are substantiated by numerical models that address the energy outcome. They will be reflected in a second stakeholder workshop. Finally, recommendations for a geothermal heat utilisation concept will be formulated.</p>
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