Fostering Complexity Thinking in Action Research for Change in Social–Ecological Systems

Abstract

ABSTRACT. Complexity thinking is increasingly being embraced by a wide range of academics and professionals as imperative for dealing with today's pressing social-ecological challenges. In this context, action researchers partner directly with stakeholders (communities, governance institutions, and work resource managers, etc.) to embed a complexity frame of reference for decision making. In doing so, both researchers and stakeholders must strive to internalize not only "intellectual complexity" (knowing) but also "lived complexity" (being and practicing). Four common conceptualizations of learning (explicit/tacit knowledge framework; unlearning selective exposure; conscious/competence learning matrix; and model of learning loops) are integrated to provide a new framework that describes how learning takes place in complex systems. Deep reflection leading to transformational learning is required to foster the changes in mindset and behaviors needed to adopt a complexity frame of reference. We then present three broad frames of mind (openness, situational awareness, and a healthy respect for the restraint/ action paradox), which each encompass a set of habits of mind, to create a useful framework that allows one to unlearn reductionist habits while adopting and embedding those more conducive to working in complex systems. Habits of mind provide useful heuristic tools to guide researchers and stakeholders through processes of participative planning and adaptive decision making in complex social-ecological systems.

We adapt … but is it good or bad? Locating the political ecology and social-ecological systems debate in reindeer herding in the Swedish Sub-Arctic

“…Anthropologist Stephen Lansing points out that the resulting focus on global patterns at the system level, come at a cost: "The observer must usually give up the hope of understanding the workings of causation at the level of individual elements" (Lansing 2003(Lansing :1985. The SES approach's central tenet is that systems are characterized by constant change that is not understood by analyzing its components in isolation but rather by the relationship between building blocks (Rogers et al 2013). Of particular interest is the interaction between social and ecological subsystems (Cumming et al 2006;Duraiappah et al 2014).…”

Integrative learning for practicing adaptive resource management

“…For example, using tools such as computer simulation programs ensure complex problems are explained in understandable ways to multiple stakeholders. Adaptive management requires that all knowledge is enacted, whether it is skill-based or attitudinal, as a result from shared experiences (Pahl-Wostl et al 2007a, Rogers et al 2013). …”

“…Adaptive governance arrangements have been explored by Folke et al (2005), Gunderson and Light (2006), Pahl-Wostl (2009), andHerrfahrdt-Pahle (2013), while Fazey and Schultz (2009) define the requirements for learning centered organizations. In addition, the importance of social learning processes have been emphasized by Mostert et al (2007), Ison and Watson (2007), Pahl-Wostl (2009), andCundill et al (2012), and Rogers et al (2013) highlight a complexity "frame of reference" for adaptive decision making. In practice, applying three-mode learning has been difficult to achieve (Pahl-Wostl et http://www.ecologyandsociety.org/vol20/iss1/art34/ al.…”

Navigating through an “ecological desert and a sociological hell”

“…As has been claimed by Ison et al (2013), from the perspective of systemic governance, dualistic thinking is unhelpful, and new forms of governance practices that explore framing choices that act as a duality need to be pursued. Although not widely adopted yet, some attempts and initiatives in this direction are beginning to emerge, including institutional innovation as has been reported in Wallis & Ison (2011), Rogers et al (2013), Chaffin et al (2014) and Freitag et al (2014).…”