Social learning indicators in sustainability-oriented regional learning networks

Dlouhá, Jana; Barton, Andrew; Janoušková, Svatava; Dlouhý, Jiří

doi:10.1016/j.jclepro.2012.07.023

Cited by 63 publications

(39 citation statements)

References 24 publications

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“…Social learning may change mental models and behaviors, allows to deal with new circumstances and thus is supposed to have wide transformative potential [42,43]. It takes place through processes of knowledge sharing and deliberation, and fosters co-creation of knowledge and means, required to transform a situation, and therefore it leads to concerted collective action [26,44].…”

Section: Collaboration-entering An Arena Of Shared Creation and Sociamentioning

confidence: 99%

Collaboration: Long-Term Partnerships for Local Development

Schauppenlehner-Kloyber¹

2017

Management of Cities and Regions

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Collaboration, as a process of social learning, facilitates the integration of different perspectives, forms of knowledge, and approaches to encounter multifaceted issues, such as climate change, energy transition, globalization, etc. Thus, political decisionmakers increasingly involve a broad variety of actors in order to improve the efficacy and legitimacy of solutions. Also, for local development, the participation of citizens in processes of decision-making or planning has widely turned into common practice, but often does not reach beyond brief "on-off" involvement of citizens into government controlled activities. As the ability of local actors to interact and collaborate in a continuing social learning process is seen as a prerequisite for sustainability and resilience, obtaining knowledge on how governments and citizens may collaborate and work together successfully in the long run is of high relevance. This chapter follows the question on how to develop flexible, but reliable, local collaboration structures. Therefore, it moves beyond Sherry Arnstein's theory of participation, and introduces Elinor Ostrom's design principles for the management of the commons as valuable reference points. It concludes that acknowledging time-consuming group processes, the joint development of common goals, structures, and collaboration rules as well as flexibility and openness towards adaptive processes are prerequisites for long-term oriented collaboration.

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Section: Collaboration-entering An Arena Of Shared Creation and Sociamentioning

confidence: 99%

Collaboration: Long-Term Partnerships for Local Development

Schauppenlehner-Kloyber¹

2017

Management of Cities and Regions

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“…Sociální učení (social learning) se v rostoucí míře uplatňuje také v oblasti managementu přírodních zdrojů (Reed et al, 2010;Romina, 2014). Rovněž aplikace metody World Café v různých prostředích naplňuje aspekty sociálního učení, tedy komunikace, reflexe, spolupráce a akce (Dlouhá et al, 2013;Dlouhá, 2017). Pojetí sociálního učení je potřeba odlišit od participačních metod, které obvykle sociální učení facilitují.…”

Section: Sociální Učení V Metodě World Caféunclassified

Aplikace participativních metod v oblasti globálních problémů životního prostředí

Vačkář

Lorencová

2017

Envigogika

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AbstraktParticipativní metody získávají stále větší popularitu v oblasti udržitelného rozvoje a životního prostředí. Důvodem je nejenom získání informací od expertů či klíčových aktérů v dané oblasti, ale rovněž aspekt participace a vzdělávání. V tomto článku se zaměřujeme na analýzu zkušeností s aplikací participativní deliberativní metody World Café v různých kulturních prostředích a oblastech globálních problémů životního prostředí. Komplexní problémy v oblasti globální environmentální změny, zde reprezentované problematikou adaptací na změnu klimatu, hodnocením ekosystémových služeb a klimaticky inteligentním zemědělstvím, vyžadují zapojení různorodých aktérů do rozhodovacího procesu. Výsledné znalosti, získané aplikací vědeckých vstupů a jejich konfrontací se zkušenostmi a hodnotami jednotlivých aktérů, poskytují podklad pro adaptivní rozhodování a směřují k řešení jednotlivých problémů. Participativní metody rovněž umožňují skrze sdílení a výměny zkušeností sociální učení dotčených aktérů a sdílení lokálních znalostí, což v konečném důsledku podporuje efektivnější implementaci vědeckých výstupů do praxe. Na příkladech z České republiky, Kyrgyzstánu a Ghany ilustrujeme možnosti participativních metod podporovat politické rozhodování v oblasti globální environmentální změny. Klíčová slovasociálně-ekologické systémy, participativní metody, World Café, spoluvytváření znalostí, ekosystémové služby, adaptace na změnu klimatu, sociální učení AbstractParticipatory methods have gained increasing popularity in the area of sustainable development and environmental change. The reason for this is not only to get information from experts or key actors in the area, but also the value they bring in terms of participation and education. In this article, we focus on analyzing the experience of using the participative deliberative method of World Café in various cultural environments and various topics of global environmental change. Complex problems in the area of global environmental change, represented here by adaptation to climate change, the assessment of ecosystem services, and climate smart agriculture, require the involvement of diverse actors in decision-making process. The resulting knowledge, gained through the application of scientific inputs and their confrontation with the experience and values of the individual actors, provide the basis

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“…Problem solving does not occur by delegating power but through intense processes of knowledge exchange and social learning [43][44][45]. Social learning and experimentation are key strategies for building resilience [5,39,40].…”

Section: The Value Of the (Learning) Processmentioning

confidence: 99%

Between Participation and Collective Action—From Occasional Liaisons towards Long-Term Co-Management for Urban Resilience

Schauppenlehner-Kloyber

Penker

2016

Sustainability

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For resilience building, cities need to foster learning and innovation processes among all actors in order to develop transformative capacities of urban governance regimes to manage extraordinary situations as well as continuous change. A close collaboration of urban governmental actors and citizens is, therefore, of high importance. This paper explores two different discourses on urban governance: participation and self-organized collective action for the management of the commons. Both address the involvement of citizens into governance, albeit from different perspectives: on the one hand from the viewpoint of the government, selectively handing some of its power over to citizens, on the other hand from the perspective of citizens who self-organize for a collective management of urban commons. Based on experiences in the Austrian city of Korneuburg, it is argued that the collective action literature may help overcome some of the self-criticisms and shortcomings of the participation discourse. More specifically, Elinor Ostrom's design principles for the management of the commons provide valuable input to overcome restrictions in thinking about citizen participation and to effectively design institutions for long-term urban co-management.

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Social learning indicators in sustainability-oriented regional learning networks

Cited by 63 publications

References 24 publications

Collaboration: Long-Term Partnerships for Local Development

Collaboration: Long-Term Partnerships for Local Development

Aplikace participativních metod v oblasti globálních problémů životního prostředí

Between Participation and Collective Action—From Occasional Liaisons towards Long-Term Co-Management for Urban Resilience

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