The climate learning ladder. A pragmatic procedure to support climate adaptation

Abstract

We introduce a new pragmatic procedure called the 'climate learning ladder' to structure policy analysis, support refl ection and identify critical decisions to support climate adaptation. This tool is the result of the refl exive learning process that occurred while developing innovative appraisal methods in the Alxa League of Inner Mongolia, China, and in the Guadiana river basin in the European Union. Building capacities to cope with climate change requires going beyond simply providing 'more knowledge' on climate impacts to policy makers. Instead, climate adaptation can be understood as a multi-step social process in which individuals and organizations need to learn how to (1) manage different framings of the issues at stake while raising awareness of climate risks and opportunities, (2) understand different motives for, and generate adequate incentives or sanctions to ensure, action, (3) develop feasible options and resources for individual and collective transformation and collaboration and (4) institutionalize new rights, responsibilities and feedback learning processes for climate adaptation in the long term.

Defining transformative climate science to address high-end climate change

“…by promoting the institutionalisation of multiple networks working on systemic innovation and win-win solutions; (ii) Consider how to redistribute long-term responsibilities accordingly (see Dangerman & Schellnhuber 2013;Tàbara et al 2010); (iii) Move away from the development of climate policy narratives about additional costs, impacts, and burdensharing to those focused on opportunities ; and (iv) Focus new climate assessment processes on solutions that are able to yield multiplicative, non-linear, and systemic effects in contrast to the traditional additive, wedge-based, or single-sector/scale approaches (see Berry et al 2015;Kates et al 2012;Wiek et al 2012).…”

“…Such assessment needs to be based on a robust representation of core system interactions and the systemic effects of transformations in agents' behaviours so both climate and sustainability imperatives are met (Tàbara et al 2010, Koontz et al 2015. 3) Systems of systems approach: Most current models and assessment procedures tend to take a sectoral approach or deal only with one kind of system or sector-food, mobility, health, finance, population, and information, so little is known about the interconnected effects of multiple kinds of systems operating under different unique dynamic configurations.…”

Using a Triangulated Theoretical Framework and Mixed Methods: Frame, Institutional and Network Analyses

“…Valente, 2005). Like other 'forms' of learning with a collective intent in its moniker, social learning is increasingly described as an essential feature of sustainable and adaptive management of social-ecological systems (Berkes, et al, 2003;Holling, 1973; and adaptation more generally (Jordan & O'Riordan, 2005;Pelling & High, 2005b;Tabara, et al, 2010;Winsvold, et al, 2009). It is germane to the collective intent of adaptive governance, where collaborative learning amongst peers is believed to facilitate faster and deeper learning compared with learning received through the transmission of an instructor (Elwyn et.…”

Rising Temperatures and Dwindling Water Supplies? Perception of Climate Change Among Residents of the Spanish Mediterranean Tourist Coastal Areas

“…Likewise, there are perceptions stressing moderate impacts felt mostly away from where one lives (Leiserowitz, 2005); attitudes of skepticism (Withmarsh, 2011) and, finally, attitudes reflecting an open denial of the issue (McCright and Dunlap, 2011). Although evidence seems inconclusive and sometimes contradictory, education, gender, age and political affiliation remain relevant factors in explaining attitudes as are other factors such as the information available or the level of trust in science and scientists (Agho, 2010;Kellstedt et al, 2008;Kvaloy et al, 2012;Leiserowitz, 2005;Poortinga et al, 2011;Tàbara et al, 2010;Tàbara and Miller, 2011;Weber, 2010).…”

“…Awareness, however, does not automatically translate into action possibly because of major uncertainties on the specific nature and timing of impacts at local and regional levels (Dubois and Ceron, 2006) and the complex interactions between climate change, and all other factors relevant for tourist related decision making (Gössling and Hall, 2006). Eventually, climate adaptive action may also depend on the type of policy incentives being developed, the options and resources available and the kind of institutional arrangements that will distribute rights and responsibilities derived from the new social-ecological situation (Tàbara et al, 2010).…”