Envisioning sustainable water futures in a transdisciplinary learning process: combining normative, explorative, and participatory scenario approaches
Envisioning sustainable water futures in a transdisciplinary learning process: combining normative, explorative, and participatory scenario approaches
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DOI：
10.1007/s11625-013-0232-6
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发表时间：
2014-10-01
影响因子：
6
通讯作者：
Rist, Stephan
中科院分区：
文献类型：
--
作者：
Schneider, Flurina;Rist, Stephan
家庭消费以及食品、能源和其他用途的生产对水的需求相互竞争，给世界许多地区的供水和可持续发展带来了挑战。因此，设计可持续水治理的创造性战略和学习过程至关重要。尽管这种需求无可争议，但仍然必须找到合适的方法。在本文中，我们提出并评估了一种场景构建的概念方法，旨在实现可持续水治理的跨学科学习。该方法结合了规范性、探索性和参与性场景元素。这种组合可以充分考虑利益相关者和科学家的系统、目标和转型知识。该方法在瑞士阿尔卑斯山 MontanAqua 项目中的应用证实了其在共同创造新知识以及在所有参与者之间建立有意义和深思熟虑的对话方面的巨大潜力。迭代和组合的方法确保利益相关者的知识被充分捕获，输入科学分析，并在几个周期中返回给利益相关者，从而促进利益相关者和科学家相关新知识的学习和共同生产。然而，该方法也暴露出一些限制，包括利益相关者和科学家需要巨大的灵活性，以便他们真正参与新知识的共同生产。总体而言，研究表明，在相互信任的环境中，从战略行动转向沟通行动是可能的。这最终取决于创造互动条件，将科学家和利益相关者的知识置于平等的基础上。
Competing water demands for household consumption as well as the production of food, energy, and other uses pose challenges for water supply and sustainable development in many parts of the world. Designing creative strategies and learning processes for sustainable water governance is thus of prime importance. While this need is uncontested, suitable approaches still have to be found. In this article we present and evaluate a conceptual approach to scenario building aimed at transdisciplinary learning for sustainable water governance. The approach combines normative, explorative, and participatory scenario elements. This combination allows for adequate consideration of stakeholders' and scientists' systems, target, and transformation knowledge. Application of the approach in the MontanAqua project in the Swiss Alps confirmed its high potential for co-producing new knowledge and establishing a meaningful and deliberative dialogue between all actors involved. The iterative and combined approach ensured that stakeholders' knowledge was adequately captured, fed into scientific analysis, and brought back to stakeholders in several cycles, thereby facilitating learning and co-production of new knowledge relevant for both stakeholders and scientists. However, the approach also revealed a number of constraints, including the enormous flexibility required of stakeholders and scientists in order for them to truly engage in the co-production of new knowledge. Overall, the study showed that shifts from strategic to communicative action are possible in an environment of mutual trust. This ultimately depends on creating conditions of interaction that place scientists' and stakeholders' knowledge on an equal footing.