Adaptive co-management and the paradox of learning
Adaptive co-management and the paradox of learning
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DOI：
10.1016/j.gloenvcha.2007.07.002
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发表时间：
2008-02-01
影响因子：
8.9
通讯作者：
Plummer, Ryan
中科院分区：
文献类型：
--
作者：
Armitage, Derek;Marschke, Melissa;Plummer, Ryan
人们非常重视学习在社会生态变化条件下支持协作环境管理和实现可持续性的重要性。然而，从经验中学习和应对复杂的社会生态条件的持续努力反映了一个正在出现的悖论。尽管人们广泛支持学习作为一种规范性目标和过程，但学习的核心概念、假设和方法却以模糊且有时不加批判的方式应用。学习目标、方法和结果需要更加具体。针对这一差距，我们在适应性共同管理的背景下研究了学习悖论的五个维度，其中强调治理的学习和联系功能：（i）学习的定义；（ii）学习目标和期望； (iii) 学习发生的机制； (iv) 关于谁参与学习过程的问题； (v) 预期愿意参与学习过程的不同参与者所面临的风险和道德模糊性……无论是正式的还是非正式的。全球南北一系列案例的经验教训说明了这些方面的含义。解决这一学习悖论需要更多地关注能力建设、认识风险的作用以及考虑如何利用激励措施来鼓励学习。还需要进一步考虑参与学习过程的群体之间的权力和边缘性的作用，以及更系统的评估来监测和衡量学习成果。 (C) 2007 Elsevier Ltd. 保留所有权利。
Much emphasis has been placed on the importance of learning to support collaborative environmental management and achieve sustainability under conditions of social-ecological change. Yet, on-going struggles to learn from experience and respond to complex social-ecological conditions reflect an emerging paradox. Despite widespread support of learning as a normative goal and process, core concepts, assumptions and approaches to learning have been applied in vague and sometimes uncritical ways. Greater specificity with respect to learning goals, approaches and outcomes is required. In response to this gap, we examine five dimensions of the learning paradox in the context of adaptive co-management, where the learning and linking functions of governance are stressed: (i) definitions of learning;, (ii) learning goals and expectations; (iii) mechanisms by which learning takes place; (iv) questions regarding who is involved in the process of learning; and (v) the risks and ethical ambiguities faced by different actors expected to willingly participate in a learning process.. whether formal or informal. Lessons from experience with a series of cases from the global North and South illustrate the implications of these dimensions. Resolving the dimensions of this learning paradox will require greater attention to capacity-building, recognition of the role of risk, and consideration of how incentives could be used to encourage learning. Further consideration of the role of power and marginality among groups participating in the learning process is also needed, as is more systematic evaluation to monitor and measure learning outcomes. (C) 2007 Elsevier Ltd. All rights reserved.