Using participatory scenarios to stimulate social learning for collaborative sustainable development
Using participatory scenarios to stimulate social learning for collaborative sustainable development
复制标题
利用参与式场景激发社会学习以实现协作可持续发展
DOI：
10.5751/es-04780-170209
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发表时间：
2012
影响因子：
4.1
通讯作者：
P. Reich
中科院分区：
文献类型：
--
作者：
Kris A. Johnson;G. Dana;N. Jordan;K. Draeger;A. Kapuscinski;L. S. Olabisi;P. Reich
相互依赖的人类和生物物理系统是高度复杂的，行为方式不可预测和不可控制。这种复杂性带来的社会和生态挑战往往难以直接解决，解决这些问题的努力不仅需要科学和技术能力，而且还需要学习和适应。情景是应对社会生态挑战的不确定性和复杂性的有用工具，因为它们使参与者能够通过思考未来的多种可能性来建立适应能力。此外，情景为社会学习提供了一个平台，这对于面对不确定、复杂和充满冲突的问题采取行动至关重要。我们研究了明尼苏达2050项目，这是一个合作项目，通过这个项目，公民集体想象未来的情景，并思考这些可能性对他们社会和环境社区的适应性的影响。调查和访谈数据表明，这些参与性情景讲习班建立和加强了关系，增进了参与者对其他观点的理解，并引发了系统思考，所有这些都与通过可持续发展活动应对社会生态挑战的集体努力有关。我们的分析表明，参与式情景可以通过使参与者能够参与并讨论通过合作行动应对不确定性的备选方案来刺激社会学习。这种学习对参与者以及他们所参与的组织和决策可能是有价值的，而情景进程可以成为支持协作可持续发展努力的有效工具。
Interdependent human and biophysical systems are highly complex and behave in unpredictable and uncontrollable ways. Social and ecological challenges that emerge from this complexity often defy straightforward solutions, and efforts to address these problems will require not only scientific and technological capabilities but also learning and adaptation. Scenarios are a useful tool for grappling with the uncertainty and complexity of social-ecological challenges because they enable participants to build adaptive capacity through the contemplation of multiple future possibilities. Furthermore, scenarios provide a platform for social learning, which is critical to acting in the face of uncertain, complex, and conflict-laden problems. We studied the Minnesota 2050 project, a collaborative project through which citizens collectively imagined future scenarios and contemplated the implications of these possibilities for the adaptability of their social and environmental communities. Survey and interview data indicate that these participatory scenario workshops built and strengthened relationships, enhanced participants' understanding of other perspectives, and triggered systemic thinking, all of which is relevant to collective efforts to respond to social-ecological challenges through sustainable development activities. Our analysis shows that participatory scenarios can stimulate social learning by enabling participants to engage and to discuss options for coping with uncertainty through collaborative actions. Such learning can be of value to participants and to the organizations and decisions in which they are engaged, and scenario processes can be effective tools for supporting collaborative sustainable development efforts.