Theoretical foundations of learning processes for sustainable development
Theoretical foundations of learning processes for sustainable development
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DOI：
10.1080/13504500709469707
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发表时间：
2007-02
影响因子：
5.6
通讯作者：
S. Stagl
中科院分区：
文献类型：
--
作者：
S. Stagl
社会生态系统是共同进化的系统。这里特别重要的是：(1)环境和治理的共同进化，(2)技术和治理的共同进化，以及(3)人类行为和文化的共同进化。共同进化的观点有助于理解导致目前不可持续局面的过程。本文强调了协同进化系统中发生的不同类型的学习过程，并探索了宏观、中观和微观层面上的学习过程，以走向更可持续的道路。虽然环境管理、生态经济学或可持续发展科学的文献经常提到学习过程的必要性，但学习的概念化及其与学习理论的联系很薄弱。本文借鉴了心理学、社会心理学、教育学、进化经济学和政治学的学习理论，为可持续发展的学习过程提供了理论基础。对这些学习过程的更好理解将为在多个范围内提出政策建议提供重要线索。
Social-ecological systems are co-evolving systems. Of particular relevance are here: (1) co-evolution of the environment and governance, (2) co-evolution of technology and governance, and (3) co-evolution of human behaviour and culture. The co-evolutionary perspective has helped to understand the processes which led to the present unsustainable situation. This paper highlights different types of learning processes which occur in co-evolving systems and explores learning processes on the macro-, meso- and micro-levels for moving onto more sustainable paths. While the literature in environmental management, ecological economics or sustainability science often refers to the need for learning processes, the conceptualisation of learning and the link to learning theories is weak. This paper draws on learning theories from psychology, social psychology, education, evolutionary economics and political science and offers a first step toward theoretical foundations of learning processes for sustainable development. An improved understanding of these learning processes will provide important clues for policy recommendations on multiple scales.