Sustainability Learning in Natural Resource Use and Management
Sustainability Learning in Natural Resource Use and Management
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自然资源利用和管理的可持续发展学习
DOI：
10.5751/es-02063-120203
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发表时间：
2007
影响因子：
4.1
通讯作者：
C. Pahl‐Wostl
中科院分区：
文献类型：
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作者：
J. Tàbara;C. Pahl‐Wostl
我们对可持续性学习的规范性讨论做出了贡献，并提供了一个理论整合框架，旨在阐明社会学习成为可持续性学习所需的主要组成部分和相互关系。我们展示了该框架如何在参与式建模界面中进行操作，以支持自然资源综合评估和管理过程。我们的观点的关键建模组件是：结构(S)，能源和资源(E)，信息和知识(I)，社会生态变化(C)，以及不同社会生态系统的规模，阈值和联系。我们的方法试图克服许多文化二元论，这些二元论存在于社会和生态系统的感知方式中，并影响了许多最常见的可持续性定义。我们的方法还强调了整个社会生态系统内的限制问题，并采取了多尺度、基于主体的视角。可持续性学习与社会学习的不同之处在于，并非所有社会学习过程的结果都必然改善我们认为对社会生态系统的长期可持续性至关重要的东西，即代理预测和处理意外的、不希望的和不可逆转的发展负面影响的共同适应系统能力。因此，可持续性学习与社会学习的主要区别在于学习的内容和评估这些内容的标准；这些必然与提高行动者以综合和有机的方式管理其组成部分的整个社会-生态系统的能力有关。可持续性学习的概念和SEIC社会生态框架可用于评估和交流多种动因的有效性，以阻止或扭转影响所有人类所依赖的生命支持系统的破坏性趋势。
We contribute to the normative discussion on sustainability learning and provide a theoretical integrative framework intended to underlie the main components and interrelations of what learning is required for social learning to become sustainability learning. We demonstrate how this framework has been operationalized in a participatory modeling interface to support processes of natural resource integrated assessment and management. The key modeling components of our view are: structure (S), energy and resources (E), information and knowledge (I), social-ecological change (C), and the size, thresholds, and connections of different social-ecological systems. Our approach attempts to overcome many of the cultural dualisms that exist in the way social and ecological systems are perceived and affect many of the most common definitions of sustainability. Our approach also emphasizes the issue of limits within a total socialecological system and takes a multiscale, agent-based perspective. Sustainability learning is different from social learning insofar as not all of the outcomes of social learning processes necessarily improve what we consider as essential for the long-term sustainability of social-ecological systems, namely, the co-adaptive systemic capacity of agents to anticipate and deal with the unintended, undesired, and irreversible negative effects of development. Hence, the main difference of sustainability learning from social learning is the content of what is learned and the criteria used to assess such content; these are necessarily related to increasing the capacity of agents to manage, in an integrative and organic way, the total social–ecological system of which they form a part. The concept of sustainability learning and the SEIC social-ecological framework can be useful to assess and communicate the effectiveness of multiple agents to halt or reverse the destructive trends affecting the life-support systems upon which all humans depend.