| Registro completo |
| Provedor de dados: |
Ecology and Society
|
| País: |
Canada
|
| Título: |
What is Social Learning?
|
| Autores: |
Reed, Mark S; Aberdeen Centre for Environmental Sustainability, Centre for Sustainable International Development, and Centre for Planning and Environmental Management, School of Geosciences, University of Aberdeen; m.reed@abdn.ac.uk
Evely, Anna C; Aberdeen Centre for Environmental Sustainability, University of Aberdeen; School of Geography and Geosciences, University of St. Andrews; anna_evely@abdn.ac.uk
Cundill, Georgina; Centro de Estudios Avanzados en Zonas, Aridas (CEAZA); georgina.cundill@gmail.com
Fazey, Ioan; School of Geography and Geosciences, University of St. Andrews; ioan.fazey@st-andrews.ac.uk
Glass, Jayne; Centre for Mountain Studies, Perth College; UHI Millenium Institute; jayne.glass@perth.uhi.ac.uk
Laing, Adele; Norah Fry Research Centre, University of Bristol; adelelaing@hotmail.com
Newig, Jens; Institute for Environmental & Sustainability Communication, Leuphana University; newig@uni.leuphana.de
Parrish, Brad; Sustainability Research Institute, School of Earth & Environment, University of Leeds; b.parrish@see.leeds.ac.uk
Prell, Christina; Department of Sociology, University of Sheffield; c.prell@sheffield.ac.uk
Raymond, Chris; Centre for Rural Health and Community Development, University of South Australia; chris.raymond@enviroconnect.com.au
Stringer, Lindsay C; Sustainability Research Institute, School of Earth & Environment, University of Leeds; l.stringer@leeds.ac.uk
|
| Data: |
2010-10-19
|
| Ano: |
2010
|
| Palavras-chave: |
Definition
Social-ecological systems
Social learning
|
| Resumo: |
Social learning is increasingly becoming a normative goal in natural resource management and policy. However, there remains little consensus over its meaning or theoretical basis. There are still considerable differences in understanding of the concept in the literature, including a number of articles published in Ecology & Society. Social learning is often conflated with other concepts such as participation and proenvironmental behavior, and there is often little distinction made between individual and wider social learning. Many unsubstantiated claims for social learning exist, and there is frequently confusion between the concept itself and its potential outcomes. This lack of conceptual clarity has limited our capacity to assess whether social learning has occurred, and if so, what kind of learning has taken place, to what extent, between whom, when, and how. This response attempts to provide greater clarity on the conceptual basis for social learning. We argue that to be considered social learning, a process must: (1) demonstrate that a change in understanding has taken place in the individuals involved; (2) demonstrate that this change goes beyond the individual and becomes situated within wider social units or communities of practice; and (3) occur through social interactions and processes between actors within a social network. A clearer picture of what we mean by social learning could enhance our ability to critically evaluate outcomes and better understand the processes through which social learning occurs. In this way, it may be possible to better facilitate the desired outcomes of social learning processes.
|
| Tipo: |
Peer-Reviewed Response
|
| Idioma: |
Inglês
|
| Identificador: |
vol15/iss4/resp1/
|
| Editor: |
Resilience Alliance
|
| Formato: |
text/html application/pdf
|
| Fonte: |
Ecology and Society; Vol. 15, No. 4 (2010)
|
|
