This thesis studies the role of social learning at multiple levels of govern-ance asking the following three overarching research questions:
i) What are the institutional barriers limiting better environmental governance at different scales?
ii) Is there a causal connection between social learning and better environmental governance?
iii) What are the normative challenges with better environmental governance or social-ecological resilience being linked to the adaptive capacity of actors to learn socially?
Thereby the research ad-dresses the key problem that social learning contributes to successful management but at the same time also offers explanations to the persistent nature of the current unsustainable development in the Anthropocene.
Social learning has been argued to be a key "social source" of successful governance of social-ecological systems. It has been pointed out as an important process in adaptive forms of governance and more sustainable management of natural systems.
However, any theory or framework addressing how societies organize and manage ecosystems – including the importance of social learning, social-ecological memories, and adaptability– needs to explain not only why these "social sources" contribute to social-ecological resilience, but also why such social processes seem to contribute to inertia and rigidity in institutions, and to the persistence of maladaptive practices.
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Research news | 2018-09-13
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Research news | 2018-09-12
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Research news | 2018-09-06
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General news | 2018-09-06
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