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Social learning towards sustainability: Problematic, perspectives and promise
Wageningen University and Research Centre, Wageningen, Netherlands / University of Nova Gorica, Nova Gorica, Slovenia.
2014 (English)In: NJAS - Wageningen Journal of Life Sciences, ISSN 1573-5214, Vol. 69, 1-3 p.Article in journal (Refereed) Published
Abstract [en]

A common thread throughout this special issue is that sustainability is not a destiny one can eventually reach, but rather a continuous learning path towards transformation that should be profound (e.g. affecting moral standards and value systems), transversal (e.g. requiring the involvement of individuals, groups and collectives) and counter-hegemonic (e.g. requiring the exposure and questioning of stubborn routines). From such a vantage point debates about sustainability likely require transdisciplinarity to transcend a singular disciplinary view-point and to allow for the consideration of different perspectives and types of knowledge. The aim of this special issue is to assess the added-value of a social learning perspective on research and action from at least three different 'disciplinary' perspectives: systems innovation, natural resource management, and environmental education. Each of these offers a particular perspective on learning, change processes and evolving understandings of sustainable practices.

Place, publisher, year, edition, pages
2014. Vol. 69, 1-3 p.
National Category
Environmental Sciences Social and Economic Geography
Identifiers
URN: urn:nbn:se:sh:diva-27461DOI: 10.1016/j.njas.2014.04.001ISI: 000337859900001OAI: oai:DiVA.org:sh-27461DiVA: diva2:811936
Available from: 2015-05-13 Created: 2015-05-13 Last updated: 2015-05-13Bibliographically approved

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Rodela, Romina
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