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dc.contributor.authorHenry, A.D.
dc.date.accessioned2016-04-19T19:45:37Z
dc.date.available2016-04-19T19:45:37Z
dc.date.issued2009
dc.identifier4001
dc.identifier.citationHuman Ecology Review 16(2): 131-140
dc.identifier.urihttp://hdl.handle.net/10919/68267
dc.descriptionMetadata only record
dc.description.abstractRecognizing that learning to manage complex problems in sustainability science is a vital and challenging process, this article critically evaluates the current paradigm for learning in the development and sustainability science context. It is argued that current approaches are too narrowly focused on mechanisms and information. Thus, the article sets forth an initial framework for restructuring how we think about the learning process. This includes internal belief systems, understanding how social networks and knowledge shape one another, and appreciating the contribution of individual experience to the learning process.
dc.format.mimetypetext/plain
dc.language.isoen_US
dc.relation.urihttp://www.humanecologyreview.org/oldcontents.htm
dc.subjectSustainable development
dc.subjectSocial learning
dc.subjectSustainability
dc.subjectSustainability
dc.subjectSocial learning
dc.subjectIndividual learning
dc.subjectEnvironmental policy
dc.subjectSocial networks
dc.subjectCognition
dc.subjectGovernance
dc.titleThe challenge of learning for sustainability: A prolegomenon to theory
dc.typeAbstract
dc.type.dcmitypeText


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