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dc.contributor.authorHenry, A. D.en
dc.date.accessioned2016-04-19T19:45:37Zen
dc.date.available2016-04-19T19:45:37Zen
dc.date.issued2009en
dc.identifier4001en
dc.identifier.citationHuman Ecology Review 16(2): 131-140en
dc.identifier.urihttp://hdl.handle.net/10919/68267en
dc.descriptionMetadata only recorden
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.en
dc.format.mimetypetext/plainen
dc.language.isoen_USen
dc.relation.urihttp://www.humanecologyreview.org/oldcontents.htmen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSustainable developmenten
dc.subjectSocial learningen
dc.subjectSustainabilityen
dc.subjectSustainabilityen
dc.subjectSocial learningen
dc.subjectIndividual learningen
dc.subjectEnvironmental policyen
dc.subjectSocial networksen
dc.subjectCognitionen
dc.subjectGovernanceen
dc.titleThe challenge of learning for sustainability: A prolegomenon to theoryen
dc.typeAbstracten
dc.contributor.departmentSustainable Agriculture and Natural Resource Management (SANREM) Knowledgebaseen
dc.type.dcmitypeTexten


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