研究过渡中的学习需要什么?芬兰公民能源的案例

IF 3.6 Q2 ENVIRONMENTAL STUDIES
Satu Lähteenoja, S. Hyysalo, J. Lukkarinen, T. Marttila, H. Saarikoski, M. Faehnle, L. Peltonen
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引用次数: 3

摘要

学习通常被认为是产品化治理的关键前提之一。关于可持续性过渡背景下学习的经验文献往往停留在一般水平上,没有深入分析学习的内容和由谁学习。在这篇文章中,我们讨论了在过渡相关的多方过程中学习的研究。我们分析了一个专门为支持参与者学习和研究它的可能性而设计的过渡舞台。它的重点是城市居民的能源,通过太阳能电池板、热泵和其他独立公寓楼的现场解决方案增加可再生能源的生产。我们通过学习水平(学习循环)框架来调查这个过程,在这个框架中,我们能够检查是否以及什么样的学习可以推断已经发生,并显示这种推断最少需要什么样的数据和分析。我们的研究结果表明,所有参与者都报告了从竞技场过程中学习。这种学习主要是一阶学习,在参与者已经倾向于过渡的倾向中。一半的参与者还报告了一些二阶学习,改变了他们对公民能量的解释框架。总的来说,多方设想过程支持参与者正在进行的转型努力,而不是导致转型学习。我们的研究结果为进一步发展学习敏感方法提供了基础,该方法能够识别和考虑在过渡研究中推断学习所涉及的方法挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
What does it take to study learning in transitions? A case of citizen energy in Finland
Abstract Learning is commonly presented as one of the key premises of transitions governance. Empirical literature on learning in a sustainability transition context often remains on a generic level, without an in-depth analysis of what is learned and by whom. In this article, we address the study of learning in transition-related multi-party processes. We analyze a transition arena specifically designed to support the participants’ learning and the possibilities to study it. Its focus was on urban citizen energy, increasing renewable energy production via solar panels, heat pumps, and other on-site solutions in detached apartment buildings. We investigate the process through the learning levels (learning loops) framework within which we were able to examine if and what kind of learning can be inferred to have happened and show what kind of data and analysis such inferences minimally require. Our results demonstrate that all participants reported learning from the arena process. This learning was predominantly first-order learning within participants’ already pro-transition orientation. Half of the participants also reported some second-order learning, changing one’s interpretative framing about citizen energy. Overall, the multi-party envisioning process supported participants’ ongoing transformation efforts more than it resulted in transformative learning. Our results provide a basis for further development of a learning-sensitive approach enabling identification and consideration of methodological challenges involved in inferring learning in transitions research.
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来源期刊
Sustainability: Science, Practice, and Policy
Sustainability: Science, Practice, and Policy Social Sciences-Geography, Planning and Development
CiteScore
12.00
自引率
0.00%
发文量
54
审稿时长
27 weeks
期刊介绍: Sustainability: Science, Practice and Policy is a refereed, open-access journal which recognizes that climate change and other socio-environmental challenges require significant transformation of existing systems of consumption and production. Complex and diverse arrays of societal factors and institutions will in coming decades need to reconfigure agro-food systems, implement renewable energy sources, and reinvent housing, modes of mobility, and lifestyles for the current century and beyond. These innovations will need to be formulated in ways that enhance global equity, reduce unequal access to resources, and enable all people on the planet to lead flourishing lives within biophysical constraints. The journal seeks to advance scientific and political perspectives and to cultivate transdisciplinary discussions involving researchers, policy makers, civic entrepreneurs, and others. The ultimate objective is to encourage the design and deployment of both local experiments and system innovations that contribute to a more sustainable future by empowering individuals and organizations and facilitating processes of social learning.
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