Institutionalising reflexivity? Transformative learning and the Intergovernmental science-policy Platform on Biodiversity and Ecosystem Services (IPBES)

Abstract

This article is made publicly available in the institutional repository of Wageningen University and Research, under the terms of article 25fa of the Dutch Copyright Act, also known as the Amendment Taverne. This has been done with explicit consent by the author.Article 25fa states that the author of a short scientific work funded either wholly or partially by Dutch public funds is entitled to make that work publicly available for no consideration following a reasonable period of time after the work was first published, provided that clear reference is made to the source of the first publication of the work.This publication is distributed under The Association of Universities in the Netherlands (VSNU) 'Article 25fa implementation' project. In this project research outputs of researchers employed by Dutch Universities that comply with the legal requirements of Article 25fa of the Dutch Copyright Act are distributed online and free of cost or other barriers in institutional repositories. Research outputs are distributed six months after their first online publication in the original published version and with proper attribution to the source of the original publication.You are permitted to download and use the publication for personal purposes. All rights remain with the author(s) and / or copyright owner(s) of this work. Any use of the publication or parts of it other than authorised under article 25fa of the Dutch Copyright act is prohibited. Wageningen University & Research and the author(s) of this publication shall not be held responsible or liable for any damages resulting from your (re)use of this publication.

The need for improved reflexivity in conservation science

“…There have also been calls to learn from failure, including documenting and sharing experience when interventions have not gone according to plan (Catalano et al 2019) and to fill gaps in skills development that support more integrative, interactive and inclusive approaches to conservation (Elliott et al 2018). Meanwhile, scholars have called on organizations such as the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES) to further institutionalize reflexivity in transformative learning (Borie et al 2020).…”

Expert organizations’ institutional understanding of expertise and responsibility for the creation of the next generation of experts: comparing IPCC and IPBES

“…However, studies such as this one are important for bettering our understanding of the organizational preconditions within which these practices take place. For the community of practice to grow, structural preconditions that promote dynamic and constructive conversations are important (Díaz-Reviriego et al 2019;Borie et al 2020;Gustafsson and Berg 2020;Stevance et al 2020). Thus, structures that also encourage experts to contribute their efforts to the production of the experience-based situated expert knowledge that makes the expert organization what it is.…”

Social Dimensions of Projected Climate Change Impacts on Ecosystem Services in the Coastal-Rural Area of Nemunas River Reaches and Curonian Lagoon (Lithuania)

“…The application of a multidisciplinary analysis for different components of ecosystems and their services can help to improve the understanding of past, present and future changes. Therefore, the results of a multidisciplinary analysis allow us to better form and describe the future of ecosystem development Guerra [56], Gustafsson [57,58], Vadrot [59], Washbourne [60].…”