Plurality revisited: Diversity management and triple loop learning

Flood, Robert L.; Romm, Norma R. A.

doi:10.1007/bf02169215

Cited by 25 publications

(26 citation statements)

References 6 publications

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“…Some organizational theorists have portrayed double-loop learning as more progressive than single-loop learning and have even proposed a third, more advanced type of learning called triple-loop learning (e.g., Flood and Romm 1996, Pahl-Wostl 2009, McCarthy et al 2011. Contemporary authors such as Tosey et al (2012), however, believe that double-loop learning is not necessarily more advanced than single-loop learning, and that the two types are complementary rather than one being more advanced than the other.…”

Section: Discussionmentioning

confidence: 99%

Learning in Adaptive Management: Insights from Published Practice

Fabricius¹,

Cundill²

2014

E&S

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ABSTRACT. Adaptive management is often advocated as a solution to understanding and managing complexity in social-ecological systems. Given the centrality of learning in adaptive management, it remains unclear how learning in adaptive management is understood to occur, who learns, what they learn about, and how they learn. We conducted a systematic review using the Thomson Reuters Web of Science, and searched specifically for examples of the practical implementation of adaptive management between 2011 and 2013, i.e., excluding articles that suggested frameworks, models, or recommendations for future action. This provided a subset of 22 papers that were analyzed using five elements: the aims of adaptive management as stated in each paper; the reported achievements of adaptive management; what was learned; who learned; and how they learned. Our results indicate that, although most published adaptive management initiatives aimed at improvements in biological conservation or ecosystem management, scholars of adaptive management tend to report on learning more about governance and about learning, than about ecosystems or biological conservation. Whereas almost all the papers (91%) listed improvements in biological conservation and ecosystem management as aims, 59% reported these as achievements. Whereas only 27% listed improved governance as an aim, 73% mentioned this as an achievement. Conservation scientists and academics reporting on adaptive management tend to learn among themselves, and very seldom (18%) with external stakeholders. Adaptive ecosystem management is dominated by direct assessment and single-loop learning aimed at improving existing practices (86%), with about 50% engaged in double-loop learning and a similar number in deutero-learning (learning about learning). Some adaptive managers (36%) combined double-and single-loop learning and the majority of these (6/8) reported on conservation achievements. A possible explanation for these findings is that adaptive management is an evolutionary process and in most instances is still in an early pioneering stage, possibly held back by participants' capacity for learning. The constraint of learning capacity may also explain why so few adaptive management initiatives reported on learning with societal stakeholders.

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Section: Discussionmentioning

confidence: 99%

Learning in Adaptive Management: Insights from Published Practice

Fabricius¹,

Cundill²

2014

E&S

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“…Later in ‘Beyond a System of Systems Methodologies’ Jackson (2000) improves the qualification of the ‘problem context’ by employing the concept of ‘paradigm’.Multimethodology or methodological pluralism supports an even more sophisticated understanding of the problem situation and allows for the deployment of more than one method in a single intervention. Multiparadigmatic multimethodologies are those which, make use of methodological thoughts from more than one paradigm (Flood, ; Gregory, ; Taket and White, ; Flood and Romm, ; Jackson, ; Mingers, ).…”

Section: The Methodologymentioning

confidence: 99%

Towards a Framework for Multiparadigm Multimethodologies

Bowers

2011

Syst. Res

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The multimethodological practice of systemic intervention has been described as 'theoretically contradictory eclecticism' because it lacks a grounding theory that can accept Burrell and Morgan's principle of incommensurable paradigms and avoids 'anything goes' relativism between them. As a way forward, a new ontology of process-structure is proposed. It is designed as a metaphysical interface to the onto-epistemological paradigms of critical systems thinking and practice (which are, in this paper, functionalist-structuralist, interpretivist, critical-emancipatory and postmodern-poststructuralist). Next, the ontology is realized by an epistemology that respects paradigm incommensurability and yet exploits the unique perspective they each afford. Then, a methodology wherein each of the paradigmatic approaches is critically deployed operationalizes and completes the foundation of this new framework. It directs a critically reflexive, axiologically transparent appreciation by the systemist in a multiparadigmatic, multimethodological engagement with the 'problem' situation in flux. The philosophy lays out foundational motives, rationale, intents and purposes and acts as a guide for its use in practice.1 'The PS' or 'a PS' usually implies the outermost PS of concern. 2 With the exception of the special coupling at the interface between the brain and emergent mind (discussed later), which is indeterminate and not well understood. 3 Einstein showed that matter and energy are transforms-matter is 'slow' energy and energy is 'fast' matter. 'Forces,' for example, gravity, are extra-dimensional effects of matter/energy. Thermodynamics (and entropy) apply.Syst. Res.

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“…As Flood and Romm's (1996) work in relation to theoretical pluralism suggests consideration of diverse approaches and views is not based solely on the ethical principles of engaging marginalized individuals, but also on the practical benefit that access to a greater pool of knowledge and perspectives can bring. This approach to action also enables working across paradigms, which is very important for overcoming the divide between the social and natural sciences which, as already mentioned, limits the capacity for integration.…”

Section: Attribute 4: Appreciation Of Diverse Views and Application Omentioning

confidence: 99%

Using critical systems thinking to foster an integrated approach to sustainability: a proposal for development practitioners

Smith

2010

Environ Dev Sustain

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Throughout the development sector, there is increasing recognition of links between the environment and aspects of development such as poverty alleviation, health, income generation, and agriculture. While furnished with a diverse range of perspectives and approaches, development practice is in need of ways to better conceptualize the interactions between the social, environmental, and economic dimensions of sustainability so that opportunities for simultaneous improvement in human and ecological well-being can be identified more readily. Critical systems thinking is proposed as a way for development practitioners to conceptualize and act toward the integration of these economic, social, and environmental dimensions and, in so doing, support communities to nurture both human and ecosystem well-being. Four desirable attributes of a critical systems thinking approach to development are identified based on development literature, critical systems literature, and the author's research into sustainability in semi-rural communities in Vietnam. The four attributes are 'a systems thinking approach;' 'an ethical base to action and choices;' 'critical reflection permeates processes;' and 'appreciation of diverse views and application of diverse approaches.' These attributes are described and then offered as the basis for further discussion of the ways in which simultaneous improvement of human well-being and ecosystem health can become an integral part of development practice.

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Plurality revisited: Diversity management and triple loop learning

Cited by 25 publications

References 6 publications

Learning in Adaptive Management: Insights from Published Practice

Learning in Adaptive Management: Insights from Published Practice

Towards a Framework for Multiparadigm Multimethodologies

Using critical systems thinking to foster an integrated approach to sustainability: a proposal for development practitioners

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