Reflexively stumbling towards sustainability : understanding social learning in regional governance networks

Sol, A.J.

doi:10.18174/448662

Cited by 3 publications

(5 citation statements)

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“…If the latter happens, reflexivity takes place: it is a way of learning where hidden beliefs, worldviews, values and interests are made explicit by asking, “are we doing the right things, or should we start doing something completely different?” Reflexivity encourages groups and networks to look at a situation or issues from plural perspectives, which lead to changing perceptions, rules, institutions, practices and relations (Mierlo and Beers, 2020; Wittmayer et al , 2021). Reflexivity among stakeholders can be stimulated by competent facilitators of change using specific instruments or tools that encourage stakeholders to question and re-orient their values, knowledge, roles and actions to take (Sol, 2018). Also, students in the role of “knowledge-broker” in regional development projects in Living Labs can encourage reflexivity by action research, exchanging viewpoints, creating possibilities for debates and ultimately for joint planning of interventions and actions.…”

Section: Resultsmentioning

confidence: 99%

“…“Social learning” is the most common learning tradition in Living Labs. Sol (2018) defines “social learning” as an interactive, dynamic process in a multi-actor setting where knowledge is exchanged, and where actors learn through dialogues, and where knowledge is co-created through continuous interaction and iterative action-reflection cycles. Here, “social learning” could contribute to systemic change since a collective basis is formed for networked action.…”

Section: Resultsmentioning

confidence: 99%

“…Thirdly, Stimulating reflexivity in learning and innovation should become more central in Living Lab practices. “Social learning” does not just refer to exchange and co-create new knowledge but particularly stresses the importance of questioning underlying assumptions, values and views on sustainable development (Sol, 2018). Reflexivity encourages stakeholders to look at a situation from plural perspectives, which lead to changing perceptions, rules and relations (Mierlo and Beers, 2020; Wittmayer et al , 2021).…”

Section: Discussionmentioning

confidence: 99%

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Transformative research and education in Living Labs using the SDGs as a compass

Heijmans,

Eweg

2023

IJSHE

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Purpose This study aims to investigate how Living Labs of Van Hall Larenstein UAS perform as sustainability-oriented, transdisciplinary learning environments. It shows how the sustainable development goals (SDGs) can be used as a compass and debates the sustainability impact of applied research. Design/methodology/approach A case study approach was adopted, including a literature review, scoping visits, online workshops and peer-to-peer inter-vision/learning, using the SDGs as a compass and framework for analysis. Findings Most Living Labs use a “silo-approach” on the SDGs and are designed from a technological-expert perspective. This results in blind spots, particularly on SDGs related to reducing socio-economic inequality and just institutions. Debating unsustainable systems, cultures and practices is avoided. To contribute to sustainability transitions, universities need to invest in developing transformative capacity. This refers to SDG-transition competences such as collaborative communication, constructively engaging with diversity and conflicts, discussing values, norms and ethics and encouraging reflexivity. Research limitations/implications Mainly lecturer-researchers were involved in the study. COVID-19 travel restrictions hindered the research at the grassroots level in India and Indonesia. Originality/value The study revealed the importance of creating Living Labs as safe and brave inter- and transdisciplinary learning environments to practice reflexivity: encouraging students, researchers and stakeholders to look at sustainability issues from plural perspectives and questioning unsustainable practices, which combined lead to changing perceptions, practices and relations and a deeper understanding of how change happens. The SDGs as a compass method supports reflexivity among stakeholders and in redirecting strategies towards a sustainable future.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Transformative research and education in Living Labs using the SDGs as a compass

Heijmans,

Eweg

2023

IJSHE

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“…In de dissertatie van Sol (2018) is de eerste stelling dat reflexivity is way out of lock-in in social learning. En de mensen die betrokken zijn moeten dat 4 https://www.zuid-holland.nl/actueel/nieuws/@23221/groene-corridor/ omzetten in een persoonlijke leiderschap, is de boodschap van Sol (2018).…”

Section: Sociale Innovatiesunclassified

Voedselbeleid in transitie : Inzicht in belemmeringen voor kringlooplandbouw

Selnes¹,

Tacken²

2019

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“…Transformative responses at this level drive wider social change and regime shifts. The emergence of such niche innovations does require a deep learning process where multiple dimensions are aligned and new relations are created(Sol 2018;Sol and Wals 2014). There is still, however, a lack of clarity of the nature of this kind or learning, how it occurs and what influences it.…”

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confidence: 99%

Ecovillages as spaces of place-based transformative learning

Pisters¹

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In the autumn of 2015, I wrote a position paper to apply for an early-stage research position on 'Ecovillages and Sustainable Living' within the project 'Sustainable Place Shaping'. About two years before, I had started to immerse myself in books, therapy and meditation practices to learn about and experience the value of, amongst other things, (self )compassion. Apart from the benefits I experienced personally, I was intellectually triggered by the theories behind, and the 'promises' made about the cultivation of compassion and self-compassion though contemplative practices including meditation. Numerous studies indicated that compassion for one-self and others make individuals capable of seeing themselves more clearly and making needed changes (Neff, 2011). Compassion and self-compassion have furthermore been related to increased caring for oneself but also others (Jazaieri et al., 2016;, cultivating a sense of connectedness with others , successful and sustainable leadership (Boyatzis & McKee, 2005) and pro-environmental values, intentions and donations .'The techno-scientific (outward) focus of a significant part of the discourse around transitions needs to be enriched and complemented with the psychological and spiritual dimensions of life (inward focus) and its future possibilities (p.2). … We argue, that a transition to more sustainable societies, to a more sustainable world, can only succeed through fundamental transformations at the personal and collective levels (p.5).' Additionally, they pose that an increasing number of, in this case urban, grassroot initiatives, engage with the inner dimension of change (ibid). As Hathaway (2015: 8) argues, our imaginations of the future are constrained by our particular understanding of reality, our 'cosmovision or worldview'. They go on arguing that we need a new form of cognition rooted in a new vision of reality to be able to address the problems related to sustainability, to be able to see and imagine the path towards a sustainable world. They then add that we might even need 'a different mode of consciousness' for this (ibid). Others describe it as 'a cultural pathology' that requires 'cultural therapy' (O'Sullivan, 1999: 3) or stress the necessity of spiritual renewal in order to understand ourselves to be capable of being more than a 'plague' (Orr, 2002) or 'upright mammalian weed' (Margulis, 1998: 149) on this planet. 1 Based on analysis of the UNEP report and the German scientific council report on global change (WBGU 2011) and scientific publications Chapter 1 14 Box 1. The inner dimension of sustainabilityThe inner dimension of sustainability: culture, values, mindsets, worldviews and consciousness Many different concepts have been used to refer to (parts of ) the inner dimension of sustainability including mindsets, culture, values, worldviews and consciousness. This research focuses on consciousness, which it understands as slightly different from the related concept of worldviews. Worldviews often still reside in the domain of culture and values, whil...

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Reflexively stumbling towards sustainability : understanding social learning in regional governance networks

Cited by 3 publications

References 87 publications

Transformative research and education in Living Labs using the SDGs as a compass

Transformative research and education in Living Labs using the SDGs as a compass

Voedselbeleid in transitie : Inzicht in belemmeringen voor kringlooplandbouw

Ecovillages as spaces of place-based transformative learning

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