In the face of persistent socio-ecological problems that prove hard to tackle with existing routines, the transition towards a more sustainable world is often described as a matter of ‘learning by doing’. Despite omnipresent appeals to ‘learning’ in sustainability transition studies, an exploratory review of literature shows that there is a lack of conceptual clarity on the topic. Furthermore, empirical research on learning in transition initiatives is rare. This article presents an analytical framework that facilitates theoretical and empirical research on learning in sustainability transitions. Pragmatist educational scholarship, in particular Dewey’s transactional perspective, provides useful inspiration for analytical tools that allow to open-up the black box of learning in sustainability transitions. Focusing on the intrapersonal, interpersonal, institutional and material factors that influence learning and on how the mechanism of ‘privileging’ steers learning outcomes, this framework allows to investigate whether and, if so, how learning actually takes place in transition initiatives.

面对持续存在的社会生态问题，事实证明，这些问题很难用现有的常规方法解决，因此向可持续发展世界的过渡通常被描述为“边做边学”。尽管在可持续性转型研究中无所不在地呼吁“学习”，但对文献的探索性研究表明，该主题缺乏概念上的明确性。此外，关于过渡计划中学习的实证研究很少。本文提出了一个分析框架，该框架有助于对可持续性转型中的学习进行理论和实证研究。实用主义的教育奖学金，特别是杜威的交易观点，为分析工具提供了有益的启示，这些工具可以在可持续性转变中打开学习的黑匣子。专注于人际关系