Adaptive management is a structured approach for people who must act despite uncertainty and complexity about what they are managing and the impacts of their actions. It is learning‐by‐doing through deliberate cycles of experimentation, review, and synthesis. However, understanding the processes of learning and how they relate to achieving resource management goals is in its infancy. Reflexive learning—a process of identifying and critically examining assumptions, values, and actions that frame knowledge—is critical to the effectiveness of adaptive management. It involves adaptive feedbacks between stakeholders as they examine assumptions, values, and actions. Adaptive management has been applied to environmental flows because it offers a system for making decisions about tradeoffs. In the Murray Darling Basin (MDB), Australia, adaptive management is applied as a cycle of plan, do, monitor, and learn, facilitated by short‐ and long‐term learning among stakeholders. An alternative conceptualization of adaptive management as an integration of single‐, double‐, and triple‐loop learning across multiple levels of governance is presented. This is applied to environmental flows in the MDB to map adaptive feedbacks of reflexive learning. At the lowest level of governance (Water Resource Planning Area), goals are assessed as Thresholds of Potential Concern related to flow‐ecology responses, which are reviewed every 3–6 years. At the second level of governance (Basin‐States), Water Management Targets are the key goals; reviewed and reframed every 6–10 years. The highest level of governance (the MDB) is concerned with policy targets, with review and reframing over 8–15 years. Feedbacks that generate reflexive learning are complex and require commitment to move through the modes of single‐, double‐, and triple‐loop learning. Effective adaptive management of environmental water requires practitioners to situate themselves within a matrix of information flow across modes of learning, levels of governance, and components of a social‐ecological system, where reflexive learning drives the achievement of management goals.

中文翻译：

---

适应性管理中的反思性学习：以澳大利亚默里达令盆地的环境水管理为例

适应性管理是一种结构化的方法，适用于那些尽管对其所管理的内容及其行为的影响存在不确定性和复杂性但仍必须采取行动的人们。它是通过精心设计的实验，审查和综合周期来边做边学。但是，了解学习过程以及它们与实现资源管理目标的关系尚处于起步阶段。反思性学习（一种识别和批判地构架知识的假设，价值和行动的过程）对于适应性管理的有效性至关重要。它涉及利益相关者在检查假设，价值和行动时的适应性反馈。自适应管理已应用于环境流量，因为它提供了一个决策权衡的系统。在澳大利亚墨累达令盆地（MDB），利益相关者之间的短期和长期学习促进了适应性管理作为计划，执行，监控和学习的周期。提出了自适应管理的另一种概念，即跨多个治理级别的单，双和三循环学习的集成。这适用于MDB中的环境流，以映射反思性学习的自适应反馈。在最低治理级别（水资源规划区），目标被评估为与流生态响应相关的潜在关注阈值，每3至6年进行一次审查。在治理的第二层（盆地国家），水管理目标是关键目标。每6到10年进行审查和改组。最高治理水平（MDB）与政策目标有关，并在8至15年内进行审查和重新制定框架。产生反思性学习的反馈很复杂，需要做出承诺才能经历单，双和三循环学习的模式。有效的环境水适应性管理要求从业者将自己定位在跨学习模式，治理水平以及社会生态系统各组成部分的信息流矩阵中，在这里，反身学习驱动实现管理目标。