Nuclear power has remained a hugely controversial energy technology since the 1970s and became particularly so after the 2011 Fukushima nuclear accident. Engaging citizens in making energy decisions have thus become an increasingly important governing approach to post‐Fukushima energy transitions in many countries. Deliberative participatory processes and learning through social interactions have been increasingly regarded as critical elements of effective public engagement. Yet, little is known about who learns what, how they learn, and what impacts learning has on nuclear governance. Even less is known about the contextual factors influencing social learning. Advancing the literature on nuclear governance, deliberative participation, and social learning, this paper proposes a learning‐oriented framework to evaluate the outcomes of deliberative participation in the context of nuclear governance. We apply this framework in a case study of a national deliberative poll (DP) on energy conducted in Japan in 2012. We critically examine the extent to which and how social learning occurs under the influence of pre‐existing government‐industry‐society relations as a key contextual factor. Mainly based on a qualitative analysis of transcribed materials from a two‐day deliberation over the DP involving 285 citizens, this study has three main findings. First, participating citizens of the DP were able to acquire all of the three orders of social learning through deliberative processes in the DP process. Second, the provision of multiple sources of information, access to diverse perspectives, and the availability of plenty of dialogic processes are identified as factors that were found to facilitate advancement toward higher orders of learning. Third, the “nuclear iron triangle”—a pro‐nuclear coalition—appeared to constrain social learning impacts in the wider socio‐political systems of nuclear governance in Japan.

中文翻译：

---

从社会学习的角度评估协商性参与：以日本福岛岛后的2012年国家能源协商投票为例

自1970年代以来，核电一直是备受争议的能源技术，尤其是2011年福岛核事故之后。因此，让公民参与能源决策已成为许多国家中对福岛岛后能源过渡的一种越来越重要的治理方法。协商参与过程和通过社会互动学习已日益被视为有效公众参与的关键要素。然而，对于谁能学到什么，他们如何学到以及学习对核治理有何影响，人们所知甚少。关于影响社会学习的情境因素知之甚少。推进有关核治理，协商参与和社会学习的文献，本文提出了一个以学习为导向的框架，以评估核治理背景下的协商参与的结果。我们将此框架应用于2012年在日本进行的全国能源商议调查（DP）的案例研究中。我们严格审查了在先前存在的政府，行业和社会关系的影响下，社会学习的程度和方式。一个关键的背景因素。该研究主要基于对涉及285名公民的为期两天的审议而对转录材料进行的定性分析，该研究有三个主要发现。首先，参与发展计划的公民能够通过发展计划过​​程中的审议过程获得社会学习的所有三个顺序。其次，提供多种信息来源，获得不同的观点，大量对话过程的可用性被确定为有助于提高学习水平的因素。第三，“核铁三角”（一个亲核联盟）似乎限制了日本在更广泛的核政治社会政治体系中的社会学习影响。