ABSTRACT

Environmental governance is characterized by complex dynamic issues where new knowledge is constantly emerging that can shape how we understand the system and what kinds of policies and strategies are most effective. As a result, targeted mechanisms to acquire, translate, and disseminate knowledge into new policies are critical for adaptive environmental governance. The scholarship on learning in environmental governance has exploded in the past two decades leading to new empirical and theoretical insights. However, lacking from this literature is an examination of how these insights can inform practice. Here we explore evidence from the scholarship studying learning in environmental governance that can inform practitioners who engage in and manage environmental planning and decision-making processes. Three key factors are drawn from the scholarship that may foster learning: face-to-face dialog that is open and ongoing; cross-scale linkages; and investments in institutional rules, norms, and shared strategies for intentional learning. We translate these findings into strategies for environmental governance practitioners and explore how to mitigate some of the factors that constrain learning across many governance contexts.

摘要

环境治理的特征是复杂的动态问题，不断涌现的新知识可以影响我们对系统的理解方式以及最有效的政策和策略。结果，有针对性的机制将知识获取，翻译和传播为新政策，对于适应性环境治理至关重要。在过去的二十年中，有关环境治理学习的奖学金激增，从而产生了新的经验和理论见解。但是，缺乏这些文献是对这些见解如何为实践提供指导的研究。在这里，我们探索来自奖学金的研究成果，以研究环境治理方面的知识，这些知识可以为从事和管理环境规划与决策过程的从业人员提供信息。来自奖学金的三个关键因素可以促进学习：开放和持续的面对面对话；以及 跨尺度联系；以及对机构规则，规范和共同学习策略的投资。我们将这些发现转化为环境治理从业者的策略，并探索如何减轻在许多治理环境中限制学习的一些因素。