When designers of activities concerned with the dissemination of research findings pursue their practice all too often, the linear model is implicitly or explicitly the default position. This paper uses the lens of praxis (theory-informed practical action) to offer a shift in possibility away from reliance on the linear model of innovation to a second-order modality of research practice more suited to sustainable development goal (SDG) implementation. Whilst second-order modalities of knowledge production, necessary to enact sustainability transitions and transformative praxis, are emerging many lack purposefully designed modes of praxis and are limited in their considerations regarding enactment and performativity. We report on the testing and evaluation of a purpose-driven design of a ‘learning system’ within the Australian urban-water sector to enact a ‘systemic inquiry’ capable of generating social learning. Changes in understanding and/or practices by those who participated were achieved, thus satisfying key criteria for initiating but not necessarily sustaining social learning. The praxis innovation described is suited to situations best framed as uncertain, complex and contested. The positive outcomes of the enacted ‘learning system’ support the case for more investment in action-oriented research to support innovation in the field of second-order systems praxis.

中文翻译：

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设计探究式学习系统：创新研究实践以转变科学-政策-实践关系以促进可持续发展

当与研究成果传播有关的活动设计者过于频繁地追求他们的实践时，线性模型隐含或明确地成为默认位置。本文使用实践的视角（以理论为依据的实际行动）提供了一种可能性，从依赖创新的线性模型转向更适合可持续发展目标 (SDG) 实施的二阶研究实践模式。虽然实施可持续性转型和变革性实践所必需的知识生产的二阶模式正在出现，但许多缺乏专门设计的实践模式，并且在对制定和表演性的考虑方面受到限制。我们报告了澳大利亚城市水务部门内“学习系统”的目的驱动设计的测试和评估，以制定能够产生社会学习的“系统调查”。参与者的理解和/或实践发生了变化，从而满足了开始但不一定是维持社会学习的关键标准。所描述的实践创新适用于最好被定义为不确定、复杂和有争议的情况。颁布的“学习系统”的积极成果支持更多投资于面向行动的研究，以支持二阶系统实践领域的创新。从而满足开始但不一定是维持社会学习的关键标准。所描述的实践创新适用于最好被定义为不确定、复杂和有争议的情况。颁布的“学习系统”的积极成果支持更多投资于面向行动的研究，以支持二阶系统实践领域的创新。从而满足开始但不一定是维持社会学习的关键标准。所描述的实践创新适用于最好被定义为不确定、复杂和有争议的情况。颁布的“学习系统”的积极成果支持更多投资于面向行动的研究，以支持二阶系统实践领域的创新。