This dissertation builds on work that has applied complex systems thinking to socio-ecological systems as well as on research that explores critical and reflective approaches to planning. A broad, interdisciplinary literature review was undertaken to explore the implications of complex and critical systems thinking and critical social epistemology for environmental management, planning and policy research, governance and social learning. Building on the insights from this review, one of the key contributions of this research is a conceptual framework that explicitly integrates knowledge and learning into an understanding of socio-ecological systems. It is argued that in the highly complex and uncertain realm of environmental policy, planning and governance, we should begin to discuss such systems as socio-ecological-epistemological (SEE) systems. This research addresses the complexity, uncertainty, high decision stakes, power relations and a plurality of knowledge involved in the process of social learning in environmental planning and governance.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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