‘Social learning towards sustainability: problematic, perspectives and promise’ is the title of a special issue of NJAS which I co-edited with my (former) colleagues Romina Rodela and PJ Beers. The abstract of the introductory paper with the same title reads as follows:
A common thread throughout this special issue is that sustainability is not a destiny one can eventually reach, but rather a continuous learning path towards transformation that should be profound (e.g. affecting moral standards and value systems), transversal (e.g. requiring the involvement of individuals, groups and collectives) and counter-hegemonic (e.g. requiring the exposure and questioning of stubborn routines). From such a vantage point debates about sustainability likely require transdisciplinary to transcend a singular disciplinary view-point and to allow for the consideration of different perspectives and types of knowledge. The aim of this special issue is to assess the added-value of a social learning perspective on research and action from at least three different ‘disciplinary’ perspectives: systems innovation, natural resource management, and environmental education. Each of these offers a particular perspective on learning, on change processes and evolving understandings of sustainable practices.
The proofs of this introductory paper with the following citation: Wals, A.E.J. and R. Rodela (2014). Social learning towards sustainability: Problematic, perspectives and promise. NJAS. 69, June, pp. 1-3 can be found here: WalsRodelaIntroNJAS.
The table of contents of the Special Issue can be seen below: