Institutionalising social learning: Towards systemic and adaptive governance. Issue 53 (November 2015)

• Record Type: Journal Article
• Authors: Ison, Raymond L.; Collins, Kevin B.; Wallis, Philip J.
• Is Part Of: Environmental science & policy. Issue 53:Part B(2015:Nov.)
• Page Start: 105
• Page End: 117
• Publication Date: 2015-11
• Subjects: Wicked problems -- Messes -- Systemic inquiry -- Climate change adaptation -- Social learning -- Systems approaches; Environmental policy -- Periodicals; Environmental sciences -- Periodicals; Environnement -- Politique gouvernementale -- Périodiques; Sciences de l'environnement -- Périodiques; Environmental policy; Environmental sciences; Periodicals; Electronic journals; 363.70561
• DOI: 10.1016/j.envsci.2014.11.002
• Languages: English
• ISSNs: 1462-9011

Abstract

Highlights: Explores the implications of the neologisms 'wicked' and 'tame' problems for research and policy. Innovatively explores systemic implications of inventing neologisms and making framing choices. Reprises the elements of a second-generation systems approach for 'tackling' wicked problems. Concludes that failure to institutionalize 'wicked-problem' framings is a failure of governance innovation. Abstract: This paper critically examines how public policy makers limit policy and other institutional design choices by a failure to appreciate (i) how situations may be characterised or framed; (ii) how practices that generate neologisms (invented terms or concepts) or reify (make into a thing) abstract concepts can displace understandings, and (iii) the epistemological bases of governance mechanism choices. An inquiry into the coining of the neologisms 'wicked' and 'tame' problems is reported and the implications for research and policy practice explored. As practices, neologising, reifying, categorising and typologising have unintended consequences – they remove us from the primary experiences and underlying emotions that provided the motivation for formulating these concepts in the first place. The failure to institutionalise the understandings and experiences that sit behind the invention of the terms 'wicked' and 'tame' problems (or similar framing choices such as 'problematique', 'messes', 'lowland real-life swamps', 'resource dilemmas' or 'complex adaptive systems') present systemic constraints to institutionalising social learning as an alternative yet complementary governance mechanism within an overall systemic and adaptive governance framework. Ultimately situations usefully framed as 'wicked', ' such as water managing and climate change are problems of relationship – of human beings with the biosphere. Re-framings, such as institutions as social technologies and other research and praxis traditions concerned with the breakdown of relationships may offer ways forward in the purposeful designing and crafting of more effective institutions.