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Social capital is considered important for resilience across social levels, including communities, yet insights are scattered across disciplines. This meta-synthesis of 187 studies examines conceptual and empirical understandings of how social capital relates to resilience, identifying implications for community resilience and climate change practice. Different conceptualisations are highlighted, yet also limited focus on underlying dimensions of social capital and proactive types of resilience for engaging with the complex climate change challenge. Empirical insights show that structural and socio-cultural aspects of social capital, multiple other factors and formal actors are all important for shaping the role of social capital for guiding resilience outcomes. Thus, finding ways to work with these different elements is important. Greater attention on how and why outcomes emerge, interactions between factors, approaches of formal actors and different socio-cultural dimensions will advance understandings about how to nurture social capital for resilience in the context of climate change.

Global environmental change requires responses that involve marked or qualitative changes in individuals, institutions, societies, and cultures. Yet, while there has been considerable effort to develop theory about such processes, there has been limited research on practices for facilitating transformative change. We present a novel pathways approach called Three Horizons that helps participants work with complex and intractable problems and uncertain futures. The approach is important for helping groups work with uncertainty while also generating agency in ways not always addressed by existing futures approaches. We explain how the approach uses a simple framework for structured and guided dialogue around different patterns of change by using examples. We then discuss some of the key characteristics of the practice that facilitators and participants have found to be useful. This includes (1) providing a simple structure for working with complexity, (2) helping develop future consciousness (an awareness of the future potential in the present moment), (3) helping distinguish between incremental and transformative change, (4) making explicit the processes of power and patterns of renewal, (5) enabling the exploration of how to manage transitions, and (6) providing a framework for dialogue among actors with different mindsets. The complementarity of Three Horizons to other approaches (e.g., scenario planning, dilemma thinking) is then discussed. Overall, we highlight that there is a need for much greater attention to researching practices of transformation in ways that bridge different kinds of knowledge, including episteme and phronesis. Achieving this will itself require changes to contemporary systems of knowledge production. The practice of Three Horizons could be a useful way to explore how such transformations in knowledge production and use could be achieved.

To appreciate, understand, and tackle chronic global social and environmental problems, greater appreciation of the importance of higher order thinking is required. Such thinking includes personal epistemological beliefs (PEBs), i.e., the beliefs people hold about the nature of knowledge and how something is known. These beliefs have profound implications for the way individuals relate to each other and the world, such as how people understand complex social-ecological systems. Resilience thinking is an approach to environmental stewardship that includes a number of interrelated concepts and has strong foundations in systemic ways of thinking. This paper (1) summarizes a review of educational psychology literature on PEBs, (2) explains why resilience thinking has potential to facilitate development of more sophisticated PEBs, (3) describes an example of a module designed to teach resilience thinking to undergraduate students in ways conducive to influencing PEBs, and (4) discusses a pilot study that evaluates the module's impact. Theoretical and preliminary evidence from the pilot evaluation suggests that resilience thinking which is underpinned by systems thinking has considerable potential to influence the development of more sophisticated PEBs. To be effective, however, careful consideration of how resilience thinking is taught is required. Finding ways to encourage students to take greater responsibility for their own learning and ensuring close alignment between assessment and desired learning outcomes are particularly important.

Social learning is increasingly becoming a normative goal in natural resource management and policy. However, there remains little consensus over its meaning or theoretical basis. There are still considerable differences in understanding of the concept in the literature, including a number of articles published inEcology & Society. Social learning is often conflated with other concepts such as participation and proenvironmental behavior, and there is often little distinction made between individual and wider social learning. Many unsubstantiated claims for social learning exist, and there is frequently confusion between the concept itself and its potential outcomes. This lack of conceptual clarity has limited our capacity to assess whether social learning has occurred, and if so, what kind of learning has taken place, to what extent, between whom, when, and how. This response attempts to provide greater clarity on the conceptual basis for social learning. We argue that to be considered social learning, a process must: (1) demonstrate that a change in understanding has taken place in the individuals involved; (2) demonstrate that this change goes beyond the individual and becomes situated within wider social units or communities of practice; and (3) occur through social interactions and processes between actors within a social network. A clearer picture of what we mean by social learning could enhance our ability to critically evaluate outcomes and better understand the processes through which social learning occurs. In this way, it may be possible to better facilitate the desired outcomes of social learning processes.

Trade-offs are manifestations of the complex dynamics in interdependent social-ecological systems. Addressing trade-offs involves challenges of perception due to the dynamics of interdependence. We outline the challenges associated with addressing trade-offs and analyze knowledge coproduction as a practice that may contribute to tackling trade-offs in social-ecological systems. We discuss this through a case study in coastal Kenya in which an iterative knowledge coproduction process was facilitated to reveal social-ecological trade-offs in the face of ecological and socioeconomic change. Representatives of communities, government, and NGOs attended two integrative workshops in which methods derived from systems thinking, dialogue, participatory modeling, and scenarios were applied to encourage participants to engage and evaluate trade-offs. Based on process observation and interviews with participants and scientists, our analysis suggests that this process lead to increased appreciation of interdependences and the way in which trade-offs emerge from complex dynamics of interdependent factors. The process seemed to provoke a reflection of knowledge assumptions and narratives, and management goals for the social-ecological system. We also discuss how stakeholders link these insights to their practices.

Many traditional cultural landscapes evolved as coupled social-ecological systems. It is important to understand how such systems navigate novel challenges posed by globalization. To address this issue, we bring together two components of a pilot study carried out in a cultural landscape from Central Romania. The region was affected by major social and economic perturbations in the past century, affecting ethnic composition, community cohesion, land property regimes, and the management of common resources. The first component of our study investigated how rural inhabitants appreciated ecosystem services through questionnaires with 98 people in 30 villages. The second component aimed to assess the perception of people about ongoing changes in their communities through semistructured interviews with 50 people in 5 villages. Rural inhabitants particularly valued provisioning ecosystem services such as firewood, water, and crops, but also healthy soils. Rural communities were characterized by a number of social and economic issues, especially individualism, lack of trust, corruption, and poverty. People from communities with many initiatives, e.g., NGOs, associations, and active individuals, were more optimistic regarding the future of their communities than people from villages with few or no initiatives. A major challenge for cultural landscapes such as those in Central Romania is to find new, meaningful ways to keep the social and ecological systems connected. Otherwise there is a risk that (short-term) socioeconomic interests may impair the provisioning of important ecosystem services.

Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual’s ability to deal flexibly with new situations) is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1) vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2) become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of “good thinking.” Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e.g., the disposition to be adventurous) and those that reduce the likelihood of making erroneous interpretations (e.g., the disposition to be intellectually careful). An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia) is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity.

There is increasing emphasis on the need for effective ways of sharing knowledge to enhance environmental management and sustainability. Knowledge exchange (KE) are processes that generate, share and/or use knowledge through various methods appropriate to the context, purpose, and participants involved. KE includes concepts such as sharing, generation, coproduction, comanagement, and brokerage of knowledge. This paper elicits the expert knowledge of academics involved in research and practice of KE from different disciplines and backgrounds to review research themes, identify gaps and questions, and develop a research agenda for furthering understanding about KE. Results include 80 research questions prefaced by a review of research themes. Key conclusions are: (1) there is a diverse range of questions relating to KE that require attention; (2) there is a particular need for research on understanding the process of KE and how KE can be evaluated; and (3) given the strong interdependency of research questions, an integrated approach to understanding KE is required. To improve understanding of KE, action research methodologies and embedding evaluation as a normal part of KE research and practice need to be encouraged. This will foster more adaptive approaches to learning about KE and enhance effectiveness of environmental management.

Sustainability demands changes in human behavior. To this end, priority areas include reforming formal institutions, strengthening the institutions of civil society, improving citizen engagement, curbing consumption and population growth, addressing social justice issues, and reflecting on value and belief systems. We review existing knowledge across these areas and conclude that the global sustainability deficit is not primarily the result of a lack of academic knowledge. Rather, unsustainable behaviors result from a vicious cycle, where traditional market and state institutions reinforce disincentives for more sustainable behaviors while, at the same time, the institutions of civil society lack momentum to effectively promote fundamental reforms of those institutions. Achieving more sustainable behaviors requires this cycle to be broken. We call on readers to contribute to social change through involvement in initiatives like the Ecological Society of America's Earth Stewardship Initiative or the nascent Millennium Alliance for Humanity & the Biosphere.

Tropical peatlands occupy at least 440,000 km 2 and are estimated to store around 100 megatons of carbon, but are exposed to risks from both current and anticipated future changes in climate. Integrating knowledge from diverse sources using methods that can manage complexity is vital in order to identify transformational governance options for managing climate risks in these multifunctional social-ecological systems. This paper breaks new ground by applying the Three Horizons method to the governance of tropical peatlands. It evaluates the capacity for this method to generate transformative options that address conceptual and existential risks, as well as visible climate risks, whilst integrating research evidence with local knowledge. The paper focuses on countries that collectively represent the majority of global tropical peatland area and emissions, combining evidence from the literature with in-country expertise through Three Horizons workshops in Peru, Democratic Republic of Congo and Republic of Congo, and additional business-to-business engagement in Indonesia. The paper identifies a number of pathways that could transform the resilience of habitats and populations dependent on tropical peatlands, with community empowerment and payments for ecosystem services emerging as key themes across all four countries. Drawing on these findings, recommendations are made for managing climate risks through tropical peatland conservation, restoration and sustainable management. Application of the Three Horizons method demonstrates the critical role of integrating multiple knowledge sources to structure dialogues that can create credible and socially acceptable policy options for managing complex social-ecological systems.