Anticipatory Learning for Climate Change Adaptation and Resilience
By P. Tschakert, Katie Dietrich. 2010
531 citations recorded by the source corpus.
This paper is a methodological contribution to emerging debates on the role of learning, particularly forward-looking (anticipatory) learning, as a key element for adaptation and resilience in the context of climate change. First, we describe two major challenges: understanding adaptation as a process and recognizing the inadequacy of existing learning tools, with a specific focus on high poverty contexts and complex livelihood-vulnerability risks. Then, the article examines learning processes from a dynamic systems perspective, comparing theoretical aspects and conceptual advances in resilience thinking and action research/learning (AR/AL). Particular attention is paid to learning loops (cycles), critical reflection, spaces for learning, and power. Finally, we outline a methodological framework to facilitate iterative learning processes and adaptive decision making in practice. We stress memory, monitoring of key drivers of change, scenario planning, and measuring anticipatory capacity as crucial ingredients. Our aim is to identify opportunities and obstacles for forward-looking learning processes at the intersection of climatic uncertainty and development challenges in Africa, with the overarching objective to enhance adaptation and resilient livelihood pathways, rather than learning by shock.
Subfields: Ecology, Evolution, Behavior and Systematics, Global and Planetary Change, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/b64fcf6fdf0cb80befaa37527fb4593ec892d871
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In Ecology, Evolution, Behavior and Systematics
In Global and Planetary Change
In Management Science and Operations Research
Citations in the corpus
- Ten essentials for action-oriented and second order energy transitions, transformations and climate change research (2018, background): “Engaging in second-order transformation research requires those involved to be reflexive (Table 1) [13,30,145,146].”
- Making seed systems more resilient to stress (2013, unknown): “learning as a process (Tschakert and Dietrich, 2010).”
- Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability (2017, background): “Advanced continuous learning entails the ability of sustainability professionals to reflect on beliefs, worldviews, and values and how they shape problem framing, solution development, and current practices [48].”
- How to emerge stronger: Antecedents and consequences of organizational resilience (2019, background): “In turbulent and critical times, experimenting with new conditions is essential as is innovation capability and adaptation in order to embrace complex risks and uncertainties (Tschakert & Dietrich, 2010).”
- Cognitive and institutional influences on farmers’ adaptive capacity: insights into barriers and opportunities for transformative change in central Arizona (2016, background): “…resilience, for example, has emphasized individual and social characteristics such as capacities for experimentation, risk-taking and learning as determinants of abilities to respond to conditions of high uncertainty and high risk (see, e.g., Tschakert and Dietrich 2010; Brown and Westaway 2011).”