Learning more effectively from experience
By I. Fazey, J. Fazey, D. Fazey. 2005
256 citations recorded by the source corpus.
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.
Subfields: Experimental and Cognitive Psychology, Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/c7daa391c1a42eb6228f76e9fe3d93700620c451
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In Experimental and Cognitive Psychology
In Organizational Behavior and Human Resource Management
Citations in the corpus
- What is social learning (2010, background): “…i.e., learning that challenges the values, norms, and higher order thinking processes that underpin assumptions and actions (Argyris and Schön 1978, Fazey et al. 2005, Keen et al. 2005a, Keen and Mahanty 2006, Fazey 2010; A. C. Evely, M. Pinard, I. Fazey, and M. S. Reed, unpublished manuscript).”
- Ecosystem services and the idea of shared values (2016, background): “Changes in values are most likely to occur where people re-evaluate the assumptions that underlie their positions, leading to changes in attitudes that may in some cases lead to a shift in their values in relation to the environment (Fazey et al., 2005; Keen and Mahanty, 2006; Reed et al., 2010).”
- Stakeholder mapping for the governance of biosecurity: a literature review (2015, background): “Learning is essential to gain knowledge rather than simply to have access to information (Fazey et al. 2005).”
- Integrating deliberative monetary valuation, systems modelling and participatory mapping to assess shared values of ecosystem services (2016, background): “However, lessons from the literature on participation and education can be drawn that effective learning may require more active approaches (Daniels and Walker, 1996; Fazey et al., 2005; 2007; McCrum et al., 2009; Pretty et al., 1995).”
- How does the context and design of participatory decision making processes affect their outcomes? Evidence from sustainable land management in global drylands (2014, background): “This can foster changes in attitudes that shift their positions so that they are more in line with their values in relation to the environment (Argyris and Schön 1978, Fazey et al. 2005, Keen and Mahanty 2006, Kenter et al. 2014).”
- Adaptive capacity and learning to learn as leverage for social–ecological resilience (2007, background): “2000), and across a range of physical, social, and intellectual skills (Figure 3), including the ability of conservation managers to learn about and manage complex dynamic ecosystems (Fazey et al. 2005).”
- The Deliberative Value Formation model (2016, methodology): “…and can be seen as similar to higher order aspects of cognition which change through double or triple loop type learning mechanisms that involve fundamental changes to people's underlying assumptions, metaphors, and mental models (Fazey et al., 2005; Keen and Mahanty, 2006; Reed et al., 2010).”