Adaptive collaborative management of community forests in Asia ...
Adaptive collaborative management of community forests in Asia ...
Adaptive collaborative management of community forests in Asia ...
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Chapter 2: <strong>Adaptive</strong> Collaborative Management: A Conceptual Model • 37<br />
draws from Lew<strong>in</strong>, Dewey and Piaget and l<strong>in</strong>ks to Freire—<strong>of</strong>fers <strong>in</strong>sights <strong>in</strong>to<br />
a cycle <strong>of</strong> experiential learn<strong>in</strong>g that is generally applicable to <strong>in</strong>dividuals.<br />
He suggests a four-stage model <strong>of</strong> learn<strong>in</strong>g: ‘concrete experience’ forms<br />
the basis for ‘reflective observation’, which is transformed <strong>in</strong>to ‘abstract<br />
concepts’ that generate ideas for ‘active experimentation’, which <strong>in</strong><br />
turn creates new experiences (Kolb et al. 2000). Kolb’s work (1984) also<br />
correlates learn<strong>in</strong>g style preferences with this learn<strong>in</strong>g cycle. The strong<br />
connection between the action-reflection-action spiral <strong>of</strong> the social change<br />
group and the experiential learn<strong>in</strong>g cycle <strong>in</strong>dicates that learn<strong>in</strong>g-based and<br />
change-oriented processes need to be centred on such cyclical processes.<br />
An adaptive <strong>collaborative</strong> <strong>management</strong> approach <strong>in</strong> action is built around<br />
such processes, with <strong>collaborative</strong> monitor<strong>in</strong>g (phase 1) be<strong>in</strong>g both the<br />
‘home’ and the ‘eng<strong>in</strong>e’ <strong>of</strong> the process. The nature <strong>of</strong> this learn<strong>in</strong>g is that<br />
it is rout<strong>in</strong>ised (rather than one-<strong>of</strong>f), and applied, with the learner-actors<br />
com<strong>in</strong>g together repeatedly to reflect, <strong>in</strong>ternalise and <strong>in</strong>novate.<br />
Thus far, we have explored the question <strong>of</strong> who is learn<strong>in</strong>g and how.<br />
F<strong>in</strong>ally, we briefly explore the question <strong>of</strong> what is be<strong>in</strong>g learned (and what<br />
is the subject for <strong>in</strong>novation). Guijt (2007) suggests that to be effective,<br />
learn<strong>in</strong>g <strong>in</strong> natural resource <strong>management</strong> needs to take place <strong>in</strong> three<br />
ways: us<strong>in</strong>g <strong>in</strong>formation to improve next steps <strong>in</strong> <strong>management</strong> through<br />
cont<strong>in</strong>ual practical improvements (s<strong>in</strong>gle-loop learn<strong>in</strong>g), mak<strong>in</strong>g strategic<br />
adjustments and changes (double-loop learn<strong>in</strong>g), and improv<strong>in</strong>g the<br />
learn<strong>in</strong>g processes themselves (triple-loop learn<strong>in</strong>g). Simply chang<strong>in</strong>g an<br />
action as a result <strong>of</strong> reflective experience—for example, mak<strong>in</strong>g a technical<br />
improvement <strong>in</strong> seedl<strong>in</strong>g plant<strong>in</strong>g techniques—would constitute s<strong>in</strong>gleloop<br />
learn<strong>in</strong>g. Chang<strong>in</strong>g the way a resource is managed—for example,<br />
adjust<strong>in</strong>g overall harvest<strong>in</strong>g levels and practices for nontimber forest<br />
products—would constitute double-loop learn<strong>in</strong>g. Learn<strong>in</strong>g about how<br />
to learn more effectively as a part <strong>of</strong> the <strong>management</strong> process—as when<br />
actors meet regularly to reflect on their own governance, learn<strong>in</strong>g, and<br />
<strong>collaborative</strong> monitor<strong>in</strong>g processes and then implement improvements<br />
based on their reflections—would be triple-loop learn<strong>in</strong>g.<br />
The ACM approach encourages triple-loop learn<strong>in</strong>g and assumes that<br />
lower-order forms <strong>of</strong> learn<strong>in</strong>g, follow<strong>in</strong>g hierarchy theory, will benefit as<br />
a result. Maarleveld (personal communication, 27 August 2002) warns<br />
aga<strong>in</strong>st overemphasis<strong>in</strong>g the higher-order learn<strong>in</strong>g loop because all three<br />
k<strong>in</strong>ds <strong>of</strong> learn<strong>in</strong>g are important. She suggests that a bias for s<strong>in</strong>gle-loop<br />
learn<strong>in</strong>g may lead to a ‘technical fix’—that is, treat<strong>in</strong>g the symptoms but<br />
not the root <strong>of</strong> the problem; a bias for double- or triple-loop learn<strong>in</strong>g may