Datum
2023-06-30Autor
Mäkinen-Rostedt, KatriHakkarainen, ViolaEriksson, MaxAndrade, RileyHorcea-Milcu, Andra-IoanaAnderson, Christopher B.van Riper, Carena J.Raymond, Christopher MarkSchlagwort
100 Philosophie LernenReflexivitätIntergovernmental Science-Policy Platform on Biodiversity and Ecosystem ServicesTransdisziplinaritätInterdisziplinaritätMetadata
Zur Langanzeige
Aufsatz
Engaging diverse experts in the global science-policy interface: Learning experiences from the process of the IPBES Values Assessment
Zusammenfassung
This longitudinal study explores evidence of learning and reflexivity among experts involved in the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) Values Assessment from 2018 to 2022. As part of an online survey administered at yearly intervals, experts self-reported their views on: i) the aims they attributed to the Values Assessment, ii) their epistemic worldviews, iii) the definition of the multiple values of nature, and iv) their personal learning experiences in the assessment process. The represented epistemic worldviews corresponded to Constructivist, Transformative, Pragmatist, and Post-positivist. Across the three surveys, 59% of the respondents shifted their epistemic worldviews. However, these same experts did not change their core perspectives regarding the motivation behind the Values Assessment. At the same time, experts holding a Post-positivist worldview came to express more engagement-inclined themes and openness to dialogue with diverse knowledge systems. While enhanced reflexivity stimulated overall learning, cutting across all learning dimensions, it was itself a multilayered learning outcome. This study illustrates how diverse experts critically reflected and changed their own underlying assumptions during the inter- and transdisciplinary process of the Values Assessment. It further reveals that learning experiences in the Values Assessment were embedded in epistemic worldviews and connected to cognitive, relational, and transformative dimensions of learning. Our findings have broader implications for the design of inclusive and reflexive learning processes in future work of organisations aiming to facilitate inter- and transdisciplinary practices at the science-policy interface.
Zitierform
In: Environmental Science and Policy Volume 147 (2023-06-30) , S. 215–227 ; eissn:1873-6416Zitieren
@article{doi:10.17170/kobra-2024061410353,
author={Mäkinen-Rostedt, Katri and Hakkarainen, Viola and Eriksson, Max and Andrade, Riley and Horcea-Milcu, Andra-Ioana and Anderson, Christopher B. and van Riper, Carena J. and Raymond, Christopher Mark},
title={Engaging diverse experts in the global science-policy interface: Learning experiences from the process of the IPBES Values Assessment},
journal={Environmental Science and Policy},
year={2023}
}
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2024-06-14T13:10:50Z 2024-06-14T13:10:50Z 2023-06-30 doi:10.17170/kobra-2024061410353 http://hdl.handle.net/123456789/15851 eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ Learning Reflexivity IPBES Interdisciplinarity Transdisciplinarity 100 Engaging diverse experts in the global science-policy interface: Learning experiences from the process of the IPBES Values Assessment Aufsatz This longitudinal study explores evidence of learning and reflexivity among experts involved in the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) Values Assessment from 2018 to 2022. As part of an online survey administered at yearly intervals, experts self-reported their views on: i) the aims they attributed to the Values Assessment, ii) their epistemic worldviews, iii) the definition of the multiple values of nature, and iv) their personal learning experiences in the assessment process. The represented epistemic worldviews corresponded to Constructivist, Transformative, Pragmatist, and Post-positivist. Across the three surveys, 59% of the respondents shifted their epistemic worldviews. However, these same experts did not change their core perspectives regarding the motivation behind the Values Assessment. At the same time, experts holding a Post-positivist worldview came to express more engagement-inclined themes and openness to dialogue with diverse knowledge systems. While enhanced reflexivity stimulated overall learning, cutting across all learning dimensions, it was itself a multilayered learning outcome. This study illustrates how diverse experts critically reflected and changed their own underlying assumptions during the inter- and transdisciplinary process of the Values Assessment. It further reveals that learning experiences in the Values Assessment were embedded in epistemic worldviews and connected to cognitive, relational, and transformative dimensions of learning. Our findings have broader implications for the design of inclusive and reflexive learning processes in future work of organisations aiming to facilitate inter- and transdisciplinary practices at the science-policy interface. open access Mäkinen-Rostedt, Katri Hakkarainen, Viola Eriksson, Max Andrade, Riley Horcea-Milcu, Andra-Ioana Anderson, Christopher B. van Riper, Carena J. Raymond, Christopher Mark doi:10.1016/j.envsci.2023.06.010 Lernen Reflexivität Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services Transdisziplinarität Interdisziplinarität publishedVersion eissn:1873-6416 Environmental Science and Policy 215–227 Volume 147 false
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