Marc Craps

Bio: Marc Craps is an academic researcher from Katholieke Universiteit Leuven. The author has contributed to research in topics: Social learning & Natural resource management. The author has an hindex of 11, co-authored 50 publications receiving 2205 citations. Previous affiliations of Marc Craps include Hogeschool-Universiteit Brussel & University of Cuenca.

Social Learning and Water Resources Management

Abstract: Natural resources management in general, and water resources management in particular, are currently undergoing a major paradigm shift. Management practices have largely been developed and implemented by experts using technical means based on designing systems that can be predicted and controlled. In recent years, stakeholder involvement has gained increasing importance. Collaborative governance is considered to be more appropriate for integrated and adaptive management regimes needed to cope with the complexity of social-ecological systems. The paper presents a concept for social learning and collaborative governance developed in the European project HarmoniCOP (Harmonizing COllaborative Planning). The concept is rooted in the more interpretive strands of the social sciences emphasizing the context dependence of knowledge. The role of frames and boundary management in processes of learning at different levels and time scales is investigated. The foundation of social learning as investigated in the HarmoniCOP project is multiparty collaboration processes that are perceived to be the nuclei of learning processes. Such processes take place in networks or “communities of practice” and are influenced by the governance structure in which they are embedded. Requirements for social learning include institutional settings that guarantee some degree of stability and certainty without being rigid and inflexible. Our analyses, which are based on conceptual considerations and empirical insights, suggest that the development of such institutional settings involves continued processes of social learning. In these processes, stakeholders at different scales are connected in flexible networks that allow them to develop the capacity and trust they need to collaborate in a wide range of formal and informal relationships ranging from formal legal structures and contracts to informal, voluntary agreements.

How issues get framed and reframed when different communities meet: a multi-level analysis of a collaborative soil conservation initiative in the Ecuadorian Andes

Abstract: Drawing on qualitative data from a longitudinal case study of a collaborative soil conservation initiative in southern Ecuador, we study how multiple actors, including university experts, development organizations and local communities, make sense of the issues from different perspectives through the process of issue framing. Starting from an analysis of the actors’ usual issue frames, we point out their differences in selecting aspects, connecting them and drawing boundaries around the issues. Bringing in the time dimension leads us to consider how changing patterns of actor involvement and evolving frame configurations mutually influence each other. In a third step, we zoom in on the here-and-now level of ongoing interaction using discourse analysis, outlining an interactive, communicative and discursive approach to dealing with differences in issue framing. We identify various ways of dealing with these differences and argue that approaching them constructively by tuning the different frames into a mutually acceptable configuration is an important challenge for any attempt at integrated management of natural resources. Copyright # 2004 John Wiley & Sons, Ltd.

Social learning: the key to integrated water resources management?

Abstract: This article discusses social learning as a means to implement integrated water resources management (IWRM). Implementing IWRM requires cooperation between policy sectors, countries, government bodies, the civic sector and scientific disciplines. The social learning approach suggests several ingredients for such cooperation. First, water managers and the other stakeholders need to realize their dependence on each other. Second, they need to start interacting, share their problem perceptions and develop different potential solutions. This requires the development of mutual trust, recognition of diversity and critical self-reflection. Finally, the stakeholders need to make joint decisions and arrangements for implementation. Often, an external facilitator can be helpful. The social learning approach to IWRM has several implications for the IWRM ToolBox of the GWP. Social learning is not a magic solution for all problems, but there is sufficient evidence that it can work.

A conceptual framework for analysing adaptive capacity and multi-level learning processes in resource governance regimes

Abstract: Governance failures are at the origin of many resource management problems. In particular climate change and the concomitant increase of extreme weather events has exposed the inability of current governance regimes to deal with present and future challenges. Still our knowledge about resource governance regimes and how they change is quite limited. This paper develops a conceptual framework addressing the dynamics and adaptive capacity of resource governance regimes as multi-level learning processes. The influence of formal and informal institutions, the role of state and non-state actors, the nature of multi-level interactions and the relative importance of bureaucratic hierarchies, markets and networks are identified as major structural characteristics of governance regimes. Change is conceptualized as social and societal learning that proceeds in a stepwise fashion moving from single to double to triple loop learning. Informal networks are considered to play a crucial role in such learning processes. The framework supports flexible and context sensitive analysis without being case study specific. First empirical evidence from water governance supports the assumptions made on the dynamics of governance regimes and the usefulness of the chosen approach. More complex and diverse governance regimes have a higher adaptive capacity. However, it is still an open question how to overcome the state of single-loop learning that seem to characterize many attempts to adapt to climate change. Only further development and application of shared conceptual frameworks taking into account the real complexity of governance regimes can generate the knowledge base needed to advance current understanding to a state that allows giving meaningful policy advice.

The Idea of a Social Science and its Relation to Philosophy.

Abstract: Preface to the Second Edition Part 1: Philosophical Bearings 1. Aims and Strategy 2. The Underlabourer Conception of Philosophy 3. Philosophy and Science 4. The Philosopher's Concern with Language 5. Conceptual and Empirical Enquiries 6. The Pivotal Role of Epistemology in Philosophy 7. Epistemology and the Understanding of Society 8. Rules: Wittgenstein's Analysis 9. Some Misunderstandings of Wittgenstein Part 2: The Nature of Meaningful Behaviour 1. Philosophy and Sociology 2. Meaningful Behaviour 3. Activities and Precepts 4. Rules and Habits 5. Reflectiveness Part 3: The Social Studies as Science 1. J.S. Mill's 'Logic of the Moral Sciences' 2. Differences in Degree and Differences in Kind 3. Motives and Causes 4. Motives, Dispositions and Reasons 5. The Investigation of Regularities 6. Understanding Social Institutions 7. Prediction in the Social Studies Part 4: The Mind and Society 1. Pareto: Logical and Non-Logical Conduct 2. Pareto: Residues and Derivations 3. Max Weber: Verstehen and Causal Explanation 4. Max Weber: Meaningful Action and Social Action Part 5: Concepts and Actions 1. The Internality of Social Relations 2. Discursive and Non-Discursive 'Ideas' 3. The Social Sciences and History 4. Concluding Remark

What is social learning

Abstract: 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 in Ecology & 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.