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Climate change governance: history, future, and triple‐loop learning?

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  • Joyeeta Gupta

Abstract

The international climate change regime started out very constructively, but although there has been progress over the last 25 years, this progress falls short of what is needed to address the climate change problem. This paper presents the regime evolution in terms of the concept of single‐, double‐, and triple‐loop learning, and its relationship with participatory processes and trust, emphasizing the more recent developments and prospects for the future. It argues that in the first stage of the regime, the problem was seen as structured (high scientific and normative consensus), defined as a technological problem and the focus was on improving the routines within the climate change negotiations. In the second stage, the problem was seen as moderately structured (with creeping doubts about the science and norms needed to deal with the problem) and defined as a political problem requiring double‐loop learning that questioned the underlying assumptions. In the third stage, the problem is seen as unstructured (where climate skeptics help shape political discourses on climate science and there is breakdown in normative consensus), as the problem is seen more as an ideological, systemic one requiring complex triple‐loop learning (unlearning, transformative learning) in the context of mutual distrust. The issue is whether in this stage we will be able to combine bottom‐up initiatives with top‐down legally binding goals, Northern and Southern perspectives, to create a global consensus on the need to restructure society such that the problem can once more be seen as structured and manageable. WIREs Clim Change 2016, 7:192–210. doi: 10.1002/wcc.388 This article is categorized under: Policy and Governance > International Policy Framework

Suggested Citation

  • Joyeeta Gupta, 2016. "Climate change governance: history, future, and triple‐loop learning?," Wiley Interdisciplinary Reviews: Climate Change, John Wiley & Sons, vol. 7(2), pages 192-210, March.
  • Handle: RePEc:wly:wirecc:v:7:y:2016:i:2:p:192-210
    DOI: 10.1002/wcc.388
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    Cited by:

    1. Victoria Wibeck & Tina‐Simone Neset, 2020. "Focus groups and serious gaming in climate change communication research—A methodological review," Wiley Interdisciplinary Reviews: Climate Change, John Wiley & Sons, vol. 11(5), September.
    2. Daniel C. Kenny & Juan Castilla-Rho, 2022. "No Stakeholder Is an Island: Human Barriers and Enablers in Participatory Environmental Modelling," Land, MDPI, vol. 11(3), pages 1-26, February.
    3. Gabriela Nagle Alverio & Sara H. Hoagland & Erin Coughlan de Perez & Katharine J. Mach, 2021. "The role of international organizations in equitable and just planned relocation," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(3), pages 511-522, September.
    4. Javier Gonzales-Iwanciw & Sylvia Karlsson-Vinkhuyzen & Art Dewulf, 2023. "How does the UNFCCC enable multi-level learning for the governance of adaptation?," International Environmental Agreements: Politics, Law and Economics, Springer, vol. 23(1), pages 1-25, March.
    5. Bekius, Femke & Gomes, Sharlene L., 2023. "A framework to design game theory-based interventions for strategic analysis of real-world problems with stakeholders," European Journal of Operational Research, Elsevier, vol. 309(2), pages 925-938.
    6. Salah Al-Ali, 2021. "Technical and Vocational Education and Technology Transfer: Departments of Computer and Communications at the Public Authority for Applied Education and Training, PAAET, Kuwait, As A case Study," Technium Social Sciences Journal, Technium Science, vol. 24(1), pages 184-195, October.

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