Social learning

Social learning is sometimes contrasted with individual ways of learning - the kind of 'traditonal' learning which many are familiar with at school.  Social learning can be thought of as learning through interaction with others.
There are many theories of social learning.  In SLIM, we think of the ‘social’ in social learning (SL) as referring to the collective learning process that can take place through interactions among multiple interdependent stakeholders when proper facilitation, institutional support and a conducive policy environment exist.
Three different definitions of social learning were used by SLIM researchers, depending on their focus:

• SL seen as the convergence of goals, criteria and knowledge which leads to more accurate mutual expectations and the building of relational capital.   If SL is at work, then convergence and relational capital may lead to agreement on concerted action for integrated catchment (ICM) and sustainable use of water.  SL can thus lead to sustainable resource use.

• SL seen as a process of co-creation of knowledge, which provides insight into the causes of, and the means required to, transform the situation. SL is thus an integral part of or constitutive of concerted action;

• SL seen as the change in behaviours and actions resulting from understanding something through action (‘knowing in action’) and leading to concerted action. SL is thus an emergent property of the process to transform the situation.
You can read more about our approach to SL by exploring our Research outcomes and SLIM futures