445
edits
Students:Reframing workshop: Difference between revisions
Jump to navigation
Jump to search
Students:Reframing workshop (view source)
Revision as of 19:28, 31 August 2012
, 19:28, 31 August 2012no edit summary
Jana Dlouha (talk | contribs) No edit summary |
Jana Dlouha (talk | contribs) No edit summary |
||
| Line 1: | Line 1: | ||
__NOTOC__ | __NOTOC__ | ||
''Do you se the glass half empty, or half full? Reframing is the art of turning problems into possibilities.'' | ''Do you se the glass half empty, or half full? Reframing is the art of turning problems into possibilities.'' | ||
When social learning i a successful process, its actors "...learn about and reframe shared issues and actively engage different groups in society in a process from understanding conflicts and dilemmas towards implementing strategies together for dealing with them. A '''''frame''''' defined as 'a taken for granted assumptional structure, mostly based on values and judgements'. This means that specific frames lead to specific perceptions of an issue at stake and that these perceptions are tinted by the values and judgements of the actor who holds them. '''''(Re)framing''''' here refers to the emergence of new, shared perceptions on the issues faced by a relatively heterogeneous group exploring a mutually perceived but somewhat ill-defined challenge such as regional sustainable development." <ref>Sol, J., et al., Social learning in regional innovation networks: trust, commitment and reframing as emergent | When social learning i a successful process, its actors "...learn about and reframe shared issues and actively engage different groups in society in a process from understanding conflicts and dilemmas towards implementing strategies together for dealing with them. A '''''frame''''' defined as 'a taken for granted assumptional structure, mostly based on values and judgements'. This means that specific frames lead to specific perceptions of an issue at stake and that these perceptions are tinted by the values and judgements of the actor who holds them. '''''(Re)framing''''' here refers to the emergence of new, shared perceptions on the issues faced by a relatively heterogeneous group exploring a mutually perceived but somewhat ill-defined challenge such as regional sustainable development." <ref>Sol, J., et al., Social learning in regional innovation networks: trust, commitment and reframing as emergent properties of interaction, Journal of Cleaner Production (2012), http://dx.doi.org/10.1016/j.jclepro.2012.07.041. Article includes references to other cited sources.</ref>. | ||
properties of interaction, Journal of Cleaner Production (2012), http://dx.doi.org/10.1016/j.jclepro.2012.07.041. Article includes other | |||
'''''Reframing workshop''''' is a "...workshop setting which allows participants to explore different analytical frameworks and refine their problem perception."<ref>Ridder, D., Mostert, E., & Wolters, H. A. (2005). Learning together to manage together. Improving participation in water management. Harmonizing Collaborative Planning European Project. University of Osnabrück (Eds), Osnabrück, Germany. Available from http://www.harmonicop.uni-osnabrueck.de/handbook.php</ref> | '''''Reframing workshop''''' is a "...workshop setting which allows participants to explore different analytical frameworks and refine their problem perception."<ref>Ridder, D., Mostert, E., & Wolters, H. A. (2005). Learning together to manage together. Improving participation in water management. Harmonizing Collaborative Planning European Project. University of Osnabrück (Eds), Osnabrück, Germany. Available from http://www.harmonicop.uni-osnabrueck.de/handbook.php</ref> | ||
| Line 10: | Line 8: | ||
== Workshop setting == | == Workshop setting == | ||
3 groups of students representing: | 3 groups of students representing: | ||
* | *[[Wikipedia:en Capital (economics)|Capital in economy]] | ||
* | *[[Environmental capital]] | ||
*Social capital | *[[Social capital]] | ||
Each group should: identify resources, processes, products or benefits, mutual interrelations of or within each of the concepts - relevant for our case. | Each group should: identify resources, processes, products or benefits, mutual interrelations of or within each of the concepts - relevant for our case. | ||