Six articles linked by the common thread that sustainability is
not a destiny to reach, but a continuous learning
path towards transformation that is profound (e.g. affecting
moral standards and value systems), transversal (e.g. requiring the
involvement of individuals, groups and collectives) and
counter-hegemonic (e.g. requiring the exposure and questioning of
stubborn routines). The aim of the special
issue is to assess the added-value of a social learning perspective from at least three different ‘disciplinary’
perspectives: systems innovation, natural resource management, and
environmental education.
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