Measuring behavioral social learning in a conservation context: Chilean fishing communities

Integrating evolutionary theory and social-ecological systems research to address the sustainability challenges of the Anthropocene

The rapid, human-induced changes in the Earth system during the Anthropocene present humanity with critical sustainability challenges. Social-ecological systems (SES) research provides multiple approaches for understanding the complex interactions between humans, social systems, and environments and how we might direct them towards healthier and more resilient futures. However, general theories of SES change have yet to be fully developed. Formal evolutionary theory has been applied as a dynamic theory of change of complex phenomena in biology and the social sciences, but rarely in SES research. In this paper, we explore the connections between both fields, hoping to foster collaboration. After sketching out the distinct intellectual traditions of SES research and evolutionary theory, we map some of their terminological and theoretical connections. We then provide examples of how evolutionary theory might be incorporated into SES research through the use of systems mapping to identify evolutionary processes in SES, the application of concepts from evolutionary developmental biology to understand the connections between systems changes and evolutionary changes, and how evolutionary thinking may help design interventions for beneficial change. Integrating evolutionary theory and SES research can lead to a better understanding of SES changes and positive interventions for a more sustainable Anthropocene. This article is part of the theme issue 'Evolution and sustainability: gathering the strands for an Anthropocene synthesis'.

Learning pathways for engagement: Understanding drivers of pro-environmental behavior in the context of protected area management

The participation of local communities in management decisions is critically important to the long-term salience and therefore, success, of protected areas. Engaging community members in meaningful ways requires knowledge of their behavior and its antecedents, particularly values. Understanding how learning influences cooperation in conservation initiatives is also fundamentally important for supporting decisions being made about public lands. However, there is little empirical evidence of how learning from different information sources works in conjunction with values that shape behavior. Using data from a household survey of residents living in the Denali region of Interior Alaska, U.S, we estimated a two-step structural equation model to understand the psychological reasons why stakeholders made decisions to collectively benefit the environment. Results showed that more diverse pathways by which learning occurred were instrumental in explaining why residents performed pro-environmental behaviors over the past year. Additionally, values that reflected the goals of eudaimonia influenced the transfer and negotiation of knowledge exchange among stakeholders as a correlate of behavior. Environmental concern and personal norms were positively associated with reported behaviors operationalized as social environmentalism and living in an environmentally conscientious manner, whereas environmental concern and willingness to pay for protected area management positively influenced civic engagement. We argue that broadening the range of learning spaces and considering a more diverse array of values in communities surrounding protected areas will encourage daily lifestyle changes, social interactions to support environmentalism, and more robust, pluralistic forms of public engagement in natural resource management.