ABSTRACT
Literature on learning and evaluations in multi-actor environments indicates that there are several challenges that need to be addressed in these settings. They include: who should learn and who is responsible for joint learning processes? Who can claim success or who would receive blame for failure? Whose objectives are to be taken into account in looking for instrumental lessons? How to address the known diffi culties in learning about complex environmental issues? We will shortly address these challenges in this section to explain why even lower-order learning processes are diffi cult. Because of these diffi culties, lower-order learning processes are interesting fi elds of investigation: how do actors in practice respond to these challenges and dilemmas?
