Learning and Calamities—What Have We Learned?

We started this book with the question of the interrelation between learning and calamities (see Egner, Schorch, and Voss, in this volume). This interrelation can be exemplified by looking at different issues: How is learning with reference to extreme adverse events, such as accidents, disasters, and catastrophes, possible in the first place? Can learning processes on an individual level be distinguished from learning dynamics at a collective/societal level? If so, how can these differences be conceptualized? Are there any social practices that can help to ensure that learned knowledge will endure and help to develop coping strategies for the unexpected on a societal level?