摘要：Similar to research on social learning among adult participants in natural resourcesmanagement, current research in the field of education claims that learning is situated in real-world practice,and occurs through recursive interactions between individual learners and their social and biophysicalenvironment. In this article, we present an overview of the social and situated learning literatures from thefields of natural resources and education, and suggest ways in which educational programs for secondaryand university students might be embedded in and contribute to efforts to enhance resilience of social–ecological systems at the local scale. We also describe three initiatives in which learning is situated inadaptive co-management and civic ecology practices: a university graduate experiential learning course inSweden, a pre-college environmental education program in the USA, and a university undergraduateservice-learning class in the USA. Through integrating the social learning and adaptive managementliterature with the literature focusing on youth learning situated in authentic practice, we hope to: (1) suggestcommonalities among systems views of learning and social–ecological systems perspectives on resilience,and (2) expand our thinking about educational practice from being a means to convey content matter tobecoming a critical component of social–ecological systems and resilience
