4.2. Adaptive Built Environments and Social Learning

Where we have also the knowledge mismatches in the norms when we talk about the climate change, it was when it was discussed in the 80s which was the first era from 80s to 2002 it was mostly focused on the greenhouse gas emissions. Where the most of the scientific community are involved, it is an environmental problem. Whereas in the second era from 2000s this has been seen by the International agenda, and also the social dimension come into the picture where the social scientists and the development workers have increased their cooperation in the second era. In the third era it also looks from the you know this has been felt by other countries and other regions.

This chunk discusses the evolution of climate change discussions over three distinct eras. In the first era, from the 1980s until 2002, the focus was primarily on greenhouse gas emissions, which were recognized as environmental issues mainly by scientists. The second era, from the 2000s onward, marked a shift to include the social dimension with increased involvement from social scientists and development professionals. The third era highlights a global awareness of climate change as an issue of justice, affecting various countries and regions, thereby demanding a more comprehensive understanding of the interaction between climate change and socio-economic factors.

Think of this evolution like a team project in school. Initially, only the science students worked on understanding the environmental problem (the first era). As the project continued, students from social studies joined in to address how social structures impact the environment (the second era). Finally, all students realized they needed to work together globally to tackle fairness and justice in how climate change affects different communities (the third era).

So this is become a question of global justice in the near future that is where the legal dimension came in third era which is, and this is where we need to talk about develop of certain legislative cultural and behavioral norms which determine the functioning of human society and how the interactions between nature and society were created.

In this chunk, the focus shifts to the legal aspects that emerged in response to the climate change discussions. As the understanding of climate change evolved, so did the need for legislative frameworks to guide how societies interact with their environment. These norms are crucial in regulating behaviors that affect both social and ecological systems. Therefore, the interplay between law and community behavior is essential in managing climate change effectively.

Imagine a school setting where rules are established to promote fairness and respect among students. Just as these rules guide behavior to create a positive environment, the legal norms regarding climate change aim to guide society in a way that respects both ecological balance and social justice.

To summarise whole aspect we see that differences and challenges we have disaster risk reduction and the climate change adaptation. This because it is aimed at the adaptation strategy which tells of scale mismatches because it is aimed at disaster event, it is a long term implications.

This chunk summarizes the challenges faced in the realms of disaster risk reduction (DRR) and climate change adaptation (CCA). The adaptation strategies often conflict with immediate disaster events due to differing timeframes and scales of impact. For example, while a disaster impact may be short-term, adaptation strategies aim for long-term sustainability, leading to a mismatch that complicates the response efforts.

Consider someone preparing for both an immediate thunderstorm and a predicted drought months later. If they focus solely on the storm, they might not stock enough supplies for the drought, illustrating how short-term emergencies can sideline long-term planning.

So for this Lei and Wang they actually come up with more explicit frameworks they call about '6w framework'. So they talk about why adaptation is needed for natural disaster risk, what is adaptation to disaster risk, and adapt to what, who has to adapt?.

In this section, the mention of the '6W framework' by Lei and Wang introduces a structured approach to understanding adaptation. This framework focuses on key questions: Why is adaptation necessary? What does it mean to adapt? To what conditions are we adapting? And who needs to implement these adaptive measures? This structured approach is vital in clarifying roles and responsibilities in climate adaptation strategies.

Think of the '6W framework' like preparing for a major exam. You need to ask yourself why you need to study (motivation), what the exam covers (content), what resources you need (study materials), who should study (group work), and when and where your study will focus (study schedule).

So there is a brief summary of this whole 6w framework has been listed out and now one of the important understanding from a built environment perspective what we can see is there is a scale mismatches.

This segment emphasizes the importance of integrating various scales of knowledge within built environments. It notes that planners and architects often focus narrowly on physical structures without considering the broader environmental context, including ecosystems and community connections. Understanding these relationships can lead to better, more resilient designs that consider both human needs and environmental sustainability.

Imagine a community trying to build a new playground. If the planners only think about the swing sets and slides but ignore nearby trees or how kids would get to the playground, they may end up creating a space that is not used or is dangerous. It's essential to consider the entire environment to create a space that truly serves the community's needs.

And this also talks about how the adaptive built environments open up choices, connect past and future, and how it can reintegrate the humans in nature for which cooperation coordination between various agencies political, technological, ecological, educational and as well as the participation and communication across various segments the global actors in the National.

Finally, this chunk discusses the holistic framework for creating adaptive built environments. It highlights the need for collaboration among various sectors, including political, technological, ecological, and educational, to ensure that human interactions with nature are sustainable. This is about making spaces that not only serve current needs but also preserve the environment for future generations.

Consider a community garden that requires input from different stakeholders: local government for permits, environmentalists for sustainable practices, and local schools for educational outreach. When everyone collaborates, the garden becomes a thriving space that engages the community while also being eco-friendly, showing a successful adaptation to urban living.

--