Climate change and its interactions with complex socioeconomic dynamics dictate the need for decision makers to move from incremental adaptation toward transformation as societies try to cope with unprecedented and uncertain change. Developing pathways toward transformation is especially difficult in regions with multiple contested resource uses and rights, with diverse decision makers and rules, and where high uncertainty is generated by differences in stakeholders’ values, understanding of climate change, and ways of adapting. Such a region is the Murray-Darling Basin, Australia, from which we provide insights for developing a process to address these constraints. We present criteria for sequencing actions along adaptation pathways: feasibility of the action within the current decision context, its facilitation of other actions, its role in averting exceedance of a critical threshold, its robustness and resilience under diverse and unexpected shocks, its effect on future options, its lead time, and its effects on equity and social cohesion. These criteria could potentially enable development of multiple stakeholder-specific adaptation pathways through a regional collective action process. The actual implementation of these multiple adaptation pathways will be highly uncertain and politically difficult because of fixity of resource-use rights, unequal distribution of power, value conflicts, and the likely redistribution of benefits and costs. We propose that the approach we outline for building resilient pathways to transformation is a flexible and credible way of negotiating these challenges.

Many recent studies observe the increasing importance, influence, and analysis of resilience as a concept to understand the capacity of a system or individual to respond to change. The term has achieved prominence in diverse scientific fields, as well as public discourse and policy arenas. As a result, resilience has been referred to as a boundary object or a bridging concept that is able to facilitate communication and understanding across disciplines, coordinate groups of actors or stakeholders, and build consensus around particular policy issues. We present a network analysis of bibliometric data to understand the extent to which resilience can be considered as a boundary object or a bridging concept in terms of its links across disciplines and scientific fields. We analyzed 994 papers and 35,952 citations between them to reveal the connectedness and links between and within fields. We analyzed the network according to different fields, modules, and sub-fields, showing a highly clustered citation network. Analyzing betweenness allowed us to identify how particular papers bridge across fields and how different fields are linked. With the exception of a few specific papers, most papers cite exclusively within their own field. We conclude that resilience is to an extent a boundary object because there are shared understandings across diverse disciplines and fields. However, it is more limited as a bridging concept because the citations across fields are concentrated among particular disciplines and papers, so the distinct fields do not widely or routinely refer to each other. There are some signs of resilience being used as an interdisciplinary concept to bridge scientific fields, particularly in social-ecological systems, which may itself constitute an emerging sub-field.

Globalization, the process by which local social-ecological systems (SESs) are becoming linked in a global network, presents policy scientists and practitioners with unique and difficult challenges. Although local SESs can be extremely complex, when they become more tightly linked in the global system, complexity increases very rapidly as multi-scale and multi-level processes become more important. Here, we argue that addressing these multi-scale and multi-level challenges requires a collection of theories and models. We suggest that the conceptual domains of sustainability, resilience, and robustness provide a sufficiently rich collection of theories and models, but overlapping definitions and confusion about how these conceptual domains articulate with one another reduces their utility. We attempt to eliminate this confusion and illustrate how sustainability, resilience, and robustness can be used in tandem to address the multi-scale and multi-level challenges associated with global change.

A central question in cognitive neuroscience is how unitary, coherent decisions at the whole organism level can arise from the distributed behavior of a large population of neurons with only partially overlapping information. We address this issue by studying neural spiking behavior recorded from a multielectrode array with 169 channels during a visual motion direction discrimination task. It is well known that in this task there are two distinct phases in neural spiking behavior. Here we show Phase I is a distributed or incompressible phase in which uncertainty about the decision is substantially reduced by pooling information from many cells. Phase II is a redundant or compressible phase in which numerous single cells contain all the information present at the population level in Phase I, such that the firing behavior of a single cell is enough to predict the subject's decision. Using an empirically grounded dynamical modeling framework, we show that in Phase I large cell populations with low redundancy produce a slow timescale of information aggregation through critical slowing down near a symmetry-breaking transition. Our model indicates that increasing collective amplification in Phase II leads naturally to a faster timescale of information pooling and consensus formation. Based on our results and others in the literature, we propose that a general feature of collective computation is a “coding duality” in which there are accumulation and consensus formation processes distinguished by different timescales.

At the end of the dark ages, anatomy was taught as though everything that could be known was known. Scholars learned about what had been discovered rather than how to make discoveries. This was true even though the body (and the rest of biology) was very poorly understood. The renaissance eventually brought a revolution in how scholars (and graduate students) were trained and worked. This revolution never occurred in K-12 or university education such that we now teach young students in much the way that scholars were taught in the dark ages, we teach them what is already known rather than the process of knowing. Citizen science offers a way to change K-12 and university education and, in doing so, complete the renaissance. Here we offer an example of such an approach and call for change in the way students are taught science, change that is more possible than it has ever been and is, nonetheless, five hundred years delayed.

Social roles are thought to play an important role in determining the capacity for collective action in a community regarding the use of shared resources. Here we report on the results of a study using a behavioral experimental approach regarding the relationship between social roles and the performance of social-ecological systems. The computer-based irrigation experiment that was the basis of this study mimics the decisions faced by farmers in small-scale irrigation systems. In each of 20 rounds, which are analogous to growing seasons, participants face a two-stage commons dilemma. First they must decide how much to invest in the public infrastructure, e.g., canals and water diversion structures. Second, they must decide how much to extract from the water made available by that public infrastructure. Each round begins with a 60-second communication period before the players make their investment and extraction decisions. By analyzing the chat messages exchanged among participants during the communication stage of the experiment, we coded up to three roles per participant using the scheme of seven roles known to be important in the literature: leader, knowledge generator, connector, follower, moralist, enforcer, and observer. Our study supports the importance of certain social roles (e.g., connector) previously highlighted by several case study analyses. However, using qualitative comparative analysis we found that none of the individual roles was sufficient for groups to succeed, i.e., to reach a certain level of group production. Instead, we found that a combination of at least five roles was necessary for success. In addition, in the context of upstream-downstream asymmetry, we observed a pattern in which social roles assumed by participants tended to differ by their positions. Although our work generated some interesting insights, further research is needed to determine how robust our findings are to different action situations, such as biophysical context, social network, and resource uncertainty.

Large-N comparative studies have helped common pool resource scholars gain general insights into the factors that influence collective action and governance outcomes. However, these studies are often limited by missing data, and suffer from the methodological limitation that important information is lost when we reduce textual information to quantitative data. This study was motivated by nine case studies that appeared to be inconsistent with the expectation that the presence of Ostrom’s Design Principles increases the likelihood of successful common pool resource governance. These cases highlight the limitations of coding and analyzing Large-N case studies.

We examine two issues: 1) the challenge of missing data and 2) potential approaches that rely on context (which is often lost in the coding process) to address inconsistencies between empirical observations theoretical predictions. For the latter, we conduct a post-hoc qualitative analysis of a large-N comparative study to explore 2 types of inconsistencies: 1) cases where evidence for nearly all design principles was found, but available evidence led to the assessment that the CPR system was unsuccessful and 2) cases where the CPR system was deemed successful despite finding limited or no evidence for design principles. We describe inherent challenges to large-N comparative analysis to coding complex and dynamically changing common pool resource systems for the presence or absence of design principles and the determination of “success”. Finally, we illustrate how, in some cases, our qualitative analysis revealed that the identity of absent design principles explained inconsistencies hence de-facto reconciling such apparent inconsistencies with theoretical predictions. This analysis demonstrates the value of combining quantitative and qualitative analysis, and using mixed-methods approaches iteratively to build comprehensive methodological and theoretical approaches to understanding common pool resource governance in a dynamically changing context.

Research on collective action and common-pool resources is extensive. However, little work has concentrated on the effect of variability in resource availability and collective action, especially in the context of asymmetric access to resources. Earlier works have demonstrated that environmental variability often leads to a reduction of collective action in the governance of shared resources. Here we assess how environmental variability may impact collective action. We performed a behavioral experiment involving an irrigation dilemma. In this dilemma participants invested first into a public fund that generated water resources for the group, which were subsequently appropriated by one participant at a time from head end to tail end. The amount of resource generated for the given investment level was determined by a payoff table and a stochastic event representing environmental variability, i.e., rainfall. Results show that that (1) upstream users’ behavior is by far the most important variable in determining the outcome of collective action; (2) environmental variability (i.e. risk level in investing in the resource) has little effect on individual investment and extraction levels; and (3) the action-reaction feedback is fundamental in determining the success or failure of communities.

Institutions, the rules of the game that shape repeated human interactions, clearly play a critical role in helping groups avoid the inefficient use of shared resources such as fisheries, freshwater, and the assimilative capacity of the environment. Institutions, however, are intimately intertwined with the human, social, and biophysical context within which they operate. Scholars typically are careful to take this context into account when studying institutions and Ostrom’s Institutional Design Principles are a case in point. Scholars have tested whether Ostrom’s Design Principles, which specify broad relationships between institutional arrangements and context, actually support successful governance of shared resources. This article further contributes to this line of research by leveraging the notion of institutional design to outline a research trajectory focused on coupled infrastructure systems in which institutions are seen as one class of infrastructure among many that dynamically interact to produce outcomes over time.

In this article we consider the current educational needs for science and policy in marine resource management, and we propose a way to address them. The existing literature on cross-disciplinary education in response to pressing environmental problems is vast, particularly in conservation biology. However, actual changes in doctoral-level marine science programs lag behind this literature considerably. This is in part because of concerns about the time investment in cross-disciplinary education and about the job prospects offered by such programs. There is also a more fundamental divide between educational programs that focus on knowledge generation and those that focus on professional development, which can reinforce the gap in communication between scientists and marine resource managers. Ultimately, transdisciplinary graduate education programs need not only to bridge the divide between disciplines, but also between types of knowledge. Our proposed curriculum aligns well with these needs because it does not sacrifice depth for breadth, and it emphasizes collaboration and communication among diverse groups of students, in addition to development of their individual knowledge and skills.