Studies in Continuing Education vol:33 issue:3 pages:219-234
Social learning theory situating reflexivity in the context of multi-actor engagement tends to relate this concept to critical questioning of obsolete or unsustainable assumptions. We argue that granting both suspension and imaginative envisioning a more prominent place within this concept will serve at least three purposes: prevent over-emphasis on instrumental rationality focusing on assumptions and practices inherited from the past, give more room to boundary crossing and empathy in sensitive pluralistic contexts and, last but not least, relate reflexivity to bold and to times subversive collective envisioning of future possibilities. The latter dimension arguably makes the notion of reflexivity more relevant in the context of multi-actor endeavours framed as collective experiments. Moreover, revisiting reflexivity as suggested might help turn what still remains a largely theoretical concept into a useful heuristic device. We anticipate this device to be fruitful for gauging a transboundary, multi-actor initiative’s capacity for calling forth visions of as-yet-unexperimented options for halting and reversing ecological degradation of marine habitats bi-sected by an international border, thereby contributing to invention of novel arrangements for democratic, transboundary governance.