Scientific assessments to facilitate deliberative policy learning

摘要: Putting the recently adopted global Sustainable Development Goals or Paris Agreement on international climate policy into action will require careful choices. Appropriately informing decision-makers about longer-term, wicked issues remains a considerable challenge for scientific community. Typically, these vital are highly uncertain, value-laden and disputed, affect multiple temporal spatial scales, governance levels, fields, socioeconomic contexts simultaneously. In light of this, science-policy interfaces should help facilitate learning processes open deliberation among all actors involved potentially acceptable pathways. For this purpose, must strive to foster some enabling conditions: (1) “representation” in terms engaging with diverse stakeholders (including experts) acknowledging divergent viewpoints; (2) “empowerment” underrepresented societal groups by co-developing integrating scenarios that reflect their specific knowledge systems worldviews; (3) “capacity building” regarding methods skills integration synthesis, as well through provision synthesis solution space; (4) “spaces deliberation”, facilitating direct interaction between different stakeholders, including governments scientists. We argue integrated, multi-stakeholder, assessment processes—particularly collaborative assessments alternatives various implications—offer potential advantages regard, compared bridging expertise public policy. This article is part collection advice governments.