The effect of evidence in crisis learning: Based on a perspective integration framework

Abstract

AbstractCrisis learning is a multifaceted subject, and the integration of research perspectives is an important lens for a deeper understanding of the cognitive constructs of crisis learning, especially at the ‘input’ side of information. This study adopts a ‘structure‐process’ analytical paradigm, conducted by integrating safety science and political/social perspectives on crisis learning through the lens of ‘evidence’ and introducing learning theories to develop a framework. The paper utilizes the developed framework and comparative analysis to examine the role and reflection of evidence in crisis learning. The framework illustrates that with evidence, people conceptualize event attributes and meanings, infer event patterns and details and correlate event experiences and knowledge, reflecting the process of learning from surface to depth. The comparative analysis of the cases reveals that people follow the evidence to make comparisons of events and complete cognitive constructs, as demonstrated by the evidence effects of scenario determination, analogical reasoning and responsibility attribution. The evidence effect reflects a cognitive genesis perspective that provides an alternative lens through which to study the learning process. It portrays a shift from surface learning to deep learning, with the ultimate goal of moving beyond the events themselves and toward constructing a rationale of crisis learning.