This paper aims to critically assess the underlying concepts of democracy and learning in concepts of reflexive governance. We analyse the underlying concepts of democracy (liberal, participatory, communitarian, deliberative) and legitimacy (input, output, process) embedded in various notions of reflexive governance. We then explore the different concepts of learning – micro vs. macro, first vs. second order learning etc. – and identify who is expected to learn what and how, and how learning is assessed. The results are synthesised by creating a two-dimensional typology of approaches to reflexive governance and contrasting non-reflexive governance. We then review selected empirical evidence about cases that are widely regarded as good practice of reflexive governance and identify what, if any, notions of democracy and learning have been adapted and realised. We provide suggestions about how the concept of reflexive governance could be further developed in the spirit of critical studies of sustainability governance.
