Trusting to learn and learning to trust. A framework for analyzing the interactions of trust and learning in arrangements dedicated to instigating social change

To help instigate structural change towards resolving societal problems, a key role can be assigned to so-called reflexive arrangements: temporary networks dedicated to reflexive learning. This article raises attention to the central role of trust in such reflexive arrangements. Although the relevance of trust in learning is often acknowledged, there is not yet a clear understanding of how trust influences learning processes. Many different roles are attributed to trust, leading to conceptual confusion. This article develops a heuristic framework for studying the relationship between trust and reflexive learning, which is regarded as a continuous process of reaction, interaction and anticipation. The framework also proposes an analytical distinction between (inter-) personal, (inter-) organizational and system dimensions of trust in reflexive arrangements, which enables analysis of trust and learning interactions.