Abstract

Companies learn only in the metaphorical sense. Collective learning processes are contingent, precarious and more the exception. However, they can be explained theoretically and empirically reconstruct. Self-restraint and a reflexive view of the consequences of their own actions are needed for the preservation of public goods. Among these, especially the environment is the subject of significant and previously unknown collective learning process worldwide. Although the constellation of ecological modernization opportunity structures provides for the intensification of such learning, there is a gulf between the ought, the results from the awareness of environmental risk, and its lack of implementation in the social structures. What are the appropriate forms of regulation and institutional arrangements for the recognition and preservation of public goods? What is the matrix for the development of learning processes? Who are their carrier? What are your biggest obstacles? Are the core beliefs of economic agents unchangeable? The case study of the apparently successful cooperation between the federal government and industry associations in the German climate policy, these questions will be answered concretely.