The theoretical framework outlined in this paper was developed initially through a series of expert workshops as part of the Valuing Nature Network — BRIDGE: From Values to Decisions project, funded by the UK Natural Environment Research Council (NERC). It was developed further through the follow-on phase of the UK National Ecosystem Assessment (Work Package 6: Shared, Plural and Cultural Values) funded by the UK Department of the Environment, Food and Rural Affairs (Defra), the Welsh Government, NERC, the Economic and Social Research Council (ESRC), and the Arts and Humanities Research Council (AHRC).Social valuation of ecosystem services and public policy alternatives is one of the greatest challenges facing ecological economists today. Frameworks for valuing nature increasingly include shared/social values as a distinct category of values. However, the nature of shared/social values, as well as their relationship to other values, has not yet been clearly established and empirical evidence about the importance of shared/social values for valuation of ecosystem services is lacking. To help address these theoretical and empirical limitations, this paper outlines a framework of shared/social values across five dimensions: value concept, provider, intention, scale, and elicitation process. Along these dimensions we identify seven main, non-mutually exclusive types of shared values: transcendental, cultural/societal, communal, group, deliberated and other-regarding values, and value to society. Using a case study of a recent controversial policy on forest ownership in England, we conceptualise the dynamic interplay between shared/social and individual values. The way in which social value is assessed in neoclassical economics is discussed and critiqued, followed by consideration of the relation between shared/social values and Total Economic Value, and a review of deliberative and non-monetary methods for assessing shared/social values. We conclude with a discussion of the importance of shared/social values for decision-making.Publisher PDFPeer reviewe

The research underpinning this work was funded through the UK National Ecosystem Assessment Follow-On (Work Package 6: Shared, Plural and Cultural Values), funded by the UK Department of the Environment, Food and Rural Affairs (Defra), the Welsh Government, the UK Natural Environment Research Council (NERC), Economic and Social Research Council (ESRC), and Arts and Humanities Research Council (AHRC). Writing of this paper was supported by funding from the MASTS pooling initiative (The Marine Alliance for Science and Technology for Scotland), funded by the Scottish Funding Council (grant reference HR09011) and contributing institutions, and by the European Union Seventh Framework Programme under grant agreement n° 315925.Peer reviewedPublisher PD

This paper outlines the role that Forest School can play in children's development. With over 100 Forest Schools in England, 20 in Scotland and 20 in Wales, this concept is growing across Britain. Forest School involves children having regular contact with woodland over an extended period of time; it allows them to become familiar, and have contact, with the natural environment. The recent Learning outside the classroom manifesto highlights the importance of children and young people gaining experience of the world beyond the classroom. Twenty-four children from seven schools in Oxfordshire, Shropshire and Worcestershire were observed over an eight-month period as they attended Forest School. Improvements in the children's confidence, motivation and concentration, language and communication and physical skills were recorded by teachers and Forest School leaders. Changes took time to occur, highlighting the need for repeated and regular contact with the natural environment, especially for children who do not have access to nature as part of their everyday lives.

Ecosystem services conceptualise the diverse values that ecosystems provide to humanity. This was recognised in the United Kingdom's National Ecosystem Assessment, which noted that appreciation of the full value of ecosystem services requires recognition of values that are shared. By operationalising the shared values concept, it is argued that the contribution of ecosystem services to human well-being can be represented more holistically. This paper considers current understanding of shared values and develops a new metanarrative of shared values beyond the aggregated utilities of individuals. This metanarrative seeks to conceptualise how values can be held both individually and communally, and what this means for identifying their scale and means of enumeration. The paper poses a new reading of the idea of shared values that reconciles the elicitation of pre-formed individual values with the formation and expression of shared social values. The implication is that shared values need to be conceived as normative constructs that are derived through social processes of value formation and expression. Shared values thus do not necessarily exist a priori; they can be deliberated through formal and informal processes through which individuals can separate their own preferences from a broader metanarrative about what values ought to be shared