This article describes the diverse traditions and theories from which social learning is derived, and the use of this theory as praxis in the implementation of the SLIM project (Social Learning for the Integrated Managing and Sustainable Use of Water at Catchment Scale) (see http://sites.google.com/site/slimsociallearningforiwm/). A broad historical perspective of associated learning theories is presented and discussed, drawing attention to the contested nature of learning and its relationship to the development of knowledge through diverse ways of knowing. A range of assumptions influence learning and ways of knowing and, therefore, the type of knowledge that is created and used. Increasing awareness of these assumptions is recognised as a critical process which, in itself, helps to enhance understanding of what it is that needs to be known to effectively address resource dilemmas. A common theoretical perspective among diverse researchers identified social learning within the SLIM project as: (i) a potential alternative policy instrument; (ii) informed by creative and adaptive processes; (iii) from among multiple users; (iv) focusing on a defined resource or environmental problem; (v) leading to concerted action at the catchment scale. This contribution from SLIM provides insight into the type of knowing, knowledge and learning that may be required to address particular resource dilemmas at specific scales. One important shift in the focus of social learning is the movement away from localised participatory processes, to more system-wide learning approaches. This expands social learning from a single approach to multiple approaches, increasing the range of tools that may be applied according to context. Learning about social learning (learning to learn) and reducing institutional barriers to learning will continue to be an ongoing challenge in addressing resource dilemmas.