The central argument of this article is that equal power relations are not a precondition for social learning, but rather an outcome of the actual process of social learning. Social learning itself should therefore explicitly challenge existing power relations. This potentially encourages complexity and uncertainty to be embraced rather than powerful coalitions limiting problem definitions, and therefore potential solutions, to within narrowly defined boundaries determined by dominant beliefs and values. The human condition, and political expediency, often creates a strong desire for certainty, particularly given that much of natural resource management involves high stakes issues. The challenge for adaptive learning processes is to create an ‘arena’ or space where the desires for control and certainty are reduced and interdependencies are encouraged. The power of truly interdependent structures is that all participants then begin to share not only the problem definition and potential solutions, but also the outcomes whether they be ‘good’, ‘bad’, or something in between. Sharing outcomes, ensuring full disclosure and an iterative process, allows all actors and actor groups to fully own collective decisions reducing the potential for blame and distrust. In this environment, the emphasis is not on what is known but on what is willing to be learned.