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The study of resilience has a long history, and beginning In 1943, resilience was first constructed and defined with research on children and family trauma. In 1970 the concept of resilience was introduced in ecology studies as a valuable framework to analyze and determine the effect of disasters on a particular natural system to gauge the preparedness of natural systems in the event of a disruption (Holling 1973). The field of social studies is also used to illustrate the institution’s behavioral response, economies, and communities, to disasters (Holling 1973). Deshingkar (2012) framed the term institutional resilience and offered a rationale for considering the inadequacy and rigidity of current responses by institutions to environmental changes. Cutter et al. (2010) define resilience as a community’s ability to recover by using its resources and introduced the concept of resilience as sustainable hazard mitigation, indicating that resilience refers to the community’s ability to tolerate and overcome losses and damage without any help from outside the community. According to Holling (1973), community resilience refers to the ability of a community to absorb, resist, and recover from a disaster.
Similarly, researchers have suggested that attributes of system resilience define how systems can absorb stress utilizing adaptation and resistance. System resilience is also defined as the ability of a system to maintain primary structures in the event of a disaster and the capacity to bounce back after a disastrous occurrence. While there are differing definitions of resilience, clarifying each is essential.
Such charges have faced several criticisms from social scientists and natural scientists (Bran & Jax, 20017). Ecological experts want to restrict the concept of resilience to the natural system because of conceptual clarity (Brand &Jax, 20017). Star (2010) refers to resilience as a ‘boundary object’ and argues that the concept of resilience is likely to enable the exchange of ideas through all disciplines, which is essential to develop a clear understanding of social-ecological systems. However, using a broader definition because of a shared vocabulary is likely to make resilience vague, hindering scientific progress. Geographers have indicated that the concept of resilience is not enough, and it is untrue when it is not critically transferred to social context (Brand &Jax, 20017). Thus, the concept of resilience is broad in sense and application, and its conceptualization requires consideration of areas like personal resilience, institutional resilience, and community resilience.
However, it is essential to remember that the concept of resilience is not mainly applied to social or ecological approaches but is applicable in various fields to illustrate the capabilities to return to its initial condition. The use of resilience in education, psychology, and engineering, developed an exciting image of resilience through different scientific perspectives. Social scientists focus more on the social context of disaster resilience, while engineers focus on the technical dimension. For instance, human resilience is regarded as the capacity of every individual to undergo transformation and change despite the risk involved (Cannon and Müller-Mahn, 2010). In physics, resilience refers to a system’s quality or material returning to the state of equilibrium after a stressful event instead of breaking (Bohle, Etzold & Keck, 2009). According to (Bohle et al., 2009), the term resilience refers to surviving and coping with a disastrous event with minimum effects and damage. It also involves the capacity of reducing and avoiding losses, containing the impact of disasters, and recovering with reduced social destruction (Bohle et al., 2009). On the other hand, the concept of resilience in hazard studies is centered on social and engineered systems. It involves pre-event mitigation measures to avoid hazard-related losses and damages and post-event approaches to adjust the situation and reduce the disaster’s impact.