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Systemic praxis in the education of the agricultural systems practitioner<FNR></FNR><FN>Paper first presented at the 1991 annual meeting of the International Society for the Systems Sciences, Ostersund, Sweden, and originally published in Systems Practice 1993, 6(1), 7-20. </FN>
- Source :
- Systems Research & Behavioral Science; Sep/Oct1998, Vol. 15 Issue 5, p403-412, 10p, 3 Diagrams
- Publication Year :
- 1998
-
Abstract
- This paper describes the context and the systemic experiential theories that have informed the praxis of educating agricultural systems practitioners. The praxis has involved a process of action research with students and with clients in farming and other rural community organizations. The praxis encourages learners to bring a range of methodologies of inquiry to bear upon problematic issues, contingent upon the nature of such issues. Informed by a number of different theories, and by reflecting on our own work, an earlier model of a nested hierarchy of systems of inquiry has been reconstructed to become a more useful guide to educational strategies: Each contingent methodology can now be seen to have its own learning, meta-learning, and epistemic learning dimensions. A key to enriched learning for responsible changes in agriculture and rural development lies in the facilitation of the consciousness of, and competency at, such a systemic pluralism of methodologies. © 1998 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Subjects :
- AGRICULTURE
RURAL development
PRAXIS (Process)
LEARNING
PLURALISM
Subjects
Details
- Language :
- English
- ISSN :
- 10927026
- Volume :
- 15
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Systems Research & Behavioral Science
- Publication Type :
- Academic Journal
- Accession number :
- 17071279
- Full Text :
- https://doi.org/10.1002/(SICI)1099-1743(1998090)15:5<403::AID-SRES267>3.0.CO;2-L