International Journal of Agricultural Sustainability
International Journal of Agricultural Sustainability 2 (2005) 147–153
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Becoming an Agroecologist through Action Education
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Geir Lieblein1, Edvin Østergaard2 and Charles Francis3
1Department of Plant and Environmental Sciences, Norwegian University of Life Sciences/UMB, PO Box 5003, 1432 Ås, Norway, 2Department of Mathematical Sciences and Technology, Norwegian University of Life Sciences/UMB, PO Box 5003, 1432 Ås, Norway and 3Department of Agronomy & Horticulture, University of Nebraska, Lincoln, NE 68583-0915, USA
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Abstract
Action education provides an appropriate set of methods for learning about the complexities of farming and food systems. Agroecology provides the framework to organise learning opportunities for students interested in solving challenges in today's world. Our programmes in agroecology concentrate on discovery and learning. Rather than agroecological theory having primary value, we immerse students in practical phenomena at the farming and food system level, and let these phenomena determine what theory is necessary and relevant. Teachers are converted from lecturers to leaders and catalysts in the learning process. In a learning landscape on campus, on farms, and in communities, we find direction by focusing on how students can become agroecologists. Students will have knowledge of farming and food systems, and the skills necessary to handle complexity and change, to link theory to real life situations, to communicate and facilitate in an effective way, and to be autonomous in their learning. Agroecology and sustainable agriculture are good places for training in these skills. Such skills will be vital for graduates to proactively deal with the challenges of specialisation, high technology, and use of non-renewable resources in modern society, in the quest for strategy to achieve sustainable development.
Keywords: action learning, agricultural professionals, agroecologist, experiential learning, systems education, visionary thinking
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