By Charles Francis, Shannon Moncure (auth.), W. Bruce Campbell, Silvia López Ortíz (eds.)
Agroecology not just encompasses facets of ecology, however the ecology of sustainable nutrition creation platforms, and comparable societal and cultural values. to supply potent conversation relating to prestige and advances during this box, connections has to be demonstrated with many disciplines reminiscent of sociology, anthropology, environmental sciences, ethics, agriculture, economics, ecology, rural improvement, sustainability, coverage and schooling, or integrations of those basic subject matters in an effort to offer built-in issues of view that may support result in a extra sustainable development of values than traditional economics on my own. Such designs are inherently complicated and dynamic, and transcend the person farm to incorporate landscapes, groups, and biogeographic areas through emphasizing their distinctive agricultural and ecological values, and their organic, societal, and cultural parts and processes.
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Extra info for Integrating Agriculture, Conservation and Ecotourism: Societal Influences
Program at the Norwegian University of Life Sciences (UMB) in Ås, and a national Økoløft (Ecological Lifting) project that has the objective to increase public consumption of organic food. It is part of the Norwegian national program that aims to increase 12 C. Francis et al. production and consumption of organic food to 15% by the year 2020. In four participating communities, student teams were invited as part of their field project activities to inquire of farmers about production and of town people about their food system goals over the next decade.
7 Working with Non-University Stakeholders Action learning has been described as a strategy to involve students in real-world issues, often working with different stakeholder communities in the field. Such engagement functions as a bridge between what is learned in class and what those outside the university see as their challenges on the farm and in the community. An application of this type of action learning in agroecology has been described by Jordan et al. (2005). It is highly important, but often difficult to incorporate relevant interactions into the flow of activities in the conventional classroom environment, although inviting guest speakers, requiring students to do interviews in the community, and basing project work on current issues in communities can be introduced into class activities.
These steps on the ladder are shown in Fig. 7, and described in more detail in that section. The experiential learning strategy we follow in several agroecology programs is to enter the learning landscape at the middle step of the ladder, exploring, rather than at the bottom steps where most university courses begin with training and memorizing. In working with European, United States, and other students over the past decade, we have observed that they are much more highly motivated when they enter the program on a step where their previous experience is immediately put to use, where they can build on their own and on fellow student capacities, and where they clearly see the goal as working toward an improved future situation.
Integrating Agriculture, Conservation and Ecotourism: Societal Influences by Charles Francis, Shannon Moncure (auth.), W. Bruce Campbell, Silvia López Ortíz (eds.)