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Future Visions for Experiential Education in the Agroecology Learning Landscape

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Integrating Agriculture, Conservation and Ecotourism: Societal Influences

Part of the book series: Issues in Agroecology – Present Status and Future Prospectus ((AGRO,volume 2))

Abstract

Experiential learning is gaining momentum as the favored educational strategy in agroecology and similar applied fields in agriculture, food systems, and other sectors of university education. Based on centuries-old methods of apprenticeship and hands-on learning, this approach has gained recognition in the academic community starting with the pioneering research and applications by John Dewey more than a century ago. With the added theoretical rigor of David Kolb’s learning cycle, experiential learning as a cyclical process is now at the forefront of educational innovation. With a goal of preparing agroecologists for responsible dedication to the goals of stakeholders in farming and in rural communities, strategies in systems action education are being developed to move important structured learning activities out of the ivory towers of academia and into the context of real world challenges. Systemic analysis and evaluation of current systems and development of viable future alternatives using multiple criteria for measuring success are central to the learning process. Moving from a focus on systems components to holistic visions of how those systems can better meet human needs, we help students articulate their personal goals to preserve the environment and increase future production potential. Building competencies in future agroecologists requires learning and practicing biological, ecological and social science methods, and both individual and social learning are essential to the process. Several models that have been implemented in the Nordic Region, United States, and France are presented to illustrate the learning approach, and open-ended case study methods in the field and community provide the heart of this education. Agroecology students acquire and develop new knowledge and skills, examine and critique their personal attitudes toward stakeholders and integrated systems, and recognize the importance of underlying values in the conduct of their work. Agroecology as the ecology of food systems provides a framework for students to understand and integrate multiple objectives in production, economics, environmental impacts, and social viability of farming and food systems, and experiential learning is central to their education.

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Acknowledgements

The authors gratefully recognize the diligent contributions of the book editors and three reviewers who have made important suggestions to improve this review.

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Authors and Affiliations

  1. Agronomy and Horticulture, University of Nebraska – Lincoln, 279 Plant Science, Lincoln, NE, 68583-0915, USA

    Charles Francis

  2. School of Natural Resources, University of Nebraska – Lincoln, 101 Hardin Hall, Lincoln, NE, 68583-0961, USA

    Shannon Moncure

  3. Agronomy and Plant Genetics, University of Minnesota, 411 Borlaug Hall, 1991 Buford Circle, St. Paul, MN, 55108, USA

    Nick Jordan & Paul Porter

  4. Department of Plant and Environmental Science, Tower Building, 5003, N-1432, Aas, Norway

    Tor Arvid Breland & Geir Lieblein

  5. Department of Urban and Rural Development, Swedish University of Agricultural Sciences (SLU), Ulls väg 28A, 7012, 750 07, Uppsala, Sweden

    Lennart Salomonsson

  6. Department of Agronomy, Iowa State University, 2104 Agronomy Hall, Ames, IA, 50011-1010, USA

    Mary Wiedenhoeft

  7. College of the Atlantic, 105 Eden Street, Bar Harbor, ME, 04609, USA

    Suzanne Morse

  8. Department of Agricultural Leadership, Education, and Communication, University of Nebraska – Lincoln, 300 Agriculture Hall, Lincoln, NE, 68583-0709, USA

    James King

  9. Crop and Soil Sciences, Washington State University, Johnson Hall 291D, Pullman, WA, 99164-6420, USA

    Catherine A. Perillo

  10. Department of Academic Affairs, Circus Building, 5003, N-1432, Aas, Norway

    Michael Moulton

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  1. Charles Francis
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  2. Shannon Moncure
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  9. Paul Porter
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  10. James King
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  11. Catherine A. Perillo
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  12. Michael Moulton
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Corresponding author

Correspondence to Charles Francis .

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Editors and Affiliations

  1. , Campus Veracruz, Colegio de Postgraduados, Apartado Postal 421, Veracruz, 91700, Mexico

    W. Bruce Campbell

  2. , Campus Veracruz, Colegio de Postgraduados, Km. 86.5 Carr. Fed. Xalapa-Veracruz, via paso de Ovejas, Veracruz, 91690, Veracruz, Mexico

    Silvia López Ortíz

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Francis, C. et al. (2012). Future Visions for Experiential Education in the Agroecology Learning Landscape. In: Campbell, W., López Ortíz, S. (eds) Integrating Agriculture, Conservation and Ecotourism: Societal Influences. Issues in Agroecology – Present Status and Future Prospectus, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4485-1_1

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