Document Type

Article

Publication Date

2011

Department

Environmental Studies

Keywords

action education, service learning, transdisciplinary education, systems education, holistic learning, integrated systems

Abstract

The transdisciplinary field of agroecology provides a platform for experiential learning based on an expanded vision of research on sustainable farming and food systems and the application of results in creating effective learning landscapes for students. With increased recognition of limitations of fossil fuels, fresh water, and available farmland, educators are changing focus from strategies to reach maximum yields to those that feature resource use efficiency and resilience of production systems in a less benign climate. To help students deal with complexity and uncertainty and a wide range of biological and social dimensions of the food challenge, a whole-systems approach that involves life-cycle analysis and consideration of long-term impacts of systems is essential. Seven educational case studies in the Nordic Region and the U.S. Midwest demonstrate how educators can incorporate theory of the ecology of food systems with the action learning component needed to develop student potentials to create responsible change in society. New roles of agroecology instructors and students are described as they pursue a co-learning strategy to develop and apply technology to assure the productivity and security of future food systems

Comments

Copyright © Taylor & Francis Group, LLC ISSN: 0735-2689 print / 1549-7836 online DOI: 10.1080/07352689.2011.554497

This article may not exactly replicate the final version published in the journal. It is not the copy of record. See http://www.tandfonline.com/doi/abs/10.1080/07352689.2011.554497

Source Publication Title

Critical Reviews in Plant Sciences

Publisher

Taylor & Francis Group

Volume

30

Issue

1-2 (Special Issue: Towards a More Sustainable Agriculture)

First Page

226

DOI

10.1080/07352689.2011.554497

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