Agriculture Reference
In-Depth Information
Table 17.1
Comparison of questions asked by conventional farmers with two crop species and
organic farmers with biodiverse crop-animal systems
Typical question
Conentional farm
Organic farm
Which crop cultivars to
plant?
What are the highest yield
maize and soybean cultivars
under optimum conditions?
Which cultivars of ten crop species
produce the most sustainable yields
of quality products for sale?
What planting system
should I use?
Can I maintain current row
width, optimum dates of
sowing for maximum yield?
How do many crops fit together in
the field and optimise labour use?
What soil fertility
program should I
follow this year?
Where can I locate the
cheapest form and source of
N, P, K and starter fertiliser?
How can I design long-term
rotations to include legumes,
compost, cereals, and pasture?
What plant protection
methods should I use?
What are the latest GMO
cultivars and cheapest sources
of chemicals?
Can I design an integrated pest
management strategy using
biodiversity of field and
surroundings?
contrast, the organic clients often learn through interactive discussions with networks of
farmers and researchers, place high value on the social capital of the group and have to make
complex decisions based on these interactions. They require all the same information as con-
ventional farmers on seed varieties and potential cultural practices (minus the chemicals), but
must apply this knowledge and use their skills to manage a highly diverse biological system in
which they are continually adjusting to changes in weather and conditions of the crops.
Although the general goals of organic farmers may remain constant through the season and
across years, the adaptive methods of reaching these goals may be in constant revision and
adaptation to current realities.
Farmers using organic and sustainable farming strategies most often strive to maximise
the specific adaptation of cultivars, practices and systems to fit the unique niches in each field
and even subareas of fields. This is another type of site-specific management, dependent on
observations and critical thinking skills of the farmer as well as information gathered from
other organic farmers in similar situations. Diversity and location specificity make organic
agriculture knowledge intensive. In the following section we turn to three perspectives of
learning which are used as bases for studying and developing knowledge-intensive activities.
Perspecties for learning
Sfard (1998) originally described knowledge acquisition and participation as different meta-
phors for learning. More recently, Hakkarainen
et
al
. (2004) examine three basic perspectives
on, or approaches to, learning:
1 knowledge acquisition;
2 participation; and
3 knowledge-creation.
These three perspectives provide a conceptual framework for learning that may guide us in
improving the quality of training and education. These three perspectives are used and
modified for the purpose of farmer training in organic agriculture.
The acquisition perspective understands learning as a process of transmitting knowledge
to an individual learner. An individual student's mind is seen as a container, and learning is a
process that fills the empty vessel with knowledge. The traditional form of agricultural exten-
