Agriculture Reference
In-Depth Information
be used together with the local experience about each field and farm supplied by farmers for
collectively finding relevant solutions, which in turn can be tested and further developed on
other fields and farm. Farmers are learning in order to apply the information in their own
practical work. Therefore, it is useful to start from the questions and challenges farmers face in
their activities, which forms a good ground for knowledge creation. It is important to pay
attention to farmers and their needs, and to create suitable learning tools in training (Seppänen
2002). These can be tables, figures, measurement devices and hands-on activities, and often
many of them are needed. Visions or models or other types of presentations of the state-of-the-
art practices, or activities that help farmers to articulate their desired goals, can facilitate the
knowledge-creation process. Explicit goals are among the most important parts of designing
farming systems, yet one of the most difficult to articulate (Savory 1999). A case example that
applies such a visionary tool is included [see
Using
a
learning
tool
in
organic
vegetable
farming
(Finland)
]. Tools can also be words and concepts that help us better understand different phe-
nomena. It is essential to focus on the knowledge-creation process itself rather than to focus
only on the end results. Networks that illustrate the principles of dispersed leadership and
empowerment of groups can be used to enhance both participation and knowledge creation.
The three perspectives have different roles in designing farmer education. Knowledge
acquisition is necessary for complementing the knowledge base. With participation, learning
may be seen as a process in which new organic farmers gradually become full members of the
organic agriculture community (Lave and Wenger 1991). Organic farming is a dynamic activity
that is continuously evolving; perhaps the biggest challenge in organic agriculture is not only
learning about the existing techniques and practices but also learning how to develop them
further by reshaping them or creating new ones. This can be achieved through knowledge
creation. Farmers' efforts in developing new practices and techniques are an important
resource for organic agriculture. Networking and involving various participants is important
in knowledge creation.
Using a learning tool in organic egetable farming (Finland)
In a recent activity-theoretical study, a framework (Figure 17.1) was created for understanding
and analysing the learning challenges in Finnish organic vegetable farming. Activity theory is
a theoretical approach that originates from psychology that emphasises the mediated, collec-
tive and evolving nature of human activities (see Engeström 1987, Chaicklin
et
al
. 1999).The
development of the framework has been documented and discussed elsewhere (Seppänen
2002, Seppänen 2004). It is described here how the learning tool was used in an educational
workshop for organic vegetable farmers.
The framework (Figure 17.1) serves for visualising and categorising farmers' choices in
farming practices, illustrating organic farming in an evolutionary and developmental way. A
specific crop, or system, or activity on a farm can be charted at one point on the horizontal
axis (use of natural resources). Farmers can compare their practices with those of other farmers
on this visual chart, using this learning tool to evaluate their own practices and meanings.
On the vertical axis, the tool suggests that farming practices somehow link the farm with
other stakeholders in the rest of society. For instance, buying commercial organic inputs links
the farm with business enterprises, while fodder-manure exchange makes a linkage with other
farms. Similarly, different choices in farming practices and ways of farming may imply contacts
with different information resources.
The learning tool was used in farmer education in 1999-2000, in workshops organised by a
regional rural advisory centre. As an example, one session with 14 farmers is described from
notes taken after the workshops and materials used in education. The theme was the different
