Theoretical frameworks for learning-based approaches to change in industrialised-country agricultures

Ison, R. L.; High, C.; Blackmore, C. P. and Cerf, M. (2000). Theoretical frameworks for learning-based approaches to change in industrialised-country agricultures. In: Cerf, Marianne; Gibbon, David; Hubert, Bernard; Ison, Ray; Jiggins, Janice; Paine, Mark; Proost, Jet and Röling, Niels eds. Cow up a Tree: Knowing and Learning for Change in Agriculture. Case Studies from Industrialised Countries. Science update. Paris: INRA (Institut National de la Recherche Agronomique) Editions, pp. 31–54.

URL: http://www.quae.com/fr/r583-cow-up-a-tree.html

Abstract

A range of theoretical perspectives on learning and change are reviewed and explored within a framework that owes much to the second order cybernetic claim that all knowing is doing. It is the aspiration of the authors to enable distinctions by the reader that illuminate their practice or their reading of the case study chapters that follow. Our ambition is based on the claim that experience arises within the distinctions we make. In other words, the capacity to make more distinctions about learning and change can broaden the repertoire of choices for purposeful action available to stakeholders in industrial-country agricultures. These distinctions may better enable participants engaged in research and development to responsibly research, study or identify learning processes, claim that learning has occurred, purposefully design learning systems and begin to judge the value of doing any or all of these.

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