Agriculture and the Undergraduate (1992) / Chapter Skim
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26 Teaching Agricultural Science as a System
26 Teaching Agricultural Science as a System
Pages 222-236
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From page 222... ...
The ideas about systems techniques and methodologies presented here reflect Donald Victory learning in the context of the Systems Task Force and associated workshops and Laurence Moore's experiences during his successful promotion of systems approaches to agricultural production problems in Virginia. Our objective is to present ideas and approaches to systems from our knowledge and experience that will stimulate interaction among those who would teach agricultural science as a system.
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From page 223... ...
, without consideration of emergent properties, is inconsistent with the definition of system submitted here. A "systems approach" takes a broad view that concentrates on interactions among parts and on emergent properties of systems that are relevant to problematic situations (checkland' 1981)
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From page 224... ...
Conceptual and quantitative models of different world views of the "agricultural system" that was developed by individuals in the group were considered among the potential materials for teaching systems approaches. Task force discussions revealed that each model of an agricultural system represented a simplified view of reality that was unique to its author and to the reality it represented.
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From page 225... ...
The diverse disciplines (human ecology, agricultural engineering, agronomy, agricultural economics, and social ecology) represented among the members were confounded with variations in individual approaches to problems that ranged from reductionism to holism.
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From page 226... ...
Reductionist scientists may argue that knowledge and methods for achieving the goals of agriculture will be advanced more through studies of mechanisms that function at the cellular or biochemical level than those that function at a systems level. Conversely, applied scientists and technologists who serve producers may view reductionist science as too narrowly focused and discipline oriented, emphasizing science without contributing to the knowledge base of modern farming (Bradshaw and Marquart, l 990)
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From page 227... ...
TEACHING AGRICULTURAL SCIENCE AS A SYSTEM Generate Options Model System Dentin Objectives Relate to Theory Identify System Validate System | Propose | Solutions Compare Options Implement Option Simplify Problem _.- ~ Identity Problem .¢ Implement Solution Hypothesis Mechanism? Unexplained I Results | Expenment Publish r _ FIGURE 2~1 Conceptual model illustrating the relationship among applied systems analysis and reductionist approaches to science and technology development.
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From page 228... ...
As this task force considered alternative approaches to inquiry and problem solving, the utility of reductionist approaches to science and technology development and of hard systems analysis were questioned, much as were the traditional goals of agriculture (maximizing productivity and profitability, optimizing production efficiency)
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From page 229... ...
Those choices determine the purposes of learning and systems thinking. in contrast, an experts preconceived notion of the agricultural system often determines what questions are asked and what is problematic in the paradigms for applied or hard systems analysis and reductionist approaches.
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From page 230... ...
The relationship of student to teacher was not unlike that of clientele to the agricultural scientist. Recently, agricultural consultants have expressed concern that agricultural research, the fruit of agricultural scientists, is too narrowly focused and discipline oriented, often emphasizing science and ignoring practice.
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From page 231... ...
. Unlike propositional and practical learning, experiential learning depends on a dynamic interplay between sensory experiences of the world and mental abstractions (Bawden' 1989)
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From page 232... ...
New York: Macmillan. RAPPORTEUR'S SUMMARY The use of a systems approach for teaching agricultural science was appropriately introduced by Laurence Moore and Donald victor.
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From page 233... ...
would add other dimensions; for example, how would the alteration of fertilization practices influence the local economy, the effectiveness of the school system, the quality of the public water supply, the abundance of wildlife, or the visual appearance of the landscaped Many of these latter outcomes are not quantifiable determined; rather, they are value judgments often made by individuals who are not directly involved with the nitrogen decisionmaking process. Thus, a soft systems analysis would be based, at least partially, on a broad range of inputs, albeit with variable strengths 233
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From page 234... ...
Each cloud represents a cluster of knowledge or the technology of a discipline or subdiscipline. one of the objectives of a learner in problem solving is to read the clues or technical inputs contained in each of the several clouds of knowledge and then to integrate them, in effect to coalesce the clouds into a more dynamic set of interacting technologies.
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From page 235... ...
Also, graduate programs or other advanced technical programs traditionally build strength in specific disciplinary areas.
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From page 236... ...
As in true student learning situations, some groups were dominated by strong individuals, and some individuals did not actively participate or offer input. Despite these limitations, the group reports contained a considerable overlap of outcomes, yet each report had a distinctive personality that reflected the makeup and background of the individuals who participated.
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