Participatory learning for sustainable agriculture
Emerging evidence for the success on farms of resource-conserving technologies and practices must not tempt agricultural professionals into making prescriptions about what constitutes sustainable agriculture. Sustainability is a complex and contested concept, and so precise definitions are impossible. The dominant scientific paradigm of positivism has served us well over three to four centuries, but it is not well suited to contexts where uncertainties are high, and problems are open to interpretation. Many methodological and philosophical alternatives to positivism have arisen from both the “hard” and “soft” sciences. These indicate that new understanding and solutions can only arise with wide public and scientific participation. But the term “participation” has become fashionable with many different interpretations, some hindering rather than supporting sustainability. New systems of learning are needed, using participatory methods and criteria for trustworthiness. These have profound implications for agricultural professionals, who must now actively create a whole new professionalism.
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| Format: | Texto biblioteca |
| Language: | spa |
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ELSEVIER
1995
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| Subjects: | AGRICULTURE, AGRICULTURA, SUSTAINABLE AGRICULTURE, AGRICULTURA SOSTENIBLE, FARMS, GRANJAS, PARTICIPATION, PARTICIPACION, PROFESSIONALS, PROFESIONALES, |
| Online Access: | https://doi.org/10.1016/0305-750X(95)00046-F |
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| Summary: | Emerging evidence for the success on farms of resource-conserving technologies and practices must not tempt agricultural professionals into making prescriptions about what constitutes sustainable agriculture. Sustainability is a complex and contested concept, and so precise definitions are impossible. The dominant scientific paradigm of positivism has served us well over three to four centuries, but it is not well suited to contexts where uncertainties are high, and problems are open to interpretation. Many methodological and philosophical alternatives to positivism have arisen from both the “hard” and “soft” sciences. These indicate that new understanding and solutions can only arise with wide public and scientific participation. But the term “participation” has become fashionable with many different interpretations, some hindering rather than supporting sustainability. New systems of learning are needed, using participatory methods and criteria for trustworthiness. These have profound implications for agricultural professionals, who must now actively create a whole new professionalism. |
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