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Master of Agroecology - Learning from experience
Karen Adler
Because the Master in Agroecology is not just about gaining knowledge, the pedagogical approach needs to be adapted to assist in the development of the agroecologist as a whole.
In the first semester, students are exposed to a different type of learning. The starting point for the core Agroecology courses is the real-life phenomena that is found when working with farmers and stakeholders in the food system. Learning is strongly based on experiences from project work using real-life cases in Norwegian agriculture. The education is focused on viewing farming and food systems holistically, emphasizing sustainability, systems theory, project management, stakeholder analysis and action research. In this way, the courses take a ‘top-down’ approach using the messy situation found when viewing the whole system as the object of inquiry. The process of improving the situation, and the learning incurred from this process, are important for enhancing the student competency as an agroecologist.
The courses also introduce the idea of ‘just-in-time’ learning, where students use the situation and challenges presented to guide the self and group study that is needed to improve the situation. This tool is intended to allow students to practice identifying and addressing problems based on what they find experientially. This can be used in the future to ensure that knowledge or expertise held by those who are working to solve a problem do not overshadow innovative, practical solutions adapted to the localized situation.
This backs our belief that experiential learning is essential in developing agroecologists who themselves will be able to put theory into action. However, the instruction methods and evaluation in semesters of elective courses depend on the courses chosen from the different thematic areas.
Updated: 08.02.10
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