By H. O. Kunkel, Chris L. Skaggs
With the continual adjustments of farming equipment and guidelines, it will be significant that agricultural schooling evolves with them, pushing in the direction of recommendations instead of accepting conventions. This booklet is a decision to hands for educators to arrange for the twenty first Century and a wholly new set of possibilities.Content:
Chapter 1 better schooling in Agriculture: the environment and the necessity for swap (pages 7–20):
Chapter 2 pondering via greater schooling in Agriculture: content material, Values, and objective (pages 21–38):
Chapter three Envisioning better schooling in Agriculture (pages 39–55):
Chapter four types of better schooling in Agriculture (pages 57–70):
Chapter five Making swap judgements (pages 71–87):
Chapter 6 precis and Synthesis of ideas for Systemic swap (pages 89–97):
Chapter 7 duties and expectancies (pages 101–108):
Chapter eight notion and alter (pages 109–111):
Chapter nine Values (pages 113–120):
Chapter 10 direction development (pages 121–125):
Chapter eleven direction content material (pages 127–134):
Chapter 12 Scholarship (pages 135–140):
Chapter thirteen lecture room setting: Participation (pages 141–145):
Chapter 14 Innovation and structures considering (pages 147–154):
Chapter 15 techniques for Implementation (pages 155–158):
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Additional resources for Revolutionizing Higher Education in Agriculture: Framework, Principles, and Agenda for Action
Sample text
The practical implications of this development may be that both the content of and the human values in the courses must be systemically changed within existing courses, rather than substituting new courses for the old. Thus, elements of human nutrition can be incorporated in courses in animal nutrition, 29 30 The Framework and Principles for Changes bioremediation can become part of courses in soils, biotechnological systems can become part of courses in animal and plant breeding, and ecological principles can become integrated into practical animal science and agronomy.
The tacit assumptions reflect cultural values. People come to adopt these values implicitly in their attitudes toward nature and toward other people. If enough individuals in an organization come from a common demographic or cultural stock, it is plausible to ascribe these cultural values to the organization itself. These values are, nevertheless, the values of individual human beings, and if there is enough turnover in faculty, these values will be replaced without significant institutional change.
Although a substantial portion of higher education in agriculture is carried out in institutions outside the land grant fold, the land grant college of agriculture has served as the model for development of the system of higher education in agriculture in the United States. 2. General education shares many of the goals of modern liberal education, but they are not the same. The goal of general education is to equip students with the skills that they need for individual and social actions with the problems of the present and the future.
