Systemic praxis in the education of the agricultural systems practitioner

This paper describes the context and the systemic experiential theories that have informed the praxis of educating agricultural systems practitioners. The praxis has involved a process of action research with students and with clients in farming and other rural community organizations. The praxis encourages learners to bring a range of methodologies of inquiry to bear upon problematic issues, contingent upon the nature of such issues. Informed by a number of different theories, and by reflecting on our own work, an earlier model of a nested hierarchy of systems of inquiry has been reconstructed to become a more useful guide to educational strategies: Each contingent methodology can now be seen to have its own learning, meta-learning, and epistemic learning dimensions. A key to enriched learning for responsible changes in agriculture and rural development lies in the facilitation of the consciousness of, and competency at, such a systemic pluralism of methodologies.