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- W4231961864 abstract "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. © 1998 John Wiley & Sons, Ltd." @default.
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- W4231961864 date "1998-09-01" @default.
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- W4231961864 title "Systemic praxis in the education of the agricultural systems practitioner" @default.
- W4231961864 doi "https://doi.org/10.1002/(sici)1099-1743(1998090)15:5<403::aid-sres267>3.3.co;2-c" @default.
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