292 Governance and Education
From Teaching to Learning
One important reason for students to come to the university is to learn something
they did not know. There are many dedicated teachers with broad appreciation of
what is important, yet some topics may be chosen because they are the research
specialties of teachers with narrow research or personal interests. We generally call
ourselves teachers, and we really focus on doing teaching very well. Every univer-
sity has teaching appointments, teaching evaluations and teaching awards. There
is an implicit assumption that when we teach, someone will learn. In fact some
of us have learned the import ance of agroecology and the whole farm and food
systems from within the conventional edu cational structures and integrated this
with unique experiences achieved by farmers and others in the world outside
academia.
Our Nordic and Midwest agroecology groups strongly believe that we can
make more progress through an explicit focus on students and on their learning
rather than by fine-tuning classroom methods or the improved organization of a
curri culum to fit our time-honoured beliefs in the importance of a certain list of
basic and applied courses. This shift is in accordance with the direc tion of current
pedagogical discourses and didac tical thinking (Bawden et al, 2000; McGill and
Beaty, 2001).
‘Just in time education’ is a concept that we are exploring for the sequencing
of courses in the university curriculum (Salomonsson et al, 2005). Instructors and
advisors in the Swedish Agricul tural University observed that many students were
postponing a required first-year chemistry class until their fourth or even fifth year
of study. Careful questioning of students about why they made this decision
revealed that many were unsure of how and why they were studying chemistry,
except that it was a require ment. Other students were ready for the course in their
first year, but many did not under stand the context nor had they experienced the
need for that information. During their fourth or fifth years, these latter students
realized the need for such a course, and it was ‘just in time’ for them to take it at
this stage. When the focus is on learning, we provide opportunities for students to
enrol in courses that they find the most purposeful. This does not eliminate the
need for thoughtful advising by teachers, who can guide students through the
learning land scape to find those courses that will best help them gain the experi-
ence and skills that they will need to meet their individual long-term objectives.
Focus on Action Learning
Learning through action and for action is a perspective which is drawn out of
Dewey’s experience-based learning. According to Dewey, education and upbring-
ing of children is life, and life itself is human growth and development: ‘Since
growth is the characteristic of life, edu cation is all one with growing; it has no end