Prong 2 – Re-Designing Education for Agricultural Students and their Teachers (Part IV) Prof. Gregory Radick Of course, training in genetics is just once facet of farmer education, and training for a more sustainable future will require coordinated changes across the curriculum.[1] As a second, shorter example – but one that will lead us towards Prong 3 of this position paper – considers how farmers might usefully be taught to think in fresh ways about their innovations as their property….

Prong 2 – Re-Designing Education for Agricultural Students and their Teachers (Part III) Prof. Gregory Radick How values acquired in the genetics classroom might translate to farming practice Near the beginning of this position paper we gestured briefly toward some links between Mendelian genetics, with its distinctive emphasis on hybrid seeds, and post-Green-Revolution high-yield, industrially farmed, chemically saturated agriculture.  With the two genetics pedagogies in view, we can now pursue a further question: What, exactly, might the affinities be between…

Prong 2 – Re-Designing Education for Agricultural Students and their Teachers (Part II) Prof. Gregory Radick “Genes, environments, and variability” genetics teaching: There is, fortunately, another way. For some while, PI Radick, as a historian of science, has been re-examining the debate that broke out over Mendel’s experiments after the 1900 rediscovery of his paper on them.[1] The debate was most intense between the Cambridge-based William Bateson, who did more than anyone to promote Mendel’s work as the foundation for…