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…