Availabilities:

Location Domestic International
Lismore
Term4
Term4
Online
Term2,4
N/A

Unit Summary

Unit type

PG Coursework Unit

Credit points

12

Unit aim

Explores the emergence of holistic, complex adaptive systems approaches to thinking and knowledge, compared with reductionist science and mechanistic understandings of nature, and indigenous knowledges. Examines human ecology, including the role of different belief systems and their impact on ecological perspectives, which in turn influence individual and communal behaviour. Considers the role of ecological literacy in the context of regenerative agriculture. Students explore their connection to the environment, to systems and to holistic thinking through theory and practice, and how this can contribute to transformative change for our land and societies.

Unit content

The universe, evolution and versions of science

Ecological Literacy: Learning, thinking, values and feelings

Building an understanding of holism and its guiding role in regenerative thinking and action

Characterising systems thinking and understanding its application

Using the regenerative agriculture model (RAM) to assess a farm(er)

Emotional intelligence, conflict resolution and transformational change

 

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:
1 evaluate differences between mechanistic and complex adaptive systems worldviews and how this influences ecological perspectives, science and land management practice
2 apply reflective analysis to understand the relationship between worldview and land management, including one's personal relationship with the natural world
3 develop an understanding of the role of Indigenous thinking and knowledges, including their role for supporting transformative change in agriculture
4 bring diverse and multidisciplinary knowledges together to explain what may be required to enable transformative change

On completion of this unit, students should be able to:

  1. evaluate differences between mechanistic and complex adaptive systems worldviews and how this influences ecological perspectives, science and land management practice
  2. apply reflective analysis to understand the relationship between worldview and land management, including one's personal relationship with the natural world
  3. develop an understanding of the role of Indigenous thinking and knowledges, including their role for supporting transformative change in agriculture
  4. bring diverse and multidisciplinary knowledges together to explain what may be required to enable transformative change

Prescribed texts

  • No prescribed texts.

  • No prescribed texts.
Prescribed texts may change in future teaching periods.