Availabilities:
| Location | Domestic | International |
|---|---|---|
| Online | N/A |
Unit Summary
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:
- evaluate differences between mechanistic and complex adaptive systems worldviews and how this influences ecological perspectives, science and land management practice
- apply reflective analysis to understand the relationship between worldview and land management, including one's personal relationship with the natural world
- develop an understanding of the role of Indigenous thinking and knowledges, including their role for supporting transformative change in agriculture
- bring diverse and multidisciplinary knowledges together to explain what may be required to enable transformative change
Prescribed texts
- No prescribed texts.
- No prescribed texts.