Farmers as learners: evolving identity, disposition and mastery through diverse social practices

Rural Society, Spring, 2005 by Jan Allan

This paper reports a study (Allan 2002) that explores the questions of how farmers learn, how they construct knowledge, and how learning informs their practice. It seeks to identify how they gain new ideas, make changes, and develop to new levels of expertise. Six central South Island (N.Z.) farmers were selected purposively as case studies. The range of case profiles provides for comparison and contrast of the relative importance of formal qualifications, differences between sheep/beef farmers and dairy farmers, levels of expertise, age and experiences. The self-rating of the farmers enables a comparison of lower and higher performers, identifying characteristics which enable insight into why some farmers consistently lead new practice and why some are reluctant followers. The farmers are identified as social learners, although working independently, in relative geographical and social isolation and learning through participation in the practice of farming. This practice includes a constellation of communities of practice, which may be resource-rich or resource-poor with mastery developed through evolving identity, disposition and knowledge.

Farmers as Researchers within a Business Paradigm

This paper is approached from the perspective of farmers as researchers in their own right, gaining knowledge through practice. Schon (1983) recognised this 'kind of rigor' and 'experimentation' as knowledge-in-action and the action of a reflective practitioner. It proposes that as farming moves along the continuum from lifestyle, (i.e. valuing the 'way of life' as the dominant value of farming) to a paradigm where business and financial results are viewed as almost exclusive to intrinsic rewards, there needs to be a corresponding and increasing move from a trade-based skill culture to a professional-based learning culture.

'Fast forward' in the 21st Century

The rapidity of change in a high tech environment, combined with globalisation, the New Economy and the Knowledge Age (Allee 1997; Allee 1999; Senge 1998; Witten-Hannah 2001) means that farmers are living their lives in 'fast forward' mode. There is so much new technology, research and development available (Hamilton 1995; Scoones & Thompson 1994a; Stantiall & McDiarmid 2000) that the ability to identify information relevant to a particular farming practice and to process it into knowledge, is an increasing challenge. Farming in New Zealand has no strong tradition or cultural value of farming qualifications (Allan 2000) with farmers more commonly renowned for their ingenuity, inventiveness and stoic, hardworking attitudes. It is predicted that learning fast will be a major indicator of farm performance for the 21st Century (Parker 2000). How are these six farmers making the transition from brawn to brain; from working hard to working smart?

Personal Interest

While my background is in both farming (I've farmed in partnership for an extensive number of years) and adult learning, my interest in this proposed topic arose while I was working in agricultural industry training. I visited farmers and their staff members to advise on, coordinate and moderate training. Invariably the number of very competent farmers with low or no formal qualifications, who were running very substantial businesses, captivated me. It raised the question of how they had gained their knowledge and skills and why some were better learners than others. What did they do differently?

There was also an area of conflict when those involved in training, 'outsider experts', often appeared ignorant of the needs of farmers and the culture of farming. They often devalued the informal learning of farmers and were ignorant or disinterested in the issue of how farmers learn best. Consequently, relevancy was often inferior in training programs for both farmers and their staff members. These 'outsider experts' and the New Zealand public generally, often presume farmers have inherited both their farm and their farming skill and knowledge. This assumption is an outdated view of the industry. Personal interest was further stimulated by the Information Technology Advisory Group (ITAG) Report (1999) and the popular emphasis on a knowledge-based economy. Whether the knowledge economy becomes fact, or merely a use of terms, remains to be seen. While many politicians, scientists and other commentators are promoting this knowledge emphasis as the new saviour, this may not be anything new. The editors of the journal Daedalus discussed the 'knowledge industry' in 1963, and John Kennedy in 1962 referred to a 'second scientific revolution' producing a 'knowledgeable society' (Schon 1983, p. 6). This research recognises farmers and farming as a well developed knowledge-based industry although not commonly recognised or authenticated as such.

Formal, Non-Formal and Informal Learning

The distinction between formal, non-formal and informal learning is discussed in most research into farmers and their learning. Farmers, probably due to their geographical, cultural and social situations, are considered practical people, perceived as learning mainly from trial and error i.e. experience. Several studies seek to correlate education with successful farming. The results depend on what value is put on informal and non-formal learning. Reeve & Black (1998) conclude that further education increases the uptake of new practices while Kilpatrick (1997) concludes that farmers with formal accredited agricultural education are more profitable. Bamberry, Dunn and Lamont (1997) on the other hand, decide that there is 'little conclusive evidence of a strong relationship between formal farmer education, agricultural productivity and, in turn, good farm management performance' (p. ix).