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Technical and Social Dimensions of Farmer Learning: An Analysis of the Emergence of Reduced Tillage Systems in England

机译:农民学习的技术和社会层面:英国减少耕种制度的兴起分析

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摘要

Reduced tillage systems potentially provide both environmental and economic benefits. However, the system is not universally applicable and requires a higher standard of overall management than ploughing, the conventional form of tillage, particularly with respect to maintenance of yield and soil structure, straw and stubble treatment, grass weed and slug control. As such reduced tillage systems are non-prescriptive and require new ways of learning compared to more simple conventional techniques. This article examines the technical and social dimensions of such learning through a study of farmers practicing reduced tillage in England. Semi-structured face-to-face interviews were carried out with 12 farmers implementing reduced tillage and four promoters associated with an initiative supporting them. The results show that a community of reduced tillage farmers, motivated by different interests, has been emerging in England. Individual farmers are learning at the farm level through experimentation and adaptation, and have used a variety of networking devices to take this learning and validate and reflect on it by interacting with others with the same experiences. The networks were also found to extend to researchers and some agronomists. Thus the individual activity of on-farm learning, the technical dimension, is accompanied and enhanced by a process of social learning, the social dimension. However, there are barriers to this social learning, which themselves are intimately connected with the technical complexities of the system. The results show that not all farmers are willing to share their experiences. The difficult nature of reduced tillage, and the high management standards needed to implement it well, has made some farmers reluctant to engage in networks due to fear of criticism from other farmers, desire to protect their new found knowledge from competitors, or poor regard for the standards of farmers new to the system.
机译:耕作减少系统可能同时带来环境和经济利益。但是,该系统并非普遍适用,并且比耕作,传统的耕作形式(特别是在维持产量和土壤结构,秸秆和残茬处理,杂草和控制方面)更高的总体管理标准。因此,与更简单的常规技术相比,减少耕种系统是非强制性的,需要新的学习方式。本文通过对英格兰从事耕种减少耕种的农民的研究,研究了此类学习的技术和社会层面。对12位实施减耕的农民和4位与支持他们的倡议相关的发起人进行了半结构化的面对面访谈。结果表明,在英格兰已经形成了一个由不同兴趣驱动的减少耕种农民社区。个体农民正在通过试验和适应在农场一级学习,并已使用各种网络设备进行此学习,并通过与具有相同经验的其他人进行互动来验证和反思。还发现该网络扩展到研究人员和一些农艺师。因此,在农场学习的个人活动,即技术层面,伴随着社会学习过程,即社会层面,并得到了增强。但是,这种社会学习存在障碍,它们本身与系统的技术复杂性密切相关。结果表明,并非所有农民都愿意分享经验。减少耕种的困难性质以及良好实施所需要的高管理标准,由于担心其他农民的批评,渴望保护其新发现的知识不受竞争者或对耕作的不尊重,使一些农民不愿参与网络。新制度的农民标准。

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