Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 113 Document Number: C11087
Journal Title Details:
365 pages
Notes:
"... compilation of some of the articles that have been published in ACCE's journal, Africa media review"--Introd. Includes bibliographical references and index., Nairobi, Kenya : African Council for Communication Education, c1996.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C17062
Notes:
Pages 249-265 in Jan Servaes, Thomas L. Jacobson and Shirley A White (eds.), Participatory communication for social change. Sage Publications, New Delhi. 286 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C14115
Notes:
First published in Media Development, 1, 1987., Chapter 12 in Charles Okigbo (ed.), Development Communication Principles. African Council for Communication Education, Nairobi, Kenya. 365 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C17049
Notes:
Pages 13-25 in Jan Servaes, Thomas L. Jacobson and Shirley A White (eds.), Participatory communication for social change. Sage Publications, New Delhi. 286 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C17061
Notes:
Pages 223-248 in Jan Servaes, Thomas L. Jacobson and Shirley A White (eds.), Participatory communication for social change. Sage Publications, New Delhi. 286 pages.
N. R”ling (author / Department of Communication and Innovation Studies, Wageningen Agricultural University) and Department of Communication and Innovation Studies, Wageningen Agricultural University
Format:
Journal article
Publication Date:
1996
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 103 Document Number: C08888
In all, a constructivist epistemology leads to a completely different approach that includes the conventional one, but ultimately leads to very different choices. I call this approach "interactive agricultural science". Box 2 sums up its main features. Interactive agricultural science is internally consistent. Just as the conventional paradigm, it embraces a whole range of mutually related elements at various levels of abstraction, from epistemology to the practical points of departure for rewarding desired scientific work and for training students. The challenge to agricultural science is together to further construct and operationalise this paradigm. That, as I hope to have made clear, is a condition for achieving our new mission: to contribute to a change in direction which saves us from becoming Norsemen in Greenland.