Availabilities:

Not currently available in 2020

Unit description

Explores the emergence of holistic, complex, adaptive systems approaches to thinking and knowledge, compared with reductionist science and mechanistic understandings of nature. 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.

Unit content

  • The integral role of self-knowledge in farming practice and land management
  • Mechanistic models, complex adaptive systems and regenerative agriculture
  • Building reductionism and holism into a framework of understanding
  • Demonstrating how holism functions in ecosystem management
  • Ecological perspectives, human ecology and ecological literacy
  • The challenge of paradox in complex systems
  • The influence of human perspectives in regenerative agriculture

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1compare mechanistic and complex adaptive systems worldviews and how this influences ecological perspectivesKnowledge of a disciplineLifelong learning
2demonstrate the capacity to undertake reflective analysis on the relationship between worldview and land managementCreativity
3demonstrate the capacity to describe and interpret one’s relationship with the natural worldCreativityLifelong learning
4describe the role of both reductionistic and holistic approaches to science and agricultural practiceKnowledge of a disciplineLifelong learning

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

  1. compare mechanistic and complex adaptive systems worldviews and how this influences ecological perspectives
    • GA4: Knowledge of a discipline
    • GA5: Lifelong learning
  2. demonstrate the capacity to undertake reflective analysis on the relationship between worldview and land management
    • GA2: Creativity
  3. demonstrate the capacity to describe and interpret one’s relationship with the natural world
    • GA2: Creativity
    • GA5: Lifelong learning
  4. describe the role of both reductionistic and holistic approaches to science and agricultural practice
    • GA4: Knowledge of a discipline
    • GA5: Lifelong learning

Teaching and assessment

Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 2

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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