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LocationDomesticInternational
Online
Term4
N/A

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 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:
1compare mechanistic and complex adaptive systems worldviews and how this influences ecological perspectives
2undertake reflective analysis on the relationship between worldview and land management
3describe and interpret one’s relationship with the natural world
4evaluate the role of both reductionistic and holistic approaches to science and agricultural practice.

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

  1. compare mechanistic and complex adaptive systems worldviews and how this influences ecological perspectives
  2. undertake reflective analysis on the relationship between worldview and land management
  3. describe and interpret one’s relationship with the natural world
  4. evaluate the role of both reductionistic and holistic approaches to science and agricultural practice.

Prescribed Learning Resources

Prescribed Texts
  • Capra, F; Luisi, L, 2014, A Systems View of Life, Cambridge University Press, UK. ISBN: 978-1316616437.
  • Or: Tyson Yunkaporta, 2019, Sand Talk, e-book, The Text Publishing Company, London, UK. ISBN: 9781925773996.
  • Tyson Yunkaporta, 2019, Sand Talk, 1, The Text Publishing Company, London, UK. ISBN: 9781925773996.
Prescribed Learning Resources may change in future Teaching Periods

Teaching and assessment

Notice

Intensive offerings may or may not be scheduled in every teaching period. 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 teaching period.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.

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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