Acta Scientific Agriculture

Review Article Volume 2 Issue 9

Climatic Interpretation and Perception of Farmers Based on the Experiential Learning Cycle (ELC)

Sankar Kumar Acharya1* and Anannya Chakraborty2

1Professor, Department of Agricultural Extension, Bidhan Chandra Krishi Viswavidyalaya, West Bengal, India
2Ph D Scholar (UGC NET-JRF Fellow), Department of Agricultural Extension, Bidhan Chandra Krishi Viswavidyalaya, West Bengal, India

*Corresponding Author:Sankar Kumar Acharya, Professor, Department of Agricultural Extension, Bidhan Chandra Krishi Viswavidyalaya, West Bengal, India.

Received: May 30, 2018; Published: August 11, 2018

Citation: Sankar Kumar Acharya and Anannya Chakraborty. “Climatic Interpretation Based on Experiential Learning Cycle". Acta Scientific Agriculture 2.9 (2018).

Abstract

  Experiential learning is the process of learning through experience, and is more specifically defined as “learning through reflection on doing”. Experiential learning is different from that of the formal rote learning or didactic learning, in which learner plays a comparatively passive role. Experiential learning is a broader philosophy of education which considers the individual learning process. As such, compared to formal learning, experiential learning is concerned with more concrete issues related to the learner and the learning context. Here in our study we will try to categorize the farmer’s observation and perception on changing monsoon patterns on the basis of customization of non-formal learning (like ELC). We will do this kind of patterning by using Kolb’s ELC model. The four elements of this model that are concrete experience, reflective observation, abstract conceptualization and active experimentation would be the key to understand that how farmers are generalizing monsoon changing pattern with the help of their own experience, perception and mindsets that they are rearing generation after generation. This study would try to extrapolate how farmers are combining the monsoon dynamics with that of the indigenous technological knowledge (like Khonar Bachan). To do this kind of study we need to do trend analysis, pattern analysis, grid analysis and also extrapolation and interpolation of farmers’ knowledge. The study will also include impact of Kurt Lewin model on farmers’ learning process.

Keywords: Didactic Learning; Monsoon Dynamics; Indigenous Technological Knowledge; Kolb’s Model; Kurt Lewin’s Model

Copyright: © 2018 Sankar Kumar Acharya and Anannya Chakraborty. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.



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