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lead to social change in ways similar to each of the orientation, and governance, the operating structure above. For this reason, the book could be considered and assumptions behind how colleges operate have as an essential reading in courses in Agroecology, changed less over the last three hundred years than Agricultural Economics, Policy and Political Science, any other western institution. and Rural Sociology. One should be warned that there Chapter 3 describes the characteristics of how is explicit sexual content and violence in the book, people learn personally. One trait of learning is that perhaps used by the author to sell more books. it's always purposeful, Learning happens because the Providing alternatives for concerned students could learner wants it to happen. People learn in whatever be an option. When the sexual content is mentioned ways they learn best. during the introduction of class assignments, of Chapter 4 speaks to why so many older adult course, it could be an incentive for people to read a learners simply drift with the tides of life, choosing book that they would otherwise skim through not to engage with enrolling in college courses. Smith quickly. Undoubtedly, this is can broaden the perspec- makes the claim that colleges historically see the tive of how the wheat industry functions in a compel- rejection and failure of students as a necessary part of ling way that few textbooks could achieve. It is sure to their business. He further claims that colleges can catalyze valuable discussion about corporate agricul- justify rates of failure because part of their accepted ture, moral and ethical issues, and the long-term societal role has been to winnow out “less capable” future of agriculture and the global marketing students, leaving the value of higher education to system. What more could we hope for in our classes those who could achieve from it. and seminars? Chapter 5 explains an interesting premise that colleges place high barriers between the learning Charles Francis done outside of the school and academic progress University of Nebraska – Lincoln toward a degree inside school. The denial of experien- tial learning done outside of college is grounded in the Harnessing America's Wasted concept that learning of value can only happen in academic settings. He goes on to say that learners are Talent: A New Ecology of Learning trapped academically by their unrecognized on the By Peter Smith, Jossey-Bass, A Wiley job learning. Imprint, San Francisco, California, hard- Chapter 6 describes anecdotes to show how cover, 179 pages, $40.00, ISBN 978-0-470- institutions of higher learning protect academic 53807-4 standards as an academic dodge to avoid engaging Peter Smith's book offers interesting concepts of change. He cites examples that persons who want to perceived transformations that may well be neces- change programs in a different institution in a sary for implementation by institutions of higher different state need to repeat courses because the education; especially for those who have a high institution use the “not completed here” stamp to degree of competency but their career promotions are discount successful and legitimate learning com- hampered by not having a college degree. Smith pleted elsewhere. He makes the claim that this presents thought provoking new teaching methods academic smugness has become a current-day for learning and teaching because of today's school seething scandal. failings and their consequences. The book focuses on Chapter 7 shows how our system of higher three ways that traditional universities hinder
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