高等农业教育 农业生态学 参与式教学 跨学科研究

In this paper, we discuss a framework that emerged from our international community of practice, Let’s E.A.T. (Educate for Agroecological Transformation) to emphasize the vital role of knowledge, co-creation, and learning in the promotion of agroecology. We examine transdisciplinary, experiential, and critical pedagogies as distinct but interconnected pedagogical domains that collectively engage the head (cognitive/scientific), hands (practical/embodied), and heart (political/ethical/community). In advocating this Let’s E.A.T. pedagogical framework, we argue that the intentional integration of these domains can foster more holistic, experiential, and thus transformative learning that reflects the multidimensional nature of agroecology. By harnessing the strengths of diverse epistemologies and pedagogical approaches, educators can cultivate critical, embodied, and ethical competencies essential for agroecological transitions. Our framework also includes a spatial dimension, compelling agroecology education to simultaneously weave together place-based education with global solidarity education. This pedagogical approach, which embeds student learning across different agroecological scales of action, is foundational to the formation of critical and transformative agroecologists. We conclude by highlighting the need for collective, internationalist approaches to transforming higher education that support the conditions necessary for the actualization of the Let’s E.A.T. pedagogical approach.