Agroecology can be defined as scientific research on ecological sustainability of food systems. In addressing food production and consumption systems in their entirety, the focus of agroecology is on interactions and processes that are relevant for transitioning and maintaining ecological, economic, political, and social-cultural sustainability. As a field of sustainability science, agroecology explores agriculture and food with explicit linkages to two other widespread interpretations of the concept of agroecology: environmentally sound farming practices and social movements for food security and food sovereignty. In the study of agroecology as science, both farming practices and social movements emerge as integrated components of agroecological research and development. In the context of agroecology, the concept of ecology refers not only to the science of ecology as biological research but also to environmental and social sciences with research on social systems as integrated social and ecological systems. In agroecological theory, all these three are merged so that agroecology can broadly be defined as “human food ecology” or “the ecology of food systems.” Since the last decades of the 20th century many developments have led to an increased emphasis on agroecology in universities, nonprofit organizations, movements, government programs, and the United Nations. All of these have raised a growing attention to ecological, environmental, and social dimensions of farming and food, and to the question of how to make the transition to sustainable farming and food systems. One part of the foundation of agroecology was built during the 1960s when ecologically oriented environmental research on agriculture emerged as the era of optimism about component research began to erode. Largely, this took place as a reaction to unexpected and unwanted ecological and social consequences of the Green Revolution, a post–World War II scaling-up, chemicalization, and mechanization of agriculture. Another part of the foundation was a nongovernmental movement among thoughtful farmers wanting to develop sustainable and more ecological/organic ways of production and the demand by consumers for such food products. Finally, a greater societal acceptance, demand for research and education, and public funding for not only environmental ecology but also for wider sustainability in food and agriculture was ignited by an almost sudden high-level political awakening to the need for sustainable development by the end of 1980s. Agroecology as science evolved from early studies on agricultural ecosystems, from research agendas for environmentally sound farming practices, and from concerns about addressing wider sustainability; all these shared several forms of systems thinking. In universities and research institutions, agroecologists most often work in faculties of food and agriculture. They share resources and projects among scientists having disciplinary backgrounds in genetics (breeding of plants and animals), physiology (crop science, animal husbandry, human nutrition), microbiology or entomology (crop protection), chemistry and physics (soil science, agricultural and food chemistry, agricultural and food technology), economics (of agriculture and food systems), marketing, behavioral sciences (consumer studies), and policy research (agricultural and food policy). While agroecologists clearly have a mandate to address ecology of farmland, its biodiversity, and ecosystem services, one of the greatest added values from agroecology in research communities comes from its wider systems approach. Agroecologists complement reductionist research programs where scientists seek more detailed understanding of detail and mechanisms and put these into context by developing a broader appreciation of the whole. Those in agroecology integrate results from disciplinary research and increase relevance and adoption by introducing transdisciplinarity, co-creation of information and practices, together with other actors in the system. Agroecology is the field in sustainability science that is devoted to food system transformation and resilience. Agroecology uses the concept of “agroecosystem” in broad ecological and social terms and uses these at multiple scales, from fields to farms to farming landscapes and regions. Food systems depend on functioning agroecosystems as one of their subsystems, and all the subsystems of a food system interact through positive and negative feedbacks, in their complex biophysical, sociocultural, and economic dimensions. In embracing wholeness and connectivity, proponents of agroecology focus on the uniqueness of each place and food system, as well as solutions appropriate to their resources and constraints.
Juha Helenius, Alexander Wezel, and Charles A. Francis
Tamara Shapiro Ledley, Juliette Rooney-Varga, and Frank Niepold
The scientific community has made the urgent need to mitigate climate change clear and, with the ratification of the Paris Agreement under the United Nations Framework Convention on Climate Change, the international community has formally accepted ambitious mitigation goals. However, a wide gap remains between the aspirational emissions reduction goals of the Paris Agreement and the real-world pledges and actions of nations that are party to it. Closing that emissions gap can only be achieved if a similarly wide gap between scientific and societal understanding of climate change is also closed. Several fundamental aspects of climate change make clear both the need for education and the opportunity it offers. First, addressing climate change will require action at all levels of society, including individuals, organizations, businesses, local, state, and national governments, and international bodies. It cannot be addressed by a few individuals with privileged access to information, but rather requires transfer of knowledge, both intellectually and affectively, to decision-makers and their constituents at all levels. Second, education is needed because, in the case of climate change, learning from experience is learning too late. The delay between decisions that cause climate change and their full societal impact can range from decades to millennia. As a result, learning from education, rather than experience, is necessary to avoid those impacts. Climate change and sustainability represent complex, dynamic systems that demand a systems thinking approach. Systems thinking takes a holistic, long-term perspective that focuses on relationships between interacting parts, and how those relationships generate behavior over time. System dynamics includes formal mapping and modeling of systems, to improve understanding of the behavior of complex systems as well as how they respond to human or other interventions. Systems approaches are increasingly seen as critical to climate change education, as the human and natural systems involved in climate change epitomize a complex, dynamic problem that crosses disciplines and societal sectors. A systems thinking approach can also be used to examine the potential for education to serve as a vehicle for societal change. In particular, education can enable society to benefit from climate change science by transferring scientific knowledge across societal sectors. Education plays a central role in several processes that can accelerate social change and climate change mitigation. Effective climate change education increases the number of informed and engaged citizens, building social will or pressure to shape policy, and building a workforce for a low-carbon economy. Indeed, several climate change education efforts to date have delivered gains in climate and energy knowledge, affect, and/or motivation. However, society still faces challenges in coordinating initiatives across audiences, managing and leveraging resources, and making effective investments at a scale that is commensurate with the climate change challenge. Education is needed to promote informed decision-making at all levels of society.