Learning in context through conflict and alignment: Farmers and scientists in search of sustainable agriculture

This article analyzes learning in context through the prism of a sustainable dairy-farming project. The research was performed within a nutrient management project that involved the participation of farmers and scientists. Differences between heterogeneous forms of farmers knowledge and scientific knowledge were discursively constructed during conflict and subsequent alignment over the validity and relevance of knowledge. Both conflict and alignment appeared to be essential for learning in context. Conflict spurred learning when disagreeing groups of actors developed their knowledge in order to strengthen their arguments. Conflict caused self-referentiality when the actors no longer listened to each other. This inhibited self-reflection, thus blocking ongoing learning. Nevertheless, after a period of alignment, scientific models and knowledge of farmers were reevaluated and recontextualized. Through determining how to use scientific models and farmers knowledge for further learning, aimed at a shared goal, the participating actors also learned how to learn.Jasper Eshuis is a PhD candidate in the Department of Communication Management at Wageningen University, The Netherlands. His research deals with multiple land use, governance processes, and farmers decision-making. He is currently interested in monitoring and trust.Marian Stuiver is a PhD candidate in the Department of Rural Sociology of Wageningen University, The Netherlands. Her current research focuses on nutrient management, farmers innovation, and co-production of knowledge within the agricultural sciences.