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This book describes a participatory case study of a small family farm in Maharashtra, India. It is a dialectical study of cultivating cultivation: how paddy cultivation is learnt and taught, and why it is the way it is. The paddy cultivation that the family is doing at first appears to be 'traditional'. But by observation and working along with the family, the authors have found that they are engaging in a dynamic process in which they are questioning, investigating, and learning by doing. The authors compare this to the process of doing science, and to the sort of learning that occurs in formal education. The book presents evidence that paddy cultivation has always been varying and evolving through chance and necessity, experimentation, and economic contingencies. Through the example of one farm, the book provides a critique of current attempts to sustain agriculture, and an understanding of the ongoing agricultural crisis.

Sociology of education --- Teaching --- Didactics of sciences --- Technical, artistic and vocational education --- Higher education --- Educational sciences --- Personnel management --- Environmental planning --- Social geography --- HO (hoger onderwijs) --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- onderwijspolitiek --- ruimtelijke ordening --- onderwijs --- beroepsopleiding --- HRM (human resource management) --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs --- wetenschappen