Transformative learning and adaptation to climate change in the Canadian Prairie agro-ecosystem

摘要: Agricultural production in the Canadian Prairies is expected to be negatively affected as climate change projections for region indicate warmer temperatures, greater incidence and severity of extreme weather events, reduced water availability soil moisture. To understand adaption, it important explore learning process that underlies farmer’s adaptation practices region. Prairie farmers’ was analyzed using Transformative Learning Theory whereby categorized into three types: instrumental, communicative, transformative. All producers learned instrumentally some degree, but farmers who placed less emphasis on maximizing economic returns generally showed secondary outcomes correlating environmental benefits. Communicative mainly limited producer-producer dialogue exclusion other organizational institutional players agricultural system. Critical reflection explored an precursor transformative learning. Strong evidence rare (observed 11% farmers), indicators were diverse observed 43% farmers. believed flexible decision-making autonomous thinking, making advantageous responding changing conditions. The analysis shows a large number information sources, communication experiential observable way, conducive Adaptation uncertainty, resulting from climatic conditions, may most effectively dealt with when individual undergo underlying assumptions govern actions, values, claims knowledge are questioned.