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An Organonic and Modern Problems Approach for Teaching Agricultural Economics Principles

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  • Michael E. Wetzstein

Abstract

Instructors in principles courses should consider placing greater emphasis on modern problems and organonic teaching techniques to increase students' proficiency in agricultural economics. These techniques will stimulate student imaginations, modify learning styles toward collaborative and independent learners, and stimulate interest in the subject matter. Unfortunately, recent developments in teaching principles are aphoristic techniques, including programmed learning, television, and computer-aided instruction. These aphoristic techniques stifle students' imaginations, contribute to a dependent learning style, and fail to stimulate interest in the subject matter. The degree of instructors' adoption of modern problems and organonic techniques depend on their teaching abilities, class size, types of students, and how their courses blend into the curriculum.

Suggested Citation

  • Michael E. Wetzstein, 1988. "An Organonic and Modern Problems Approach for Teaching Agricultural Economics Principles," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 70(1), pages 63-68.
    • Handle: RePEc:oup:ajagec:v:70:y:1988:i:1:p:63-68.
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    File URL: http://hdl.handle.net/10.2307/1241976
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    Cited by:

    1. Snarr, Hal W. & Gold, Steven C., 2005. "The design and use of macroeconomics simulation using maple software: A pilot study," MPRA Paper 37061, University Library of Munich, Germany.
    2. Norbert L.W. Wilson & Robert G. Nelson, 2009. "A Laboratory Science Approach to Teaching in the Agricultural Economics Curriculum," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 31(2), pages 331-343.
    3. Randall E. Westgren & Kerry K. Litzenberg, 1989. "Designing agribusiness capstone courses: Overt and covert teaching strategies," Agribusiness, John Wiley & Sons, Ltd., vol. 5(4), pages 361-366.

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