Tag Archives: Anthony Giddens

Extension’s Critical Need for Public Intellectuals

Anthony Giddens

British sociologist Anthony Giddens, one of many public intellectuals throughout the world adding their perspectives to contemporary issues of the day.

As some you undoubtedly have perceived by now, one of the focuses of this weblog is to underscore the need for our becoming different — to find ways to distinguish ourselves from our competitors, from other knowledge providers.

The thoughts I shared yesterday regarding Extension’s transformation from technological crusader to conciliator take me back to a piece I wrote last year about our acute need to cultivate a national corps of public intellectuals.

Yes, I know, it sounds a bit grandiose, but I’m more convinced than ever of this burning need. Indeed, as I see it, cultivating a committed nationwide corps of articulate, perceptive public intellectuals is a key step in our organizational transformation.  It offers an immense opportunity for creative sedition — acting within our current category while playing beyond stereotype.

What exactly is a public intellectual?  Traditionally speaking, one who deals with ideas and knowledge within the context of public discourse, usually within a mass media context, though with the advent of the Web, this role has evolved somewhat.

We need more of these people, especially within farming.  The transition from the current scientific farming model to one that combines elements of the current model with sustainable practices is destined to be a difficult one.

As I stressed yesterday, grassroots Extension educators have a huge role to fill helping producers undertake this transition — to put it another way, helping conciliate these somewhat conflicting visions. They inevitably will be borrowing a page or two from our horticultural educators, who are already dealing with a similar challenge helping their growers weigh and balance these issues.

However, this issue is playing out within a wider public context too.

Earlier this week, a New York Times digital and pop culture columnist Virginia Heffernan offered a lighthearted account of the 50-year feud between those standpat food traditionalists, commonly known as foodies, and the food techies who eagerly abandoned traditional food preparation techniques for the modern conveniences of life — can openers, microwaves and grocery store rotisseries.

It’s a lighthearted treatment or a comparatively light subject, yes, but this 50-year feud closely resembles what is taking place between the proponents and detractors of the conventional scientific farming practices.  It is a feud ensuing throughout wider avenues of public discourse between those who harbor misgivings about the implications of technology and those who, despite a few misgivings, are largely convinced that technology will lead us to a better ways of living and working.

Issues such as these are screaming to be put into perspective. Who but Extension educators are better equipped to put these issues into context?

Our history has uniquely equipped us for such a task.  We have amassed an impressive record functioning as grassroots scientific vanguards, showing people how to put scientific knowledge to practical use. It’s one of the great strengths of Cooperative Extension, though, to be sure, one that has not been cultivated to its fullest potential.

As our rule evolves from that of technological crusader to that of technological conciliator, the need for this corps of public intellectuals will become even more critical.

To repeat my earlier suggestion, we need to start cultivating the talents of our best scientific educators.  We should nurture their talents and inspire them to become public intellectuals in the fullest measure of that term — people who can identity as well as capitalize on opportunities to educate our diverse audiences about the food-and-fiber issues that lie just ahead of us.

They must learn to become effective social media users, op-ed writers and trained speakers thoroughly equipped to engage clients and stakeholders in a variety of public contexts.

Yes, we need to be cultivating a corps of public intellectuals and promoting them with the same zeal with which Division I universities promote their star athletes.

Our organizational future will depend on them.

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Back to the Future: A Training Strategy for Cooperative Extension

We have a saying here in Alabama that proclaims our happiness at not occupying the rock-bottom place on every state list:  “Thank God for Mississippi.”

Granted, as far as most state lists go, Alabama, historically speaking, hasn’t fared that well.  Even so, we Alabamians have always been a bit of an anomaly.  We figure high on some lists — music, athletics and colorful political figures, to name only a few.    Alabama also has the high distinction of pioneering much of what is known today as Cooperative Extension work, thanks to the diligent efforts of Alabama educators, such as Booker T. Washington, George Washington Carver, Luther Duncan and P.O. Davis, to name only a few of Alabama’s many Extension luminaries.

Of course, Alabama’s Extension history comprises only a part of an unusually ample treasure trove — something that should be mined every Extension program in the nation.  Indeed, gaining a better understanding our early 20th century past will better equip us to become effective educators and professionals in the future as we reengineer our mission and outreach methods to the challenges of the 21st century.

How? By helping Extension become an axial organization.  By axial organization, I mean one in which knowledge of our past — namely, knowledge of how our past uniquely equips us for the future and, equally important, how it distinguishes us from our competitors — informs everything that we do.

There are several reasons why I think this knowledge is so important.

Our Murky Image

First starters and partly through no fault of our own, Cooperative Extension has struggled with a murky organizational image.  That’s not surprising: The Extension mission has evolved in many different ways over the past century.  Simply put, we’re multifaceted.  In fact, the multifaceted nature of our mission arguably should be regarded as one of our operating costs.

There is a need and a place for marketing to dispel some of this murkiness among our diverse audiences, but our employees often lack a clear understanding of Cooperative Extension too. 

Organizational Building

Extension methods are a highly nuanced and developed, albeit evolving, set of skills.  They have had to be. We are, after all, the ultimate educational improvisers.

Older employees have often pointed out that mastery of these highly nuanced skills and principles have been one o f the most rewarding aspects of Extension work.

Even so, for a variety of reasons, many younger Extension educators lack an adequate grasp of these methods, and, most important, how they must be refined to ensure that Extension outreach work remains relevant among 21st century audiences.

This dovetails closely with more recent insights associated with that perennial question that has occupied management experts and social psychologists for decades: What motivates us and, equally important, what are the factors that produce professional contentment and achievement?

Bestselling author Dan Pink, writing in “Drive: The Surprising Truth about What Motivates Us,” explores the how the need to grow, to develop and realize our fullest potential has emerged as a major motivator in the 21st century.

In the course of demonstrating to our employees the continued relevance of our history and mission, we can go a long way toward instilling them with a renewed passion for Extension work.

Surviving in a Global Knowledge Economy

Readers of my weblog are fully aware of how much worry, not to mention, prose, I’ve expended on implications of the emerging knowledge economy to Extension’s future.

At one time, we were one of the dominant knowledge providers within a comparatively sparse knowledge landscape. But as the 21st century progresses, our once commanding presence has steadily eroded.  The old information order in which people looked to face-to-face encounters and to traditional media, namely print and broadcast media, as traditional sources of knowledge is being steady supplanted by virtual sources of knowledge — search engines, online communities and other emerging technologies — all of which can be accessed at virtually the speed of light.

We must underscore to our educators and professional the critical need to distinguish ourselves from other knowledge providers within what Thomas Friedman has aptly described as “the flat world.” Much of this will depend on how successfully we adopt social media strategies as a way to distinguish ourselves from other knowledge providers.

Training’s Focus

So, we’ve outlined the challenges.  What do we do next?  We develop training — training to acquaint our participants with the three essential insights they will need to be fully equipped for 21st century Extension work.

These include our close association working knowledge and wiki (or collaborative) knowledge and our historically strong emphasis on dialogue and empowerment.

Extension’s “Working Knowledge” Legacy

Extension educators and professionals must develop a keen awareness of and appreciation for the role Cooperative Extension has historically played in advancing practical knowledge to a preeminent place in American life. 

We must remember, though, that Extension educators accomplished something even more significant: they added value to practical knowledge, transforming it into working knowledge by showing ordinary Americans how to use it to make meaningful changes in their lives and livelihoods.  It is a unique form of knowledge reflected in the work of early Extension forerunners, Seaman Knapp and Alabama’s own Booker T. Washington. 

Providing employees with a deeper understanding of this working knowledge legacy will secure a greater organizational clarity, not only internally but, ultimately, also externally.

Equally important, it will help them understand that while our educators can’t compete with search engines, they are still equipped to provide their clients with deep context, showing how practical application of knowledge can enrich their lives in lasting, meaningful ways.

Wiki Knowledge

 To an increasing degree, collaborative knowledge — so-called wiki knowledge that emphasizes the power of collaborative wisdom and learning — is being adopted by everyone from global companies to educational institutions.

But isn’t working knowledge — the collaborative, empowering knowledge that has characterized Cooperative Extension work for the past century — a forerunner of this wiki approach?  Wasn’t this kind of knowledge first foreshadowed in Seaman Knapp’s demonstration plots and Booker T. Washington’s Farm Demonstration Wagon?

This long institutional commitment to collaborative knowledge is yet another example of how Extension is uniquely equipped to rise to the challenges of the 21st century knowledge economy. 

Underscoring our longstanding organizational commitment to collaborative knowledge will instill our employees with a keener understanding of and appreciation for the role social media techniques will play in leveraging their outreach efforts.

Dialogue and Empowerment

Over the last few years, worsening deficit problems, coupled with a host of cultural and social factors, have forced policymakers at all levels to rethink the way they deliver programs.  

For example, British sociologist Anthony Giddens has observed that the sort of top/down bureaucratic approach that once characterized public programs, whether at the central, provincial or local level, is passé.  This has led to the formation of a new approach built on dialogue and empowerment that encourages clients to address change by making things happen themselves rather than having things happen to them.

Largely because of its history, Cooperative Extension is uniquely equipped to operate within this changed public policy landscape.  Indeed, this change from a traditional top/down problem-solving approach to one that emphasizes dialogue and empowerment presents Cooperative Extension educators with one of the greatest opportunities in our history to showcase our distinctive outreach legacy, which is reflected in historic emphasis on working and collaborative knowledge.

Summary

Some Extension professionals may deride this approach as a protracted form of navel-gazing.  To be honest, it is.  Even so, we believe a productive form of navel-gazing is long overdue in our ranks.  A heightened understanding our history will help us meet two critical challenges in the coming years: It will help us achieve a stronger grasp of the skills and insights required for our survival in a 21st century knowledge economy and, equally important, it will help us distinguish ourselves from millions of other knowledge providers on an increasingly crowded landscape.