Anmerkung: Intro -- Series Editors' Foreword -- References -- Preface -- References -- Acknowledgements -- References -- About the Book -- Contents -- About the Authors -- List of Figures -- List of Tables -- Chapter 1: Introduction: Who Are We, and What Are We Doing? -- 1.1 Our Aims in Investigating the Cultivation of Cultivation -- 1.2 Who We Are -- 1.3 The Dialectical Organisation of the Book -- 1.4 The Transcription Notation -- Reference -- Chapter 2: The Superficial Appearances -- 2.1 Traditional Cultivation in the Past -- 2.1.1 Artworks Depicting Cultivation -- 2.1.2 Historical Accounts of Paddy Cultivation -- 2.1.2.1 Krishisukti of Kashyapa -- 2.1.2.2 Shetkaryaca Asud (Jyotirao Phule 1881) -- 2.2 Traditional Cultivation in Rudravali -- 2.3 Passing on 'Tradition' -- 2.4 Summary of Superficial Appearances -- References -- Chapter 3: Dialectical Conflicts -- 3.1 Dialectical Conflicts Between the Old and the New -- 3.2 Following Tradition or Doing Science? -- 3.2.1 Understanding the Reasons for Doing -- 3.2.2 Hypothesising -- 3.2.3 Comparing, Categorising, and Testing -- 3.2.4 Doing Things Differently -- 3.2.4.1 Different Rabs -- 3.2.4.2 Growing Different Varieties of Paddy -- 3.2.4.3 Making Baskets -- 3.2.5 Questioning, Investigating, and Experimenting -- 3.2.5.1 Confirmation Questions -- 3.2.5.2 Implicit Questioning -- 3.2.5.3 Sprouting Questions -- 3.2.5.4 Do you Have any Questions? -- 3.2.5.5 How to Set up the Kanaga and Fill it with Paddy -- 3.2.5.6 Investigatable Questions -- 3.2.5.7 Experimenting with Rabbing -- 3.2.5.8 How Do Questions Arise? -- 3.2.6 Approximating vs Precision -- 3.2.7 Directly Observing -- 3.2.8 Keeping Records: Oracy vs Literacy -- 3.3 The Role of the Gods -- 3.4 Power Relations and Problem Solving -- 3.4.1 Who Tells Who What to Do -- 3.4.2 Arguing About the Kanaga -- 3.4.3 Gender Relations -- References. , Chapter 4: Formal Education vs Learning Cultivation -- 4.1 Dialectical Conflicts in Mainstream Formal Education -- 4.1.1 School Pedagogy -- 4.1.2 Learning About Plant Reproduction in School -- 4.1.3 What Did the Farmers and Researchers Understand About Plant Reproduction? -- 4.1.4 Learning About Farming in School -- 4.1.4.1 Vocational Training in Agriculture -- 4.2 How Are Methods of Cultivation Learned and Taught in the Field? -- 4.2.1 Learning from the Older Generation -- 4.2.1.1 Children Learning by Playing, Observing, and Experimenting, Not by Being Taught -- 4.2.2 Learning 'Disabilities' -- 4.2.3 Teaching and Learning by Showing and Doing -- 4.2.3.1 Selecting Seeds -- 4.2.3.2 Learning how to Make Rope -- 4.3 The Dialectics of Conflict and Problem Solving by the Researchers -- 4.4 Learning What Hard Work Is -- 4.5 Summary of Dialectical Conflicts in Learning Paddy Cultivation -- References -- Chapter 5: The Historical Development of Education Related to Agriculture in India -- 5.1 School Education Related to Agriculture Before Independence -- 5.2 School Education Related to Agriculture After 1947 -- 5.3 The Need to Teach Skills -- 5.4 The Dialectics of Cultivation vs Education -- References -- Chapter 6: The Historical Development of Paddy Cultivation -- 6.1 The Origins of Rice -- 6.1.1 Variation and Change in Paddy -- 6.1.2 The Balance of Nature? -- 6.1.3 The Prehistoric Agrarian Transition -- 6.2 Diversity and Varieties of Rice -- 6.2.1 Traditional Landraces and Commercial Cultivars -- 6.2.2 Rice Reproduction and Hybridisation -- 6.3 The Historical Relations Between Science and Agricultural Development -- 6.3.1 Pre-capitalist vs Capitalist Production -- 6.3.2 The Development of Science, Agriculture, and Industry in Europe -- 6.3.3 British Colonialism vs Indian Agriculture -- 6.3.3.1 Why Was Britain Able to Conquer India?. , 6.3.3.2 Colonialism and Hunger -- 6.3.3.3 Why Did Agricultural Science and Technology Not Develop Further in India? -- 6.4 The Agricultural Crisis and Capitalist Development in India -- 6.4.1 The Commodification of Agricultural Science -- 6.4.2 The Green Revolution and the Introduction of HYV and Hybrid Rice -- 6.4.3 Loss of Diversity of Paddy -- 6.4.3.1 Attempts to Conserve the Diversity of Rice -- 6.4.4 Neoliberalism Deepens the Crisis -- References -- Chapter 7: A Deeper Understanding of the Process of Doing Paddy Cultivation -- 7.1 The Family and the Capitalist Agrarian Transition -- 7.1.1 Paddy Cultivation for Use Value vs Exchange Value -- 7.1.1.1 What Is Money? -- 7.1.1.2 What Is the Actual Value of Paddy That Is Sold? -- 7.1.1.3 Surplus Value -- 7.1.1.4 Paddy Keeps Changing -- 7.1.2 The Family Is no Longer Able to Survive by Farming -- 7.1.3 The Need for Agricultural Development -- 7.1.3.1 Agricultural Development Is Not Just a Matter of Individual Choice -- 7.2 Dialectical Conflicts Leading to a Definition of Science -- 7.2.1 How Does the Family Actually Practice and Learn Paddy Cultivation? -- 7.2.1.1 Availability/Non-availability and Sustainability -- 7.2.1.2 The Role of Rituals and Gods -- 7.2.1.3 Conflicts Between Oracy and Literacy -- 7.2.1.4 Gender Roles and Respect for Authority -- 7.2.1.5 Acting Locally/Being a Part of the Global Market -- 7.2.1.6 Being Pragmatic/Abstract, and Being Specific/General -- 7.2.1.7 Using Both Old and New -- 7.2.1.8 Doing Science or Following Tradition? -- 7.2.1.9 Science Is Done with Variable Sets of Interdependent Aspects -- 7.2.2 The Family Defines Science -- 7.2.3 Truth and the Objectivity of Science -- 7.2.4 Empiricism and Spirituality in Science -- 7.2.5 What Is Scientific Observation? -- 7.2.6 Capitalist Science vs the Science We Saw on the Farm -- 7.2.6.1 Science and Technology for Whom?. , 7.2.7 Science Is Historical Dialectical Materialism -- 7.2.7.1 Dialectical Questioning, Observing, and Investigating Are Basic to Science -- 7.2.7.2 What Is 'Dialectical'? -- 7.2.7.3 Nature Is Historical Dialectical Materialist (HDM) -- 7.2.7.4 What Do We Mean by Saying That Science Is HDM? -- 7.2.8 Developing Scientific Temper -- 7.3 Comparing the Process of Doing Science to the Process of Learning -- 7.3.1 Work with Hands vs Using Language -- 7.3.2 Controversies Regarding 'Traditional Knowledge' and Science -- 7.3.3 Connections to Other Research on How Farmers Learn -- 7.3.3.1 Apprenticeship Learning -- 7.3.4 Research on Farmers' Skill and Decision Making -- 7.3.5 Research on Changing Traditions in Farming -- References -- Chapter 8: What Is Actually Happening in Formal Education? -- 8.1 Is Formal Education Useful for the Farming Family? -- 8.1.1 What Did You Learn About Farming in School? -- 8.1.2 Do You Want Your Children to Go to School? -- 8.2 Education, Skill, and Certification -- 8.2.1 Deskilling Accompanies Capitalist Development -- 8.2.2 Ability and Skill -- 8.2.3 Certifying Skill -- 8.3 The Economy and Ideology of Formal Education -- 8.3.1 Capitalist Education Disconnects People from Science -- 8.3.2 Questioning -- 8.4 What Does Formal Education Actually Do for the Farming Family? -- References -- Chapter 9: Conclusions and Implications -- 9.1 Dialectical Conflict and the Need for Change -- 9.1.1 Dialectical Conflict Gives Rise to Learning and Doing Science -- 9.1.2 How and Why is Doing Science on the Farm Inhibited? -- 9.1.3 Tradition vs Science -- 9.2 Implications and Suggestions for Education -- 9.2.1 Do we Need Indigenous Science and Technology? -- 9.2.2 Suggestions for Future School Education -- References -- Afterword -- Index.