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The World Foliage Plant Industry - Acta Horticulturae

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A Call for Nominations: ISHS Honorary<br />

Membership and Fellowship<br />

Nominations for new Honorary Members and Fellows of the ISHS will be considered by<br />

the Council at its meeting in Korea next year. Any nomination for this should be received<br />

at the Secretariat not later than April 15th, 2006, for consideration by the ISHS<br />

Nomination and Award Committee and the ISHS Board prior to the meeting of the<br />

Council.<br />

ISHS HONORARY<br />

MEMBERSHIP<br />

Honorary Membership, the Emeritus Award of<br />

the ISHS, is given by the Council to a person<br />

who is a member of the ISHS, at the end of<br />

his/her career, in recognition of his/her outstanding<br />

service to the Society. A certificate will be<br />

given to the recipients of this ISHS Award.<br />

ISHS FELLOWSHIP<br />

<strong>The</strong> ISHS Fellowship is presented to any person,<br />

regardless of his/her age, ISHS member or nonmember,<br />

in recognition of this person’s out-<br />

standing contribution to horticultural science<br />

worldwide and/or for his/her meritorious service<br />

on behalf of the Society. A precious metal<br />

pin and a certificate is given to the recipients of<br />

this ISHS award. <strong>The</strong> total number of ISHS<br />

Fellows should not exceed 1% of the total<br />

membership, averaged over a period of 4 years.<br />

PROCEDURE<br />

<strong>The</strong> ISHS Nominations and Awards Committee<br />

(hereafter: ‘<strong>The</strong> Committee’) invites the members<br />

of the Society, through this announcement<br />

in Chronica <strong>Horticulturae</strong>, to bring possible<br />

candidates for an ISHS Honorary Membership<br />

and Fellowship to the attention of the Society.<br />

Nominations should be accompanied by five<br />

letters of support, giving reasons why a nominee<br />

is considered worthy of an honour; these<br />

letters must come from members in no less<br />

than three different countries. Nominations<br />

must be received by the Executive Director at<br />

least three months prior to the Council meeting.<br />

<strong>The</strong> Executive Director will collect the suggestions<br />

and will send these, together with the<br />

letters of support, to ‘<strong>The</strong> Committee’. After<br />

consideration by ‘<strong>The</strong> Committee’ and the ISHS<br />

Board, the suggestions received and motivated<br />

recommendions will be presented to the<br />

Council, which will decide who will receive the<br />

Awards. <strong>The</strong> presentation ceremony will take<br />

place at the next Congress (IHC2006 Seoul,<br />

Korea) during the General Assembly of the<br />

ISHS.<br />

ISSUES<br />

<strong>The</strong> Challenge of Distance Learning in<br />

Horticulture<br />

Geoffrey R. Dixon<br />

Education in any discipline and at any level of<br />

attainment should increase the student’s<br />

powers of understanding, deduction, integration<br />

and prediction based on an enhanced<br />

store of knowledge. It should not be the accumulation<br />

and regurgitation of information that<br />

is readily available in reference books and the<br />

<strong>World</strong>-Wide-Web. Learning how to use information<br />

to build knowledge and scholarship in<br />

an integrative manner is the essence of an<br />

effective education.<br />

Most systems of education are dependent on<br />

public tax raised finance to a greater or lesser<br />

extent. As a consequence, political priorities for<br />

simplification (modularisation or unitisation),<br />

mass delivery, increased speed, reduced cost,<br />

and provision for career changes have become<br />

dominating and driving forces in the formulation<br />

of public education. <strong>The</strong>se processes are<br />

frequently clothed in the framework of the<br />

“market economy” and encapsulated in terms<br />

such as “value for money,” “satisfying customer<br />

demands,” “achieving client satisfaction”<br />

and “student-centred learning.” <strong>The</strong> underlying<br />

logic of pedagogical arguments that shift education<br />

towards learning as opposed to teaching<br />

have much to recommend them. This shift<br />

does, however, require greater provision of<br />

human and physical resources if it is to improve<br />

education and this adds to the overall costs of<br />

education. Without such increased financial<br />

investment the student-centred learning<br />

approach levels down education and erodes<br />

scholarship.<br />

Some educationists and more particularly policy<br />

makers and politicians see electronic delivery at<br />

a distance as one route towards student-centred<br />

learning as opposed to teaching-centred<br />

learning that avoids the penalty of increasing<br />

costs. Experience shows that the reverse is true<br />

and that good quality, effective distance learning<br />

provided by electronic delivery demands<br />

an investment in teaching staff and resources<br />

that is at least on a par with face-to-face learning.<br />

This article considers the particular requirements<br />

for an education in horticulture and<br />

how these may be satisfied by electronic distance<br />

delivery using examples from leading centres<br />

of excellence.<br />

WHAT IS EDUCATION IN<br />

HORTICULTURE?<br />

Traditionally education in horticulture has integrated<br />

the relevant arts, sciences, humanities<br />

and husbandries into students’ knowledge<br />

bases that allowed entry into widely differing<br />

careers with a considerable span of responsibilities<br />

(Dixon, 2005). Essentially this is not radically<br />

different to the education offered to engineers<br />

or architects.<br />

Face-to-face education in each of these disciplines<br />

demanded the availability of a large tea-<br />

CHRONICA HORTICULTURAE •VOL 45 • NUMBER 4 • 2005 • 5

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