| Description |
xii, 196 pages : tables ; 23 cm |
| Contents |
Contents note continued: A More Realistic View of Eurocentric Sciences -- The Myth of Achieving Objectivity -- Fundamental Presuppositions -- Nature Is Knowable -- Eurocentric Sciences Are Embedded in Social Contexts -- Eurocentric Sciences Have Predictive Validity -- Scientific Knowledge Is Dynamic -- Scientific Knowledge Is Generalizable -- Eurocentric Sciences Operate on Rectilinear Time -- Eurocentric Sciences Subscribe to Cartesian Dualism -- Eurocentric Sciences Are Reductionist -- Eurocentric Sciences Are Anthropocentric -- The Material World Is Governed by Quantification -- Reality Is Reproduced or Represented by Scientific Knowledge -- Empirical Data Speak for Themselves: Positivism -- Conclusion -- ch. 5 Indigenous Knowledge: Background -- Clarification of Indigenous -- Clarification of Knowledge and Nature -- Clarification of Coming to Know -- ch. 6 Indigenous Ways of Living in Nature -- Fundamental Attributes -- Place-Based -- Monist -- Holistic -- Relational -- |
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Contents note continued: Mr. Chang's Story -- Conclusion -- Appendices -- Appendix A A Cross-Cultural Science Unit -- Appendix B Questions for Reflection and Discussion -- Appendix C Website Resources -- Appendix D Recommended Books about Indigenous Worldviews |
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Contents note continued: Mysterious -- Dynamic -- Systematically Empirical -- Based on Cyclical Time -- Valid -- Rational -- Spiritual -- The Concept of Knowledge Revisited -- Conclusion -- ch. 7 Comparing the Two Ways of Knowing Nature -- Deborah's Story -- Hidden Pitfalls to Avoid When Comparing Two Cultures -- Stereotyping -- Language -- Different Versions of Eurocentric Sciences -- Summary -- Comparisons -- Similarities -- Differences -- A Scheme for Comparisons -- Classroom Applications -- Conclusion -- ch. 8 Building Bridges of Understanding: General Advice for Teachers -- Resources for Science Teachers -- Elder Involvement -- Community Contexts -- Role Models -- Teaching Materials and Resources -- Indigenous Student Learning -- Classroom Environment -- Instructional Approaches -- Time-Honoured Indigenous Ideas about Teaching -- Other Approaches to Teaching -- Deborah's Story Revisited -- Student Assessment -- Indigenous Languages -- Teacher Expectations -- |
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Machine generated contents note: ch. 1 Introduction -- Recent and Coming Changes to Science Curricula -- A Vignette -- What the Book Is About -- ch. 2 Reasons for Placing Indigenous Knowledge in School Science -- Equity and Social Justice -- Strength of a Nation's Economy -- Improvement of Eurocentric Science -- Preparation of Science-Oriented Students for Science Careers -- Indigenous Sovereignty and Cultural Survival -- Enhancement of Human Resiliency -- Positive Results of Integration -- Africa -- United States -- Aotearoa New Zealand -- Australia -- Canada -- Conclusion -- ch. 3 Eurocentric Science: Background -- A Quick Look at the Historical Evolution of Eurocentric Science -- Scientists: Who Are They? -- Other Views of Eurocentric Science -- Worldview -- The Culture of Eurocentric Science -- The Problem with Universalism -- Clarification of Science -- ch. 4 Eurocentric Sciences -- Diversity within Eurocentric Science -- The Myth of the Scientific Method -- |
| Notes |
Cover subtitle: Indigenous and scientific ways of knowing nature |
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Includes discussion questions |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Human ecology -- Philosophy.
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Indigenous peoples -- Ecology.
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Nature study.
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Philosophy of nature.
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Science -- Cross-cultural studies.
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Traditional ecological knowledge.
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| Author |
Michell, Herman.
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| ISBN |
0132105578 (paperback) |
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9780132105576 (paperback) |
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