Embracing Indigenous Knowledge in Science and Medical Teaching (Cultural Studies of Science Education, 10)

The focus of the book is on different ways of knowing: the western scientific way (reductionist, dualistic and materialist) versus the indigenous approach (holistic, non-dualistic, and spiritual). It discusses both science and medicine in the context of the challenges experienced in introducing science and medicine into Africa through imperialism, colonization, and globalization. It looks at selected indigenous African paradigms, the dominant western paradigms, and the practitioners that represent these practices. The book deals with questions concerning compatibility and incompatibility of different ways of knowing and delves into epistemological stances, and the assumptions underlying these epistemologies. The volume investigates whether, and how a person can accommodate different epistemologies, and the nature of such accommodations. Front Matter....Pages i-xvi Front Matter....Pages 1-1 Prologue....Pages 3-6 Introduction to Different Ways of Knowing....Pages 7-17 Front Matter....Pages 19-19 History of Science Teaching in Southern Africa....Pages 21-36 Teaching Science in Southern Africa....Pages 37-50 Front Matter....Pages 51-51 Challenges of Medicine Across the Cultural Divide....Pages 53-72 African Healing and Traditional Healers....Pages 73-87 Education of Traditional Healers....Pages 89-98 Front Matter....Pages 99-99 Educational Research on Indigenous Knowledge in Science Teaching....Pages 101-118 Integrating Indigenous Knowledge with Science Teaching....Pages 119-131 Incorporating Indigenous Knowledge into Clinical Teaching....Pages 133-144 Front Matter....Pages 145-145 Epilogue....Pages 147-152 Back Matter....Pages 153-156 This book describes the gaps and commonalities in African and Western ways of knowing concerning science and medicine. It reflects a personal journey in teaching science and trans-cultural medicine in the African setting. In addition, it describes how the author became an initiate as a traditional healer in Zimbabwe. The book combines educational theory, research and lived experiences of teaching in southern Africa with the ideas of the indigenous healers of the region. Incorporating new knowledge of African indigenous knowledge and traditional healers, the book provides insights about, and suggestions for teaching and caring that are both surprising and energizing for our future. -- Back cover