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Bridging cultures : scientific and Indigenous ways of knowing nature Cover Image Book Book

Bridging cultures : scientific and Indigenous ways of knowing nature

Aikenhead, Glen S. (Author). Michell, Herman. (Added Author).

Summary: "The recognition of Indigenous knowledge as an important, legitimate source of understanding of the physical world is increasing within education jurisdictions worldwide. Bridging Cultures provides science educators with knowledgeable perspectives on scientific and Indigenous content that will help them to appreciate and incorporate multiple ways of understanding within their science curriculums."-- Back cover.

Record details

  • ISBN: 0132105578 (pbk.)
  • ISBN: 9780132105576 (pbk.)
  • Physical Description: xii, 196 p. ; 23 cm.
    print
  • Publisher: Toronto, Ont. : Pearson Canada, c2011.

Content descriptions

General Note:
Cover subtitle: Indigenous and scientific ways of knowing nature.
Includes discussion questions.
Bibliography, etc. Note: Includes bibliographical references and index.
Formatted Contents Note: Chapter 1. Introduction -- Chapter 2. Reasons for placing Indigenous Knowledge in school science -- Chapter 3. Eurocentric science: background -- Chapter 4. Eurocentric sciences -- Chapter 5. Indigenous Knowledge: backround -- Chapter 6. Indigenous ways of living in nature -- Chapter 7. Comparing the two ways of knowing nature -- Chapter 8. Building bridges of understanding: general advice for teachers -- 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.

Search for related items by subject

Subject: Nature study
Traditional ecological knowledge
Human ecology -- Philosophy
Philosophy of nature
Science -- Cross-cultural studies
First Nations -- Knowledge, traditional -- Science
First Nations -- Nature, concept of
First Nations -- Education -- Science -- Study and teaching

Available copies

  • 1 of 1 copy available at Camosun College Library.

Holds

  • 0 current holds with 1 total copy.
Show Only Available Copies
Location Call Number / Copy Notes Barcode Shelving Location Circulation Modifier Holdable? Status Due Date Courses
Lansdowne Library QH 51 A35 2011 (Text) 26040003373798 Teaching & Learning Volume hold Available -
► Summaries & More
▼ Additional Content
Preface ix
Chapter 1 Introduction
1(6)
Recent and Coming Changes to Science Curricula
2(1)
A Vignette
3(1)
What the Book Is About
4(3)
Chapter 2 Reasons for Placing Indigenous Knowledge in School Science
7(12)
Equity and Social Justice
7(3)
Strength of a Nation's Economy
10(1)
Improvement of Eurocentric Science
10(2)
Preparation of Science-Oriented Students for Science Careers
12(1)
Indigenous Sovereignty and Cultural Survival
13(1)
Enhancement of Human Resiliency
14(1)
Positive Results of Integration
15(3)
Africa
15(1)
United States
15(1)
Aotearoa New Zealand
16(1)
Australia
16(1)
Canada
17(1)
Conclusion
18(1)
Chapter 3 Eurocentric Science: Background
19(14)
A Quick Look at the Historical Evolution of Eurocentric Science
20(2)
Scientists: Who Are They?
22(3)
Other Views of Eurocentric Science
25(1)
Worldview
26(2)
The Culture of Eurocentric Science
28(1)
The Problem with Universalism
29(1)
Clarification of Science
30(3)
Chapter 4 Eurocentric Sciences
33(30)
Diversity within Eurocentric Science
33(3)
The Myth of the Scientific Method
36(1)
A More Realistic View of Eurocentric Sciences
37(4)
The Myth of Achieving Objectivity
41(2)
Fundamental Presuppositions
43(16)
Nature Is Knowable
44(1)
Eurocentric Sciences Are Embedded in Social Contexts
44(2)
Eurocentric Sciences Have Predictive Validity
46(1)
Scientific Knowledge Is Dynamic
47(1)
Scientific Knowledge Is Generalizable
48(1)
Eurocentric Sciences Operate on Rectilinear Time
49(1)
Eurocentric Sciences Subscribe to Cartesian Dualism
50(1)
Eurocentric Sciences Are Reductionist
51(1)
Eurocentric Sciences Are Anthropocentric
52(1)
The Material World Is Governed by Quantification
52(2)
Reality Is Reproduced or Represented by Scientific Knowledge
54(3)
Empirical Data Speak for Themselves: Positivism
57(2)
Conclusion
59(4)
Chapter 5 Indigenous Knowledge: Background
63(9)
Clarification of Indigenous
63(2)
Clarification of Knowledge and Nature
65(4)
Clarification of Coming to Know
69(3)
Chapter 6 Indigenous Ways of Living in Nature
72(27)
Fundamental Attributes
73(21)
Place-Based
73(2)
Monist
75(2)
Holistic
77(1)
Relational
78(3)
Mysterious
81(1)
Dynamic
82(1)
Systematically Empirical
83(4)
Based on Cyclical Time
87(1)
Valid
88(2)
Rational
90(2)
Spiritual
92(2)
The Concept of Knowledge Revisited
94(2)
Conclusion
96(3)
Chapter 7 Comparing the Two Ways of Knowing Nature
99(22)
Deborah's Story
100(3)
Hidden Pitfalls to Avoid When Comparing Two Cultures
103(3)
Stereotyping
103(1)
Language
103(2)
Different Versions of Eurocentric Sciences
105(1)
Summary
105(1)
Comparisons
106(8)
Similarities
106(2)
Differences
108(4)
A Scheme for Comparisons
112(1)
Classroom Applications
113(1)
Conclusion
114(7)
Chapter 8 Building Bridges of Understanding: General Advice for Teachers
121(35)
Resources for Science Teachers
123(8)
Elder Involvement
123(3)
Community Contexts
126(2)
Role Models
128(1)
Teaching Materials and Resources
129(2)
Indigenous Student Learning
131(2)
Classroom Environment
133(3)
Instructional Approaches
136(5)
Time-Honoured Indigenous Ideas about Teaching
137(1)
Other Approaches to Teaching
137(4)
Deborah's Story Revisited
141(2)
Student Assessment
143(2)
Indigenous Languages
145(3)
Teacher Expectations
148(1)
Mr. Chang's Story
149(4)
Conclusion
153(3)
Appendices
Appendix A A Cross-Cultural Science Unit
156(3)
Appendix B Questions for Reflection and Discussion
159(8)
Appendix C Website Resources
167(6)
Appendix D Recommended Books about Indigenous Worldviews
173(4)
References 177(13)
Index 190

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