Please use this identifier to cite or link to this item:

Diversifying science : recognizing indigenous knowledge systems as scientific worldviews

File Description SizeFormat 
Lipe_Daniel_r.pdfVersion for non-UH users. Copying/Printing is not permitted2.72 MBAdobe PDFView/Open
Lipe_Daniel_uh.pdfVersion for UH users2.71 MBAdobe PDFView/Open

Item Summary

Title: Diversifying science : recognizing indigenous knowledge systems as scientific worldviews
Authors: Lipe, Daniel James
Keywords: science
Issue Date: May 2013
Publisher: [Honolulu] : [University of Hawaii at Manoa], [May 2013]
Abstract: In this dissertation I examine Indigenous Knowledge Systems (IKS) and Western science, critically analyzing the underlying values of each, and exploring ways in which both systems can be utilized side by side. In general, Western science has arguably become the worldview utilized in dealing with the many complex multi-level issues of today.
Research has shown that as issues increase in both size and complexity, so does the need for cultural and intellectual diverse frames of reference for identifying solutions to problems. By necessity Indigenous peoples have developed their own science-based understandings of the world. Passed on through oral traditions, Indigenous peoples have both maintained and expanded their understandings over time. Until recently Indigenous worldviews have been forcefully removed and placed outside of the realm of science.
Focusing on Indigenous stories as scientific knowledge-wells and storytelling as a vital means of transmitting that knowledge, I discuss science through the stories of four Indigenous educators and practitioners. In addition, I highlight the importance of relationships: relationships to place, to each other, to the stories, and to the storyteller. In particular I examine relational accountability, a framework in which the researcher is held accountable to the people, research, and elements around him or her because of their strong foundational relationships to them. Using relational accountability as a base and stories and storytelling as the methodology, I argue that although IKS look and feel different than the colonizer's dominant Western science paradigm, IKS are supersaturated with scientific information that needs to be brought into the scientific discussions for policy and practice today.
Description: Ph.D. University of Hawaii at Manoa 2013.
Includes bibliographical references.
Appears in Collections:Ph.D. - Education

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.