A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability

TLDR

Indigenous knowledge offers distinct worldviews that differ from traditional Western science, presenting alternative perspectives on nature and the human’s relationship with it. The paper reviews literature on integrating indigenous knowledge into science education and proposes Didaktik models and frameworks for designing sustainability‑focused curricula that incorporate indigenous and alternative Western ideas. The authors contextualize indigenous knowledge using terms like ethnoscience, Eastern perspectives such as Buddhism, and alternative Western concepts such as post‑human Bildung to inform the proposed educational designs. The review argues for deeper inclusion of indigenous perspectives in science teaching, noting that such integration provides authentic learning contexts and promotes balanced, holistic worldviews, intercultural understanding, and sustainability.

Abstract

Abstract Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrating indigenous knowledge with science education. The paper suggests Didaktik models and frameworks for how to elaborate on and design science education for sustainability that takes indigenous knowledge and related non-Western and alternative Western ideas into consideration. To do so, indigenous knowledge is contextualized with regards to related terms (e.g., ethnoscience), and with Eastern perspectives (e.g., Buddhism), and alternative Western thinking (e.g., post-human Bildung ). This critical review provides justification for a stronger reflection about how to include views, aspects, and practices from indigenous communities into science teaching and learning. It also suggests that indigenous knowledge offers rich and authentic contexts for science learning. At the same time, it provides chances to reflect views on nature and science in contemporary (Western) science education for contributing to the development of more balanced and holistic worldviews, intercultural understanding, and sustainability.