Infusing Indigenous Knowledge Systems into Modern Science Education
In the Anishinaabemowin language, the term mino-bimaadiziwin describes a principle of living the good life or living in a good way. Mino-bimaaiziwin inspires Anishinaabe people to live in harmony with each other and the surrounding world. It permeates all elements of Anishinaabe life and ensures that the actions they take now will lead to a sustainable future for the next generations.
At a time of the year when our country pauses to reflect on our collective history and the Truth and Reconciliation Commission Calls to Action, these examples of Indigenous philosophy come to my mind. Residential Schools undercut these cultural practices. Indigenous scholars such as Leanne Betasamosake Simpson and Dr. Robin Wall Kimmerer work to re-interpret these ideas and inspire the next generation of Indigenous leaders and educators. Their work is a testament to the resilience of Indigenous knowledge systems.
Last year, I completed a course at the First Nations University of Canada. Dr. Kimmerer was one of our guest speakers. Beyond her academic research, she dedicates her time to designing strategies for how modern science and Indigenous science can coexist. In her best-selling book Braiding Sweetgrass (2013), Dr. Kimmerer advocates for integrating Indigenous knowledge into all disciplines of science education, especially biology and ecology. For instance, in biology, the concept of interconnectedness from Indigenous knowledge can be integrated to enhance students' understanding of ecosystems. Indigenous science is inherently value-driven and considers consequences while enhancing our general understanding of the world. Dr. Kimmerer proposes a mutualism of knowledge systems, one where the empirical rigour of modern science can be used hand-in-hand with Indigenous science to work towards the ideas of Mino-bimaaiziwin. One can enhance the other, rather than undermine its validity.
We live in a time where change happens with incredible speed. Scientific and technological innovations are ideated and implemented at a pace that makes it hard for us to predict the actual outcomes of our designs. This is the world our students will be entering after graduation. Dr. Kimmerer suggests that as educators, we must continue to position our instruction to teach our students how to participate effectively in a world that will only accelerate. She also argues that by fusing Indigenous knowledge into scientific education, students will be exposed to alternative knowledge systems that consider consequences and how best to innovate toward generational flourishing for years to come.
Reference:
Simpson, L. B. (2011). Dancing On Our Turtle’s Back: Stories of Nishnaabeg Re-Creation, Resurgence, and a New Emergence. Arbeiter Ring.
Kimmerer, R. W. (2013). Braiding Sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Milkweed Editions.
