By Gloria Emeagwali, Edward Shizha
This ebook is an highbrow trip into epistemology, pedagogy, physics, structure, drugs and metallurgy. the point of interest is on a variety of dimensions of African Indigenous wisdom (AIK) with an emphasis at the sciences, a space that has been overlooked in AIK discourse. The authors supply various perspectives and views on African indigenous medical and technological wisdom which could profit a large spectrum of lecturers, students, scholars, improvement brokers, and coverage makers, in either governmental and non-governmental businesses, and allow severe and replacement analyses and percentages for knowing technological know-how and know-how in an African historic and modern context.
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Additional resources for African Indigenous Knowledge and the Sciences: Journeys into the Past and Present
Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206–214. , & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. , & Meisalo, V. (2004). Creative and collaborative problem solving in technology education: A case study in primary school teacher education. The Journal of Technology Studies, 30(2), 107–115. Layton, D. (1993). Technology’s challenge to science education.
Traditional African science ascribes human qualities to both animate and inanimate objects and mingles the material and 38 SCHOOLING AND THE AFRICAN CHILD non-material worlds, the physical and metaphysical. On the other hand, Western science subscribes to Cartesian dualism and views nature or the material world as comprised of inert matter and energy. Whereas Western science seeks to ascribe laws and principles to natural processes such as gravity, traditional African science does not (Aikenhead & Michell, 2011).
Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. Ladson-Billings, G. (2000). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206–214. , & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. , & Meisalo, V. (2004). Creative and collaborative problem solving in technology education: A case study in primary school teacher education.
African Indigenous Knowledge and the Sciences: Journeys into the Past and Present by Gloria Emeagwali, Edward Shizha