In recent years, efforts to “decolonise” the sciences have been successful in New Zealand with Maori “ways of knowing” to be taught alongside chemistry, physics and biology in science classrooms. Commenting on the New Zealand policy, evolutionary biologist Richard Dawkins has described it as “pernicious nonsense”.
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A deeper understanding of non-Western cultures is important – and we have an entire academic discipline devoted to just that. Anthropology exists to study the practices, cosmologies and knowledge systems of Indigenous populations.
Yet decolonial thinkers will argue that by isolating the study of Indigenous ways of knowing the anthropology department is itself a form of oppression.
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Australia is not immune to this line of thinking, and neither are the hard sciences at our most prestigious institutions. The Australian National University’s Mathematical Sciences Institute this month released a press statement about a special topics course in Indigenous mathematics. Course convener Rowena Ball is quoted as saying “Indigenous and First Nations peoples around the world are standing up and saying: ‘Our knowledge is just as good as anybody else’s − why can’t we teach it to our children in our schools, and in our own way?’.” The press release also states that “Numbers and arithmetic and accounting often are of secondary importance in Indigenous mathematics”.
What are some forms of Indigenous mathematics?
The example given by Ball is directions in smoke signalling. “One interesting example that we are currently investigating is the use of chiral symmetry to engineer a long-distance smoke signalling technology in real time,” she says.
https://www.theaustralian.com.au/commentary/in-maths-truth-and-knowledge-cant-be...And what is the larger stupidity at work here?
As Claire Lehmann points out: by indulging the decolonial activist agenda that rejects the existence of objective truths or a hierarchy of knowledge, universities undermine the very premise on which society deems them worthy of public funding. If we accept the decolonial notion that no form of knowledge can be deemed superior to any other, then what exactly are students paying for? What specialised skills or benefits do university graduates gain that non-graduates lack? Why should the public continue to fund these multibillion-dollar organisations if the knowledge they offer is just as valid as any other “way of knowing”?