Dunhuang as a Model for EthnoSTEM Education

Abstract

This chapter contributes a unique discussion on the link between Dunhuang and science and mathematics. In particular, the chapter situates historical Dunhuang as a microcosm of social, economic, and cultural collective practices that has significance to the development of scientific and mathematical knowledge and thinking. After a summary of previous work on ethnoscience and ethnomathematics, it addresses the misconception that Chinese philosophy and history have little connection to science and technology. The culturally responsive pedagogy and especially culturally sustaining pedagogy associated primarily with Django Paris are discussed and lead to the importance of preserving cultural and indigenous knowledge. Following this theoretical work, the chapter provides concrete examples of how Dunhuang research can be used as a resource to enrich K–12 science or STEM education and curricula. These examples cover areas such as the science involved in the preservation of ancient art; the applications of mathematics and science in Dunhuang’s frescos, sculptures, and grotto construction; and the ethnomedical and ethnomathematical knowledge and practices revealed in various Dunhuang documents.