Western Knowledge Research Articles

Gravity’s eastern voyage: the introduction, transmission, and impact of Newtonian mechanics in late imperial China (1727–1912)

This study traces the intricate journey of Newtonian mechanics in Qing China from 1727 to 1912, elucidating the complex interplay of science, religion and politics in cross-cultural knowledge exchange. Initially introduced by Jesuit missionaries through lunar theory in calendrical reform, followed by cometary and heliocentric concepts, the dissemination of Newtonian mechanics gained momentum after the Opium Wars (1839–1842). Subsequently, Protestant missionaries and Chinese scholars collaborated to translate and propagate Newton’s laws of gravitation and motion, often contextualized within natural theology, through Western texts, popular science literature, and periodicals. This process culminated in the integration of Newtonian principles into national educational curricula in the early twentieth century. Significantly, Newtonian mechanics transcended its scientific realm, infiltrating political discourse as reformist thinkers leveraged mechanical terminology to advocate for sociopolitical change. This historical episode illustrates how the assimilation of Newtonian mechanics was influenced by missionary approaches, indigenous intellectual traditions, pragmatic national interests, and the tumultuous political landscape of Late Qing. By challenging Eurocentric narratives and highlighting Chinese agency in adapting Western knowledge, this study contributes to a more inclusive history of Newtonian science, offering a nuanced perspective on global scientific circulation.

최한기 『기측체의(氣測體義)』 음악관 연구

This study aims to examine musical views of the 19th-century thinker and philosopher Choe Han-gi through two parts “Singitong”(神氣通) and “Chucheukrock” (推測錄) of Gicheukcheui (氣測體義). To this end, contents of Volumes I and II of “Singitong” and Volume II and VI of “Chucheukrock” have been analyzed to consider his thoughts on music. In “Singitong”, Choi Han-gi accepted the concept of gas from Western modern science and emphasized that we should understand the principles of sound and vocal sounds through the gi (氣, generally translated as energy or strength) of physical objects, and that we should be able to distinguish the clarity and length of vocal sounds through experience. In addition, in “Chucheukrok”, he presented a theory of enlightenment through music based on the gi of the Eastern thought; his theory of enlightenment was a combination of the gi of Western science and the gi of Eastern thought. He emphasized that in order for education through rites and music to be carried out well, music that harmonized well with the sounds composed of the gi was necessary, and this should be played with the instruments made from eight materials that examined each temperament well. He suggested that if such music was communicated to the people, the ruler would be able to govern the people well. In addition, Choi Han-gi, who emphasized the practicality of learning, criticized the traditional theory of music that combined with ideology and believed that music could be used practically if it was notated with Western keys and notes. Choi Han-gi's music theory arose in the trend of the times when various perceptions were formed due to Western studies and ideas imported through the Qing Dynasty in the 19th century. It is significant in that it was intended to present a way to combine Western and traditional knowledge to be used in real society and music.

Decolonisation of education through citizen science: Slow science, not slow violence. The case study Diamonds on the Soles of Their Feet

Citizen science projects are vulnerable to top-down directivity, and driven by assumptions of one-directional ambitions with regard to capacity building and knowledge production. Through the story of Ruth, we discuss how deep-seated legacies of inequality influence the politics of knowledge and explore what we, involved in citizen science projects, could learn from the politics of knowledge as it emerges from decolonisation struggles-particularly as manifested within the academy. Most universities are orientated around Western knowledge regimes that mute many other ways of knowing and ordering the world. Significant inroads have been made when writing on decolonising education but less is known about the effects of the colonisation of state institutions and the disturbances, interferences, and disruptions to organising, sharing, and creating knowledge in public spheres outside of these same universities. These disturbances affect the personal and collective histories of people so that when they are part of research linked to the university, their everyday lives become enmeshed with institutional hegemonies. Research is not dissociated from its deeply entrenched colonial roots. If decolonisation means going deeper into the legitimacy of knowledge and who and how this is being defined, then this must include the process of producing that knowledge outside the bastions of power.

Methods and approach to the interdisciplinary and cross-cultural Alaska Arctic Salmon Workshop: critical self-reflections from fisheries scientists

Redistribution and shifting habitat envelopes are impacting organisms across many taxa, which in turn are impacting Indigenous ways of life. In Arctic Alaska, Pacific salmon are known to have occurred for at least a century, but in recent years appear to be increasingly common. With the goal of holistically understanding and describing these changes in a way that equitably considers Indigenous, local, and western knowledge, we share our experience and methodologies in facilitating the Arctic Alaska Salmon Workshop. We share our perspective, approach, and methods as fisheries natural scientists convening this workshop, which included community-based knowledge holders from the Iñupiat communities of Kotzebue, Point Hope, Utqiaġvik, and Kaktovik, and western scientists and researchers from universities, fishery management agencies, and local community government. After briefly discussing some of the workshop highlights, we conclude with four key takeaways: 1) that the process of co-production of knowledge is an ideal towards which we must strive, but acknowledge we may rarely, if ever, fully achieve, 2) pursuit of the ‘good science’ should guide our work, 3) examination and assessment of assumptions should occur early and often, and 4) Anglanikina! Make sure you have a good time, (Yup’ik).

‘Let's Go to the Land Instead’: Indigenous Perspectives on Biodiversity and the Possibilities of Regenerative Capital

AbstractThe land has been a source of capital accumulation since colonization through extractive activities like mining and industrial agriculture. Indigenous peoples have profoundly different relationships with the land, which are more relational than extractive. However, their knowledge has been subjugated by and systematically excluded from Western conservation policies, which are based on colonial modes of control. We begin to address this issue by elaborating on a community‐based participatory project, namely a Conservation Impact Bond (CIB), developed in Canada with Deshkan Ziibiing. This CIB was unique since it combined Indigenous and Western knowledges and aimed at restoring ecosystems by building relationships of kinship between peoples and the land. Based on our findings, we propose a Two‐Eyed Seeing relationship‐building process model – a multi‐stakeholder initiative (MSI) incorporating Indigenous and Western knowledges. We discuss the implications of our findings for mobilizing capital to serve collective rather than private interests while promoting Indigenous resurgence and land regeneration. We suggest shifting from extractive to regenerative capital is necessary to address the climate and biodiversity loss crises. This transformation could be achieved by embracing a relational ontology through Two‐Eyed Seeing.

"If They Help Us, We Can Help Them": First Nations Peoples Identify Intercultural Health Communication Problems and Solutions in Hospital in Northern Australia.

Effective intercultural communication between First Nations peoples and healthcare providers in colonised countries is required to deliver equitable healthcare and improve patient experiences and health outcomes. This paper presents First Nations peoples' perspectives and proposed solutions to problematic communication experiences at Royal Darwin Hospital in northern Australia. The study's methodological foundations comprise decolonising principles rooted in Critical Race Theory, Freirean pedagogy, and cultural safety. Eleven individuals from diverse First Nations backgrounds receiving treatment at the largest hospital in the Northern Territory, participated in in-depth interviews conducted in their preferred languages. Data were inductively analysed, adapted from a constructivist grounded theory approach and guided by First Nations knowledges. First Nations patients at Royal Darwin Hospital described a culturally unsafe hospital due to ineffective intercultural communication. Patient "counterstories" recounted instances of confusion, aggression, healthcare provider resistance to shared decision-making opportunities, pressure to abandon cultural protocols, and institutional neglect. Poor communication incited anger among staff and patients, and contributed to experiences of racism, missed appointments, clinical mistakes, patients prematurely discharging before completing treatment, and patients experiencing financial troubles and homelessness. In a spirit of generosity, patients proposed solutions focused on relationship building and mutual understanding so that new decolonised systems, which draw on First Nations and Western knowledges, can be codesigned. This study serves as a call to action for policymakers, administrators, and healthcare providers to prioritise improving intercultural communication by addressing the behaviour of staff and changing systemically racist policies in the pursuit of health equity and cultural safety for First Nations peoples.

Integrating traditional knowledge of non-Western humanities and social sciences: a research agenda through the Chinese lens

ABSTRACT The global knowledge asymmetries, dominated by academic centers in Western societies, have marginalized traditional non-Western knowledge. In line with the call for intellectual pluriversality, non-Western scholars in the humanities and social sciences (HSS) have witnessed a revitalization of traditional knowledge in research. Nonetheless, how they integrate their traditional knowledge into research lacks theoretical grounding and empirical substantiation. This study specifically examines the research agenda of contemporary Chinese HSS academics who are attempting to integrate traditional Chinese and modern Western knowledge. Through interviews, it seeks to understand their reasons, goals, principles, and strategies related to such knowledge integration. It first underscores the rationales stemming from global knowledge disparities and Chinese individuals’ limited exposure to their traditional knowledge. It then reveals guiding principles for understanding traditional Chinese knowledge. Last, it provides strategies for knowledge integration, including comparative analysis and the transformation of traditional Chinese knowledge into modern theories and methodologies. Such a research agenda transcends critical reflection on the hegemonic and inequitable global knowledge system, promoting tangible actions to facilitate HSS research in China and beyond.

A Bridge Between East and West: Dr. Johan Louis Schlimmer's Medical Contributions in Qajar Iran (1819-1881).

Dr. Johan Louis Schlimmer (1819-1881), a Dutch physician, played a transformative role in the development of modern medicine in Qajar-era Iran. Arriving in Iran driven by a deep passion for Eastern culture, Schlimmer's contributions extended far beyond the confines of traditional medical practice. His work in medical education, particularly at the prestigious Dar al-Fonun, laid the foundation for the modernization of Iranian healthcare. Schlimmer's efforts to bridge the gap between Western and Iranian medical knowledge are epitomized by his collaboration on the Persian medical dictionary, commonly known as Schlimmer's Dictionary, and his seminal work, Terminologie Médico-Pharmaceutique et Anthropologique Française-Persane. These texts not only expanded the Persian medical lexicon but also integrated contemporary Western medical concepts with traditional Iranian practices. Schlimmer's approach, which emphasized the indigenization of medical knowledge, made complex medical phenomena accessible to Iranian practitioners and laid the groundwork for the advancement of public health in Iran. His legacy, marked by a commitment to cultural and scientific exchange, continues to resonate in the field of Iranian medical history. This article explores the multifaceted contributions of Dr. Schlimmer, highlighting his enduring impact on the evolution of healthcare in 19th-century Iran.

Mapping the Islamic Discourse on Knowledge: The Relevance of the New Islamic Discourse

Abstract: In the aftermath of independence, the ex-colonized Muslim countries were caught up in a comprehensive process of Westernization of Muslim life and thought. In this context, fundamental questions have been raised: What is the vision of knowledge? What is the position of the existing traditional Islamic and modern Western knowledge? This study aims to map existing trends in the interpretation of knowledge and measure the relevance of what Elmessiri calls the “New Islamic Discourse”. Descriptive, analytical, and comparative methods are used in the entire study. The first major finding is that there are seven Islamic discourses according to how they respond to critical questions. The second major finding is that the relevance of the “New Islamic Discourse” is based on five main features namely, (1) Modern science is not neutral, (2) Secularization of life and knowledge is part of the Modern crisis, (3) Islamic view of knowledge is neither modernist nor traditionalist, (4) Islamic view of knowledge is neither positivist nor relativist, and (5) Islam is a worldview that has implications for life and knowledge (on epistemology and methodology).

Weaving Indigenous and Western knowledge systems to discern drivers of mooz (moose) population decline

Weaving Indigenous and Western knowledge systems to discern drivers of <i>mooz</i> (moose) population decline

Transmission of indigenous knowledge systems under changing landscapes within the vhavenda community, South Africa

Indigenous Knowledge (IK) and techniques benefit not only humankind but also benefit the environment. Nevertheless, the transmissions of indigenous knowledge are threatened and replaced by Western knowledge and ideologies. The focus of the study was to demonstrate the various Indigenous knowledge transmission methods, the driving forces behind their disappearance, and how they added value to the resilience of such knowledge forms in sustaining Indigenous and local communities throughout the centuries. To achieve this, the study used questionnaires consisting of open-ended and closed-ended questions (n = 136). Participants were selected and identified through purposeful sampling from five remote indigenous villages in South Africa. The data were collected only from principal elderly participants above 50 due to their profound knowledge and experiences with their local environment. The most prevalent indigenous knowledge within the Vhavenda people is folklore, which is orally transmitted from one generation to the next through traditional songs, stories, dances, myths, customs, and rituals. Drivers such as invasion of technology, reluctance on the part of custodians to pass on the knowledge, knowledge being forgotten, and knowledge being less effective were ranked to be highest in the hindrance of IK transmission in the study area. Solutions such as revitalising knowledge systems through proper documentation, such as building online libraries, integrating Western and indigenous knowledge, and introducing indigenous knowledge into mainstream education systems and media could assist in preserving such knowledge.

Government Intervention, Internationalization Model and Higher Education Resource Flow: An Analysis of Higher Education in Late Qing Dynasty and Modern China

With the purpose of saving the country, the Qing Dynasty built new institutions of higher learning to impart western knowledge, which played a role in promoting the development of modern higher education in China. In order to explore the development context of China's higher education under different backgrounds in the late Qing Dynasty and modern times, this study reviews the relevant theoretical basis in recent years. This paper summarizes the formation of the education system in the late Qing Dynasty and modern China, the specific intervention of the government in higher education, and the flow of higher education resources in recent years, and analyzes its internal flow and external flow. Through the analysis of higher education in the late Qing Dynasty and modern times, it can be seen that the innovation and development of the internationalization mode of higher education is the inevitable requirement to realize the transformation of the internationalization power of higher education into the internationalization power of higher education. In addition to the classic model, co-construction model, satellite model and education cluster model, we should also actively explore and develop other new international education models, further expand the vision of running schools, enhance international awareness, accelerate the internationalization process of higher education, and achieve beyond the traditional higher education power. In order to provide reference for the future development of China's higher education internationalization under the background of "double first-class" construction.

“Knowledge Strategies” for Indigenous Studies on Intercultural Communication in Non-Western Countries in the Global Power Structure

According to Michel Foucault’s power/knowledge theory, knowledge is not produced in a vacuum; the construction of any knowledge system implicitly contains power relations. The “knowledge strategies” for Indigenous studies on intercultural communication should evolve and improve in response to shifts in the global power structure. With the development of globalization and the evolution of communication technologies, this study interprets the current global power structure as a “dual structure” in which the international society and the world society coexist and develop together. This structure leads to a complex trend of simultaneous “centralization” and “decentralization”, as well as “homogenization” and “hybridization” in the global cultural order. For scholars from non-Western countries, Indigenous studies on intercultural communication need to interpret the new global power structure, expanding their research perspectives and topics to a global dimension. This approach links Indigenous conceptual resources and methodologies with an open and diverse global cultural order. This study proposes “knowledge strategies” for Indigenous studies on intercultural communication in non-Western countries and introduces a third level of significance for intercultural communication beyond daily interaction and cultural interaction: community building. Regarding the research purpose, this study aims to provide a new perspective for the study of intercultural communication theory, promoting an equal dialogue between Western and non-Western knowledge systems of intercultural communication, and enhancing the inclusiveness and humanistic awareness of this discipline.

Year zero of tomorrow’s pasts

ABSTRACT We will discuss the impact of AI on storytelling, particularly in the context of Indigenous media-making. We will do this broadly in reference to our own practices and artistic processes and our current collaboration, Tomorrow’s Pasts, specifically in relation to our experience of developing and creating artistic and creative projects with AI-generative media.We will speak to the notion that Indigenous knowledge systems tend to be relational whereas Western knowledge systems can be cumulative and extractive, and that these points of difference expose a colonial imprint on conceptualizing and producing projects that deal with artistic and cultural production in general and emerging technologies in the narrative space in particular. In this we will refer to the growing field of research into indigenous data sovereignty.We will draw directly on 3 ‘events’ in which we participated in 2023: (1) Frame Doco Lab, Victoria, Australia (2) The International Sami Film Institute’s Indigenous Film Conference in Guovdageaidnu, Norway and (3) Art + Australia’s Study-In on AI + Race + Art, Melbourne, Australia. our in-conversation at the Indigenous Film Conference (August 17–20) presented by the International Sami Film Institute in Norway.

Healing country together: A seagrass restoration case study from Gathaagudu (Shark Bay)

Ecological restoration is a key part of the global solution to help repair damaged ecosystems and moderate climate change. However, there are enormous challenges to contemporary restoration. Solutions that integrate western science and traditional ecological knowledge offer great opportunities to overcome these challenges. Partnerships with Indigenous Ranger programs can assist with solutions to some of the age-old restoration challenges. Managing and caring for a living and dynamic Country is at the heart of wellbeing for all Indigenous Peoples. The act of participating in restoration activities On Country assists with connecting to Country, healing people and Country. We describe the development of a successful partnership between western science and Indigenous traditional knowledge via a collaborative Malgana Aboriginal Corporation Ranger program that included On Country workshop-based knowledge sharing in north-west Western Australia, with a focus on seagrass restoration. Field-based restoration workshops helped people reconnect with Country through two-way knowledge sharing. Additional benefits of the partnership included education and preservation of Malgana language, educating western scientists and general public about Malgana culture, and adapting and field trialling seagrass restoration methods for Gathaagudu. Restoration can be successfully implemented through partnerships that share western science and traditional ecological knowledge.

Collaborative knowledge braiding for restoration: assessing climate change risks and adaptation options at Wuda Ogwa in southeastern Idaho, United States

The restoration of culturally significant landscapes poses formidable challenges given more than 160 years of settler‐colonial land use change and a rapidly changing climate. A novel approach to these challenges braids Indigenous and western scientific knowledge. This case study braids Indigenous plant knowledge, species distribution models (SDMs), and climate models to inform restoration of the Bear River Massacre site in Idaho, now stewarded by the Northwestern Band of the Shoshone Nation. MaxEnt SDMs were used to project the future spatial distribution of culturally significant plant species under medium (SSP2‐4.5) and high (SSP5‐8.5) emissions scenarios. These results support Tribal revegetation priorities and approaches, identified by tradeoffs between each species' current and future suitability. This research contributes to a knowledge‐braiding approach to the analysis of climate risks, vulnerabilities, and restoration possibilities for Indigenous‐led restoration projects by using the Wuda Ogwa ecological restoration site as a case study.

Not just theory

Donna Haraway suggests that traditional Western knowledge is inherently linked to the marginalization of non-Western visions. Similarly, Walter Mignolo criticizes the “colonial matrix of power” that dominates not only epistemology but also excludes incommensurable perspectives. He embraces Humberto Maturana’s idea of “objectivity-without-parenthesis” to highlight the exclusive nature of Western knowledge and its aspiration toward universality. On this basis, this essay argues that the traditional view of academic authors as impartial and detached needs to be reconsidered. Academic practice must move beyond this framework to create a more comprehensive and inclusive understanding of knowledge. To achieve this, the text will explore the concept of “queer writing,” which views the context in which academic expression occurs as the necessary condition for its possibility. Therefore, the text will (1) specify the image of Western knowledge and universality, (2) identify the crucial shifts in the course of its development, and (3) outline possible interventions.

Barriers to Engaging with Reconciliation in Canadian Education: Confusing Colonial and Western Knowledge

Barriers to Engaging with Reconciliation in Canadian Education: Confusing Colonial and Western Knowledge

Integrating Indigenous Knowledge in South African Geography Education Curricula for Social Justice and Decolonization

This paper analyzes the integration of indigenous knowledge into South African geography education as an intersection of social justice and decolonial imperatives. Historically, colonial education systems have marginalized indigenous epistemologies by privileging Western knowledge as universally superior. Integrating indigenous perspectives into curricula can counter this legacy by promoting cognitive justice and unsettling Eurocentric dominance. However, meaningful integration requires moving beyond superficial additions of indigenous elements within unchanged Western-centric curricula as this risks appropriating indigenous knowledge in disempowering ways. The paper argued that ethical integration necessitates recentring indigenous knowledge systems in their own right alongside Western frameworks to enact pluralistic, horizontal cognitive frameworks. A qualitative literature analysis identified key themes around recognizing indigenous epistemologies, dismantling enduring hierarchies, and developing responsible community-centred integration processes. While systemic constraints pose barriers, integrating indigenous perspectives into geography education holds the transformative potential to advance both social justice inclusion aims and decolonial decentralization agendas. This convergence provides opportunities to develop anti-oppressive curricula that empower marginalized knowledge and ontologies. However, realization requires extensive efforts to sustain reflexivity and enable indigenous self-determination over knowledge. Ultimately, the paper underscored that indigenous knowledge integration must move beyond tokenism towards fundamentally transforming education systems through ethical, empowering processes grounded in partnerships with indigenous communities. This is vital for nurturing students able to navigate the world through plural epistemologies and enacting both social justice and decolonial futures. Keywords: Indigenous Knowledge, Decoloniality, Social justice, Geography Education

African folklore: A tool for improving sustainable resource management practices in Africa

Africa's traditional knowledge system sustained the continent and its people for millennia before the advent of Western knowledge and, even so, has continued to play a critical role in the advancement of the continent. We ask in this article if Africa's traditional education through storytelling/folktales has a role to play in the contemporary drive for sustainable development practices. To answer this question, we carried out a field experiment among preteen pupils in Nigeria. We taught an age-old African folktale among school-age pupils to one set of pupils and not in the control group and asked them how they would use and manage certain natural resources. We find that those exposed to an African folktale had a better appreciation for resource management than those who were not holding all else constant. We also discuss the implications of incorporating folktales into the Nigerian school curriculum and its potential benefits for resource management.