Braiding

Indigenous
Science
with Western
Science
Information obtained from Knowing Home: Braiding Indigenous Science
with Western Science by Gloria Snively & Wanosts’a7 Lorna Williams
And BC Science 9 Connections
Science is all about understanding the natural world.
Science at Four Directions
will provide you with the opportunity to understand the
world from different perspectives.

Western Science First Peoples Scientific Knowledge

Based on ideas that developed mostly Based on knowledge and experience
within the cities and aristocracies of gained from living close to the land for
Europe during the 1600s thousands of years

Like all knowledge, scientific knowledge is rooted in culture

 First Peoples Perspectives in Science

i e n tific Based
on a r
s s c o n a n ecipr
o p le a s e d
nc e d resp ocal
t P e s b r ie relatio e c t ful
Firs ledge i d expe n s hip wi
n o w e a n c a l n a t u th the
k d g e l o r a l w
n o wle om th orld
k d fr
e t
gai onmen
n Aims to live in
ir
env balance with the rest
of the world
Survival depends on
an equal relationship
with the rest of the
universe
Science
“Rational perceiving of reality”
Indigenous Knowledge (IK)
“Local knowledge held by Indigenous peoples”

Indigenous
Western Science (IS)
“The science of
Science (WS) Indigenous cultures
“Knowledge which relies worldwide”
on certain laws that have “
been established through
the application of the
scientific method”
“Land-related, place-based knowledge of long-resident
Indigenous peoples”
Traditional Ecological Knowledge (TEK)
 Traditional Ecological Knowledge (TEK)

Detailed local knowledge that First Peoples have gained through the
relationship with their local environment s t e ms;
y
l o c a l ecos re
s with l i ve the
Skills and practices that people t i o n s h i p
a ls t h a t
t e d n ess
Rel a anim terconne c
have used and developed over a n d n
plants spiritual i
thousands of years to use he
and t
resources in sustainable ways

Living in a way that respects the natural world Understanding the lives and
TEK is learned through TEK is transmitted behaviours of plants and
observation, experience, through direct animals
events and interactions experience, story,
with the land language
Indigenous Knowledge (Indigenous Science)

“IK/IS is a gift. It cannot be bought or sold. Certain

obligations are attached. The more something is
shared, the greater it become valued”
 Learning
is Holistic

Learning
Learning is
is a Relational
Community
Activity Learning is
Elders are Carried in
Keepers of Language
Learning is Knowledge
Ecological
Learning is
Learning is Rooted in
Components of Indigenous Experiential Home Place

Science Education
Remember Respect
TEK is the intellectual property of the people who
hold it…..

Some of this knowledge is sacred and not shared

with outsiders

Other knowledge, such as changes in animal

behaviour and properties of medicinal plants, may be
shared, with the goal of contributing to wider
scientific knowledge
 Interconnectedness Transformation
Everything is connected; Everything is in motion: Change is
Everything is related; normal and to be expected.
Everything is interdependent
Change brings about
Humans depend on the natural world for transformation-moving from one form or
our existence and survival state to another

Renewal Connections with Place

Change is cyclical; patterns that repeat Relationship with the land (nature or the
themselves over and over. universe)
TEK comes from generations of
For nature to renew itself, ecosystems observing and experiencing the
must be sustained; people have to act landscape where people live
in sustainable ways Connection with Place = Identity
“Braiding” Indigenous Science with Western Science

Braiding - “When braiding, kindness and love can flow

between the braids”

“Each strand remains a separate entity but all strands come

together to form a whole”

Braiding Indigenous Science with Western Science-

“acknowledge that both ways of knowing are legitimate forms
of knowledge”
Bridging First Peoples Knowledge and Western Science

First Peoples Perspectives on Western Science

Science
Emphasises the study of details,
Holistic (all-inclusive) view looking at certain aspects of the
natural world as if they are
Seeks to understand how all things
separate from it.
are connected and dependent on
each other
Neither view is better or worse than the other.

We can learn and benefit from both

 It is important to note the difference between
Spirituality and Religion
First Peoples spiritual connections to the natural world is quite different from the
concepts of religious beliefs S pirit c
an be
energ thoug
t h at y, or a
s the
ht of
as
f l ife life fo
a r t o nd rce
e p d a
s t h r v e l l y.
rit i s e ic a
p i o b n ti f s p e r s p e c ti v e s see
S be c ie F ir st People
a n ’ t d s a te , a s a li v e . For
c s u re e v e r y th in g as anim ir own
e a ta r s h a v e th e
m
a m p le , r o c k s and s
e x
e.
spirit or life forc
“Indigenous philosophies, ways of seeing the planet, are paramount to
science education”
“Hunting peoples
Sustainability
carefully study
animals and plant
life cycles,
Water Health
topography,
Science of seasonal changes
“Elders speaking Sustainability
and mineral
about landscape, resources”
climate and Food
Energy
ecological changes Security

are based on their

observations of a
lifetime of
experiences” Cruikshank, J. (1991)
“Coming to Know”

Understanding is a journey
Coming to know the use of
A process
Fire,
Agriculture,
A quest for knowledge and understanding
The ancient fish wheel,
Key migration routes of many types of salmon,
With all our relations
Developing sustainable harvesting technologies and practices Cajete, 2000
Were among the first elements of science

Humans live in relationship with nature and with plants, animals, forests,
mountains and oceans.

Humans need to pay attention to key ecological relationships

and responsibilities to the natural world
 Interactive
& Reciprocal
Relationships

Place-Based
Cycles and Knowledge
Circles
Principles
of
Indigenous
Science
Focus on Education
Balance and Multiple
Harmony Perspectives

A Living
Conscious
Universe
An Urgent Need!
Unfortunately, the legacy of a colonialist education system and the
under-representation of Indigenous Knowledge in the curriculum is limiting
Aboriginal people’s futures!

The world needs more Aboriginal peoples in science, technology, and

health-related careers!

My Goal: To help raise awareness about science education through an Indigenous

lens. To share my passion for science, the environment and the
interconnectedness of all life. To inspire your to look into science related career
options.
Questions to think about as we journey through this
course together...
1. What can we learn from Traditional Ecological Knowledge?
2. How can we connect with the local First Peoples community to understand
these ideas better? Can we connect with local stories and languages?
3. How does this topic fit into the big picture? How can we view it holistically?
Does that help us understand the problems or issues differently?
4. How is this topic connected to other topics or ideas? How is it interconnected
and interdependent?
5. Is there evidence of transformation in this topic? Does understanding how
motion and change are involved give us new ways to understand a problem?
6. What is the role of renewal? Is there a question of sustainability that needs to
be understood?
7. How does the topic connect with you and your sense of place?
References
Cajete, G. (2000). Native science: Natural laws of interdependence. Sante Fe,
NM: Clear Light Publishers

Cruikshank, J. (1991). Reading voices: Oral and Written Interpretations of the

Yukon’s Past. Vancouver, BC: Douglas & McIntyre.

Sniverly, G and Williams L.W. (2016). Knowing Home: Braiding Indigenous

Science with Western Science. Victoria, BC

Nelson (2016) BC Science 9 Connections. McGraw-Hill Ryerson Limited.