scholarly journals Inclusion of Indigenous Knowledge System (IKS) – A Precondition for Sustainable Development and an Integral Part of Environmental Studies

2014 ◽  
Vol 4 (1) ◽  
pp. 58-76 ◽  
Author(s):  
Ellen Carm
Keyword(s):  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Teaching Methods ◽  
Education For Sustainable Development ◽  
Knowledge Systems ◽  
Aids Education ◽  
Systems Science ◽  
Paper Briefly ◽  
Learning And Teaching ◽  
Indigenous Knowledge System

UNESCO (2005) launched the Decade of Education for Sustainable Development, 2005-2014, and as we now proceed into the final year of that decade there is a time for asking whose development?  That question heavily relies upon what type of education, which again leads to aspects concerning epistemological lenses. I am using my experiences and research from two totally different assignments; an evaluation of a post-literacy and skills program in rural Laos, and the other aimed at developing and implementing a localized approach to HIV/AIDS education in Zambia. The outcomes from the two interventions revealed that in order to initiate and sustain change and development, it was crucial to ensure the inclusion and merger of multiple knowledge systems, science and traditional knowledge. That requires a focus on how. In other words, the processes we put in place to ensure the recognition and merger of different epistemologies are crucial to ensure sustained local development.The paper briefly discusses key concepts related to multiple knowledge systems, education for sustainable development, and different conceptualization of learning and teaching methods, and explores how environmental education can contribute to sustainable development. The last section illustrates how expansive learning can be applied as a method and a tool to analyze the processes at stake, and outcomes of participatory and inclusive interventions. The paper elaborates on the methodology and shows how a multi-voiced approach can bridge the gap between different epistemologies, e.g. Indigenous Knowledge and Western Knowledge, create space for interaction and negotiations among a diverse group of stakeholders and actors to reach to the local innovations and development activities.DOI: http://dx.doi.org/10.3126/jer.v4i1.10726Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 58-76 

Aligning Education for Sustainable Development (ESD) and Traditional Islamic Perspective

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Learning And Teaching ◽  
Islamic Studies ◽  
Islamic Perspective

This work presents nonsystematically within no claim of completeness about education for sustainable development (ESD) that aligned with traditional islamic perspective. Many of those explanations apply to learning and teaching in general, but clearly some are especially important in Islamic studies education. For convenience, they are presented here in separate sections, even though they are closely interrelated.

scholarly journals Practice of indigenous knowledge system by the farmers in maintaining ecosystem in Bangladesh

2012 ◽  
Vol 57 (3) ◽  
pp. 155-168 ◽  
Author(s):  
Mostafizur Rahman
Keyword(s):  
Indigenous Knowledge ◽  
Agricultural Practices ◽  
Knowledge System ◽  
Knowledge Systems ◽  
Organizational Participation ◽  
Indigenous Knowledge System ◽  
Indigenous Knowledge Systems ◽  
High Level ◽  
Moderate User ◽  
Rural Appraisal

The main focus of the study was to identify the indigenous knowledge system being used by the rural men in farming and household activities and also to examine its extent. Data were collected from Poba upazila under Rajshahi district and Gabtoli upazila under Bogra district in Bangladesh from 125 randomly selected rural men out of total population of 1,145 from 15 February to 14 May, 2009. The fifty potential indigenous knowledge systems were identified through participatory rural appraisal prior to finalizing the schedule. The findings reveal that greater proportion of rural men were illiterate, middle aged categories, small farmer category, medium agricultural and environmental knowledge category, high level farming experience, medium cosmopoliteness, medium communication exposure, no organizational participation and moderately favorable category. Among the 50 identified indigenous knowledge systems, ?Setting up bamboo sticks, branches of trees etc., in rice fields to let the birds sit and eat away insects? reached the highest extent of use by the farmers in agricultural practices. ?Soaking boro rice seeds in water for 1-3 days before sowing in the bed for rapid germination?, ?Drying mature bottle gourds (Lagenaria vulgaris) in the sun and storing the seeds inside without rupturing the fruits? and ?Keeping rice seedlings under shed for 1-2 days before transplanting for the purpose of increasing tolerance? took the 2nd, 3rd and 4th position regarding the extent of use. Considering farmers? practicing category, the highest proportion (47.2%) of the respondents belonged to the low user as compared to 39.2% in the moderate user and 13.6% in the high user. Recommendations were forwarded to the extension specialists, researchers and administrators to undertake desk and experimental research concerning indigenous knowledge systems.

scholarly journals What Can Traditional Indigenous Knowledge Teach Us About Changing Our Approach to Human Activity and Environmental Stewardship in Order to Reduce the Severity of Climate Change?

2018 ◽  
Vol 9 (3) ◽  
Author(s):  
John G Hansen ◽  
Rose Antsanen
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Human Activity ◽  
Environmental Issues ◽  
Indigenous Communities ◽  
Knowledge Systems ◽  
Environmental Stewardship ◽  
Fundamental Assumption ◽  
Impacts Of Climate Change

Many Indigenous communities living on traditional lands have not contributed significantly to harmful climate change. Yet, they are the most likely to be impacted by climate change. This article discusses environmental stewardship in relation to Indigenous experiences and worldviews. Indigenous knowledge teaches us about environmental stewardship. It speaks of reducing the severity of climate change and of continued sustainable development. The methodology that directs this research is premised on the notion that the wisdom of the Elders holds much significance for addressing the harmful impacts of climate change in the present day. This article's fundamental assumption is that Indigenous knowledge offers practical and theoretical recommendations to current approaches to human activity and environmental issues. We share findings from interviews with Cree Elders who discussed their worldviews and knowledge systems. Findings revealed that Indigenous knowledge offers a philosophy and practice that serve to reduce the severity of climate change.

scholarly journals Indigenous knowledge, an unexploited source for Sustainable Development: An Opportunity for Africapitalism

2019 ◽  
Author(s):  
Henrietta Onwuegbuzie ◽  
Adun okpe ◽  
Eseroghene Orighoyegha
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Economic Development ◽  
Emerging Markets ◽  
Indigenous Knowledge ◽  
Knowledge Systems ◽  
Policy Makers ◽  
Management Philosophy ◽  
Indigenous Knowledge Systems ◽  
Socio Economic Development

<p>Sustainable development in developing countries, particularly in Africa, has been of interest among scholars, practitioners and policymakers for decades. There is increased acknowledgment of Indigenous knowledge as an underexploited, yet invaluable source of sustainable development in emerging markets. This paper thus examines the constructs of Africapitalism management philosophy and indigenous knowledge. We examine diverse ways through which Africapitalism can embed indigenous knowledge systems as a key growth driver for sustainable socio-economic development. Finally, we discuss the implications for researchers and policy makers.</p>

scholarly journals CURRICULUM 2013 IN RELATION TO EDUCATION FOR SUSTAINABLE DEVELOPMENT IN INDONESIA:

2018 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Rusli Rusli
Keyword(s):  
Sustainable Development ◽  
Human Resources ◽  
Natural Resources ◽  
Transition Period ◽  
Education For Sustainable Development ◽  
Learning Approach ◽  
Human Beings ◽  
Current Generation ◽  
Learning And Teaching ◽  
The Earth

This paper explores curriculum 2013 in conjunction with education for sustainable development in Indonesia. Reorientation in education could be considered as an effort for producing skilled human resources in order to deal with transition period toward sustainable development. Curriculum 2013 should be focused on issues referring to education for sustainable development. Learning approach in curriculum 2013 should be combined with educational learning and teaching about knowledge, issues, skills, perspective, and values that lead to student much more motivate to achieve the goals of sustainable development through respect- ful to the others either current generation or the next generation, respectful to the earth that provides natural resources for the human beings.

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