By Gloria Emeagwali, Edward Shizha
This ebook is an highbrow trip into epistemology, pedagogy, physics, structure, medication and metallurgy. the point of interest is on a variety of dimensions of African Indigenous wisdom (AIK) with an emphasis at the sciences, a space that has been missed in AIK discourse. The authors supply varied perspectives and views on African indigenous medical and technological wisdom which may profit a large spectrum of lecturers, students, scholars, improvement brokers, and coverage makers, in either governmental and non-governmental companies, and allow severe and substitute analyses and percentages for figuring out technological know-how and expertise in an African ancient and modern context.
Read or Download African Indigenous Knowledge and the Sciences: Journeys into the Past and Present PDF
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Extra resources for African Indigenous Knowledge and the Sciences: Journeys into the Past and Present
2011). Curriculum and assessment policy statement Grade 7–9 technology. Pretoria; Government Printers. Dugger, W. (2008). The perspective of technology education. A paper presented at the Japanese International Symposium of Educational Cooperation for Industrial Technology Education. Aichi, Japan. Eggleston, J. (1992). Teaching design and technology: Developing science and technology Education. Buckingham: Open University Press. Eggleston, J. (1996). ). Buckingham: Open University Press. Elleni, T.
A stand-alone, blended or restructured approach to the indigenization of curriculum? A critical perspective. International Journal of African Renaissance Studies, 10(1), 60–82. Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Educational Technology & Society, 15(1), 127–136. Zuga, K. F. (1997). An analysis of technology education in the United States based upon a historical overview of contemporary curriculum research. The Journal of Design and Technology Education, 7(3), 203–217.
This is where indigenous students will contribute integrated knowledge systems (for example, their beliefs, values and spirituality) into their design ideas, like suggesting a shape that is attuned to their cultural milieu or a particular value system in the design of an artifact. Adopting a Co-Creative Orientation Towards Knowledge Knowledge is co-created and community-owned rather than individualized; with elders being the libraries of such knowledge they possess the richness of indigenous 24 PEDAGOGICAL PRINCIPLES IN TECHNOLOGY EDUCATION knowledge.