Decolonizing education: learning from ancient South Asian pedagogies for human and planetary health.
While modern mainstream education is considered as the only way of learning by many in the world, the problem of the system has been well established. At the same time, the inseparable connection between education and planetary health is increasingly coming to the limelight in the contemporary world...
| Publicado en: | Postcolonial Studies Vol. 27; no. 4; pp. 421 - 437 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=189286988&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 189286988 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13688790 56Z jtl: Postcolonial Studies issn: 13688790 maglogo: N pubinfo: dt: Dec2024 vid: 27 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 189286988 10.1080/13688790.2025.2512686 ppf: 421 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 830KB tig: atl: Decolonizing education: learning from ancient South Asian pedagogies for human and planetary health. aug: au: Jayawickrama, Janaka Chakraborty, Arnab affil: College of Liberal Arts, Shanghai University, Shanghai, People's Republic of China su: Decolonization Modernity Theory of knowledge Ancient philosophy South Asia sug: subj: South Asia Decolonization Modernity Theory of knowledge Ancient philosophy keyword: ancient philosopies decolonization epistemologies pedagogy ab: While modern mainstream education is considered as the only way of learning by many in the world, the problem of the system has been well established. At the same time, the inseparable connection between education and planetary health is increasingly coming to the limelight in the contemporary world. Mainstream pedagogy – rooted in Eurocentric paradigms of science, knowledge and culture – systematically marginalized better effective ways of learning. This excludes other forms of pedagogical approaches from Asia, Africa, the Americas (Abya Yala) and many other ancient civilizations as 'unscientific', 'primitive' or 'unqualified' of institutional recognition, perpetuating a monoculture of the mind. On that basis, an open-ended research process that aimed to critically engage and examine ancient pedagogical approaches to learning in ancient civilizations was established. While so doing, this article not only calls for the decolonization of modern mainstream education that is implemented in the majority of countries across the globe but it also points towards reintroducing epistemologies that are destroyed, ignored, and marginalized. By centring marginalized pedagogies, there is a possibility to envision an education system that honours cognitive diversity, bridges the rift between humans and nature, and fosters truly collaborative futures. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Postcolonial Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Postcolonial Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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