Nandy recovery of indigenuous knowledge..
Published on: Mar 3, 2016
Transcripts - Nandy recovery of indigenuous knowledge..
Ashis NandyRecovery of Indigenuous Knowledge andDissenting Futures of the University(2000)Hannes LeberEdGlo - Society and Education in Transistion Fall 2012
Ashis NandySociologist and clinical psychologistResearch Areas:Social existence, human potentialities or creativityHuman destructiveness (mass violence, genocide)Keywords:scientific creativity, future studies, post-developmental and post-secular visions, cities of the mind, myths of nation-statesEmail: email@example.com
Categorisation and Definition Dominance mainly exercised through categories, embedded in systems of knowledge “Define or be defined” (e.g. developed/ underdeveloped) Universities specialise in handling categories and can dominate a societys self-reflexivity Intellectuals redefined as specialist experts, “scientizing” areas of life that were before organised by participatory politics
“Public Intellectuals” Trivialisation of important role thinkers outside academy play Leaders of religious or social reform movements Writers, artists, scholars They link the cultural resources of their society to contemporary politics and social needs “Vernacular knowledge” Criticism of the urban industrial vision
Universities & Local Knowledge Colonial Legacy leads to Self-hate Mark Twain: "I wouldnt want to be in a club that would have me as a member." Reasons for declassification of trad. knowledge Cost-benefit analysis (→ decontextualisation) Cultural relativism, allowing ethno-knowledge for regional cultures but universal validity of Western thought Emphasis on equitable distribution of and access to modern knowledge
A New, Dual Role Transmit believed “universal modern knowledge” to élite and state functionaries With critical awareness and skepticism Cultivate a sens of limit Develop new openness, generosity and protectiveness towards traditional knowledge Reintegrate local knowledge back from the margins of consciousness
Three Propositions for Change Recovery through Affirmation of the “Natural” Risk of reactive self-affirmation of culturally pure and uncontaminated – can this be a creative process? Confidence in ordinary, non-academic citizens Re-establishment of dialogue between equal participants (shift in perception of the indigenous from object to subject)
Three Propositions for Change Refrain from objective to create “New Men” through higher education Attempts to engineer human nature have always failed Retrieve cultures concepts of their own futures covered up by European utopia http://www.nalandauniv.edu.in/index.html
Pluralisation of Knowledge Pluralise the future by pluralising knowledge in the present Produce better, more honest and wide ranging options Offer choices to indigenous people and the rest of the world Perceive local knowledge as an alternative form of universal knowledge Academic communities owe their disowned indigenous counterparts this act of justice
Questions and Discussion “Dominance is now exercised less and less through familiar organized interests, such as (..) multi-national corporations and the nation-states. Dominance is now exercized mainly through categories, embedded in systems of knowledge.”● Think about the situation in your home country. What examples for marginalisation of indigenous knowledge can you find?● How do economical or political marginalisation and categorisation of indigenous knowledge as irrelevant relate?● Is there examples for a trend towards pluralisation?
Sourceshttp://www.csds.in/faculty_ashis_nandy.htmhttp://www.nalandauniv.edu.in/index.htmlNandy, Ashis (2000): Recovery of Indigenous Knowledge and Dissenting Futures of theUniversity, in: Inayatullah, Sohail & Jennifer Gidley: The University in Transformation GlobalPerspectives on the Futures of the University. Bergin & Garvey. Westport, Conn.