Integration Of Indigenous Knowledge In Teaching Science And Health

Abstract

In the educational system in the Philippines, the need for the integration of indigenous knowledge is very substantial. This is so because concepts in the books are not significantly related to the real-life situations children encounter specifically the indigenous people. Furthermore, handbooks, curricula in mainstream education are highly westernized. Many indigenous children even become indifferent to their cultural background. The high drop-out rate among indigenous pupils can be attributed to a school calendar that does not take into account the planting and harvesting season vital to many indigenous communities. Thus, a fitting curriculum is essential. The development process interacts with indigenous knowledge. When designing or implementing development programs or projects, three scenarios can be observed: relies entirely or substantially on indigenous knowledge, overrides indigenous knowledge, or incorporates indigenous knowledge. Planners and implementers need to decide which path to follow. Rational conclusions are based on determining whether indigenous knowledge would contribute to solving existing problems and achieving the intended objectives. In most cases, a careful amalgamation of indigenous and foreign knowledge would be most promising, leaving the choice, the rate, and the degree of adoption and adaptation to the clients. Teachers can incorporate indigenous perspectives into their teaching whatever the circumstances of their school and local aboriginal community. In the emerging global knowledge economy, a country’s ability to build and mobilize knowledge capital is equally essential for sustainable development as the availability of physical and financial capital18. The basic component of any country’s knowledge system is its indigenous knowledge. It encompasses the skills, experiences, and insights of people, applied to maintain or improve their livelihood. Significant contributions to global knowledge have originated from indigenous people, for instance in medicine and veterinary medicine with their intimate understanding of their environments. Indigenous knowledge is developed and adapted continuously to gradually changing environments and passed down from generation and closely interwoven with people’s cultural values. Indigenous knowledge is also the social capital of the poor, their main asset to invest in the struggle for survival, to produce food, to provide shelter, or to achieve control of their own lives. All these scenarios recognize the significant impact of the integration of indigenous knowledge in science curricula. Not just this, but also in the everyday life especially those of the present generation