Abstract
Few would argue that science and technology have had an impact throughout the world. When we speak about such impacts we are implicitly talking about Western science. Historians of science (especially in science textbooks) tend to place the beginnings of modern science at the time of Bacon, with a slight nod to Greek influences. There is little or no recognition of the scientific traditions of Eastern societies (such as China, India, and the Islamic world) and other indigenous cultures. Although there is no argument that science did not develop in the same manner in these societies, it is argued that they have a scientific tradition that should be considered when incorporating modern science into those societies. The difficulties in doing that are discussed, as is the question of the universality of science. The universality of science as a systematized set of processes for learning about the world is supported, but the culture that has arisen around it, resulting in a certain arrogance, is not. It is argued that the benefits of science and technology can be incorporated without the loss of cultural integrity if the society takes over its own research agenda and paradigms and maintains pride in its own traditons. The role of science education in this process is discussed.
Similar content being viewed by others
References
Bleier, R. (1986).Feminist approaches to science. New York: Pergamon Press.
Botelho, A. (1993). Cultural contagion: The spread of science in the third world: An essay review of Cueto, Polanco, and Schwartzman.Science, Technology, & Human Values,18(3), 389–394.
Cole, S. (1992).Making science. Cambridge, MA: Harvard University Press.
Goonatilake, S. (1984).Aborted discovery: Science and cretivity in the third world. London: Zed Books.
Harding, S. (1986).The science question in feminism. Ithaca, NY: Cornell University Press.
Holzner, B., Campbell, D. T., & Shahidullah, M. (1985). Introduction.Knowledge: Creation, Diffusion, Uilization,6(4), 307–328.
Krugly-Smolska, E. (1990). Scientific literacy in developed and developing countries.International Journal of Science Education,12(5), 473–480.
Krugly-Smolska, E. (1992). A cross-cultural comparison of conceptions of science. In S. Hills (Ed.),The history and philosophy of science in science education. Proceedings of the Second International Conference on the History and Philosophy of Science and Science Teaching (Vol. 1, pp. 583–593). Kingston, ON: Quee's University.
Kuhn, T. S. (1970).The structure of scientific revolutions. Chicago: University of Chicago Press.
Lee, M.N.N. (1992). School science curriculum reforms in Malaysia: World influences and national context.International Journal of Science Education,14(3), 249–263.
Lunetta, V. N., & Cheng, Y.-J. (1987). The Tai-chi: A model for science education.Science Education,71(1), 41–47.
Morris, R. W. (1983).Science and technology education and national development. Paris: UNESCO.
Nanda, J. N. (1986).Science and technology in India's transformation. New Delhi: Concept publishing.
Ogunniyi. M. B. (1988). Adapting Western science to traditional African culture.International Journal of Science Education,10(1), 1–9.
Qadir, C. A. (1988).Philosophy and science in the Islamic world. London: Routledge.
Rybczynski, W. (1991).Paper heroes. London: Penguin Books.
Salam, A. (1991). Notes on science, technology and science education in the development of the South.Minerva,29(1), 90–108.
Sardar, Z. (1989).Explorations in Islamic science. London: Mansell.
Schiebinger, M. (1989).The mind has no sex? Cambridge: Harvard University Press.
Schott, T. (1991). The world scientific community: Globality and globalization.Minerva,29(4), 440–462.
Searle, J. (1984).Minds, brains and science. Cambridge, MA.: Harvard University Press.
Shils, E. (1991). Reflections on tradition, centre and periphery and the universal validity of science: The significance of the life of S. Ramanujan.Minerva,29(4), 393–419.
Tambiah, S. J. (1990).Magic, science, religion, and the scope of rationality. Cambridge: Cambridge University Press.
Trowbridge, L. W., & Bybee, R. W. (1990).Becoming a secondary school science teacher. Columbus, OH: Merrill.
Waddy, C. (1982). The Bodleian remembers.Aramco World Magazine,33, 29–32.
Weatherford, J. (1988).Indian givers. New York: Fawcett Columbine.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Krugly-Smolska, E. An examination of some difficulties in integrating Western science into societies with an indigenous scientific tradition. Interchange 25, 325–334 (1994). https://doi.org/10.1007/BF01435877
Issue Date:
DOI: https://doi.org/10.1007/BF01435877