Those who have looked at the world from the point of view of organised science have dismissed indigenous knowledge, found mainly in collectivist societies, as pre-logical and irrational and have downplayed such forms of knowledge, which exist within and have been developed around aspects of local people’s lives. Indigenous knowledge as a fixed corpus is co-generated through participatory and consultative processes of learning that come via observation and experimentation. Such Knowledge is dynamic, continuously being enhanced and adapted to suit local needs. It is stored not in repositories but expressed in stories, songs, folklore, dances, beliefs, language and occupational practices. The knowledge is shared not through learning management systems but through local learning systems and micro processes of networks and interaction among groups connected by kinship, friendship, community, religion and practices all based on the participatory principle. To this end, indigenous knowledge becomes open not through the expression of knowledge in a form that is saleable in the marketplace but through considerations of cultural integrity, reciprocity and presentation. Within collectivist societies, knowledge has always been seen as a public good, rather than a source of private/individual profit. It is thus treated as a kind of community-owned intellectual property developed by all, available to all and for the benefit of all. Certainly there is a lot that the OER movement can learn from the participatory principle of indigenous knowledge systems.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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