Avsnitt
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Helen Joyce is a journalist and was a staff writer for The Economist between 2005 and 2022. Helen held various leading positions at The Economist, including education editor, Brazil correspondent, International editor, Finance editor and Britain editor.
Helen's first book, "Trans: When Ideology Meets Reality," was published by OneWorld in July 2021. It was reissued in 2023 under the new title "Trans: Gender Identity and the New Battle for Women's Rights."
"Trans" was an immediate bestseller and was named by the Times, Spectator and Observer as one of their books of 2021.
Helen now campaigns for women's rights and works with the start-up human-rights organisation Sex Matters, which campaigns for clarity about the two sexes, male and female, in law and in life.
https://www.thehelenjoyce.com/
https://www.thehelenjoyce.com/trans-news-and-reviews/
https://www.amazon.com.au/TRANS-When-Ideology-Meets-Reality/dp/0861540492
https://sex-matters.org/
Music - Bach Mass in B Minor conducted by John Eliot Gardiner
https://open.spotify.com/album/3HdmIB3Wzcd7bFDdsgaIbp?si=dRMNyRieTLCTHMJfSBZ7mA
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Richard Dawkins - https://richarddawkins.com/
In February 2023, Richard Dawkins asked me to host his New Zealand speaking tour. Today's podcast is the Auckland event, in which Richard discusses the scientific method, his recent book Flights of Fancy, and the debate surrounding the inclusion of non-scientific Māori mythological concepts in the New Zealand school science curriculum.
Richard needs no introduction, but if anyone has been hiding under a rock for the last 50 years, here's a brief description of his contribution to the world.
Richard Dawkins is a world-famous Oxford University evolutionary biologist. He has led an illustrious career as an influential scientist, author, public intellectual and, importantly, an ardent advocate for science. It's no exaggeration to say Richard is one of the greatest minds of our time, and through his many books and public engagement, has positively changed millions of lives.
Richard is a prolific and highly influential author and one of the greatest writers of his generation. He has written 20 books, including The Selfish Gene, The Extended Phenotype, and the magic of reality.
Throughout his career, Richard has been a strong critic of religion and views the existence of God as a falsifiable hypothesis. In The Blind Watchmaker, he debunks creationist claims that life is far too complicated not to have had an omniscient designer.
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Saknas det avsnitt?
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About Nick Matzke - https://profiles.auckland.ac.nz/n-matzke
Background
In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled In Defence of Science.
The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom.
The report states:
”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states:
"Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students.
Their letter stated that:
"Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".
The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles…
NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science
https://tinyurl.com/2p8v2h9s
RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy
https://tinyurl.com/2ybvk3ja
Research Professional News - Public letter from academics sparks Māori science row
https://tinyurl.com/3juc66yc
An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people.
https://tinyurl.com/2p8m65xn
Links…
NCEA Education - What is Science about?
https://ncea.education.govt.nz/science/science?view=learning
The Government education report
https://tinyurl.com/3yfry76h
https://medium.com/@shapeofdialogue ..... for.....
“In Defence of Science” - Letter to the editor published in the New Zealand Listener, July 2021
“More In Defence of Science” - Supplementary Note to In Defence of Science letter to the editor published in the New Zealand Listener, July...
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Save Our Schools Report
https://www.nzinitiative.org.nz/reports-and-media/reports/save-our-schools-solutions-for-new-zealands-education-crisis/document/797
Dr Michael Johnston is a Senior Fellow at the New Zealand Initiative. He leads the workstream on education.
Prior to his time at the Initiative, Dr Johnston held academic positions at Victoria University of Wellington from 2011-2022. From 2020 until 2022 he was the Associate Dean (Academic) in the University’s Faculty of Education.
Prior to his time at Victoria, Dr Johnston was the Senior Statistician at the New Zealand Qualifications Authority, a position he held for 6 years. Before that, he was a lecturer in psychology at the University Melbourne and a Research Fellow at Latrobe University.
Dr Johnston holds a PhD in Cognitive Psychology from the University of Melbourne.
https://www.nzinitiative.org.nz/about-us/our-people/dr-michael-johnston/
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Jewher Ilham
https://www.allstaticandnoise.com/
Twitter https://twitter.com/jewherilham
Jewher Ilham: A Uyghur's Fight to Free Her Father (Broken Silence)
https://www.amazon.com/Jewher-Ilham-Uyghurs-Father-Silence/dp/1608011054
Ilham Tohti : http://www.ilhamtohti.com/
Uyghur Forced Labor Checker
https://chrome.google.com/webstore/detail/uyghur-forced-labor-check/ejodaepockllkcloibcchpjnfoopincp
Uyghur Forced Labor Prevention Act
https://www.cbp.gov/trade/forced-labor/UFLPA
China: UN experts deeply concerned by alleged detention, forced labour of Uyghurs
https://www.ohchr.org/en/press-releases/2021/03/china-un-experts-deeply-concerned-alleged-detention-forced-labour-uyghurs
China: 83 major brands implicated in report on forced labour
https://www.business-humanrights.org/en/latest-news/china-83-major-brands-implicated-in-report-on-forced-labour-of-ethnic-minorities-from-xinjiang-assigned-to-factories-across-provinces-includes-company-responses/
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Director David Novack talks about All Static & Noise, his documentary on the Uyghur genocide in western China.
www.allstaticandnoise.com
www.facebook.com/profile.php?id=100088787521406
https://www.instagram.com/allstaticandnoise/
https://twitter.com/allstatic_noise
https://www.odessafilms.com/our-films.html
https://www.odessafilms.com/david-novack.html
https://www.ohchr.org/en/press-releases/2021/03/china-un-experts-deeply-concerned-alleged-detention-forced-labour-uyghurs
https://www.cbp.gov/trade/forced-labor/UFLPA
https://www.workersrights.org/
https://www.business-humanrights.org/en/latest-news/china-83-major-brands-implicated-in-report-on-forced-labour-of-ethnic-minorities-from-xinjiang-assigned-to-factories-across-provinces-includes-company-responses/
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Connect with Lawrence at https://lawrencemkrauss.com/
Get Lawrence's book at: https://www.amazon.com/Edge-Knowledge...
Get exclusive bonus content at https://lawrencekrauss.substack.com/
Twitter: https: //twitter.com/LKrauss1?s=20
Lawrence Krauss explores the unanswered questions at the forefront of science today and likely for the coming century and beyond.
Internationally known theoretical physicist and bestselling author Lawrence Krauss explores science's greatest unanswered questions.
Three of the most important words in science are "I don't know." Not knowing implies a Universe of opportunities—the possibility of discovery and surprise. Our understanding of science has advanced immeasurably over the last five hundred years, yet many fundamental mysteries still persist. How did our Universe begin? How big is the Universe? Is time travel possible? What's at the centre of a black hole? How did life on Earth arise? Are we alone? What is consciousness, and can we create it?
These mysteries define the edge of science - the threshold of the unknown. Exploring these known unknowns is to gain a deeper understanding of just how far science has progressed. Covering time, space, matter, life, and consciousness, Krauss introduces readers to topics that will shape the state of science for the next century, providing us all a passport for our own journeys of discovery and exploration.
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Alex Lee, co-founder and director of the Doc Edge International Documentary Film Festival, talks about the worldwide banning of Meg Smaker's feature-length documentary, "The Unredacted (Jihad Rehab)". The film follows a group of men trained by al-Qaeda who are transferred from Guantanamo and sent to the world's first rehabilitation centre for "terrorists" in Saudi Arabia. Alex talks about why New Zealand's Doc Edge was the only film festival in the world to show The Unredacted after Sundance Film Festival removed the film from its lineup and apologised for showing it because a small group of activists campaigned against the film.
Tickets for Auckland screening - 26 April 2023, 6.30 PM, Sky City Theatre
https://docedge.nz/festival/films/the-unredacted-2023/
Please help Meg to get her film shown by donating here..........
gofundme.com/f/the-unredacted-jihad-rehab
https://jihadrehab.com/
Sam Harris Podcast - A Tale of Cancellation: A Conversation with Meg Smaker - https://youtu.be/rec9wVWa1IA
Twitter: @Meighon
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Professor Mike Berridge completed a doctoral degree in cell biology at the University of Auckland in 1971 exploring the mechanism of action of plant growth hormones. Following postdoctoral research in developmental molecular biology at Purdue University, USA, and experience as a staff scientist at National Institute for Medical Research, Mill Hill, UK, he returned to Wellington in 1976 as the second Malaghan Research Fellow where he established the Cancer Cell & Molecular Biology Research Group and was a founding scientist of the Wellington Cancer & Medical Research Institute, later renamed the Malaghan Institute of Medical Research in recognition of major personal support by Len and Anne Malaghan.
Prof Berridge received a James Cook Fellowship in the health sciences in 2003 and was awarded the Health Research Council Liley Medal for outstanding research on cellular metabolism in 2016. In the same year he was a semi-finalist in the KiwiBank New Zealander of the Year Awards.
Prof Berridge’s current research interests include cancer cell energy metabolism and mitochondrial gene transfer between cells in human disease. As a science communicator, he recently published “The Edge of Life” (2015), and “Sugar, Rum and Tobacco: Taxes and Public Health in New Zealand” with Lisa Marriott in 2017.
In 2023 Mike received a Doctor of Science from Victoria University of Wellington for his lifetime achievements in science.
https://www.wgtn.ac.nz/news/2022/09/professor-michael-berridge
https://www.malaghan.org.nz/our-expertise/our-people/science-leadership/professor-mike-berridge/
https://www.malaghan.org.nz/news-and-reports/news/professor-mike-berridge-a-journey-through-the-frontiers-of-the-biological-sciences/
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Steven Pinker is an experimental psychologist who conducts research in visual cognition, psycholinguistics, and social relations. He grew up in Montreal and earned his BA from McGill and his PhD from Harvard. Currently Johnstone Professor of Psychology at Harvard, he has also taught at Stanford and MIT. He has won numerous prizes for his research, his teaching, and his books, including The Language Instinct, How the Mind Works, The Blank Slate, The Better Angels of Our Nature, The Sense of Style, and Enlightenment Now. He is an elected member of the National Academy of Sciences, a two-time Pulitzer Prize finalist, a Humanist of the Year, a recipient of nine honorary doctorates, and one of Foreign Policy’s “World’s Top 100 Public Intellectuals” and Time’s “100 Most Influential People in the World Today.” He was Chair of the Usage Panel of the American Heritage Dictionary, and writes frequently for the New York Times, the Guardian, and other publications. His twelfth book, published in 2021, is called Rationality: What It Is, Why It Seems Scarce, Why It Matters.
https://stevenpinker.com/
Works mentioned in the podcast
Metaphors we live by - George Lakoff and Mark Johnson
https://press.uchicago.edu/ucp/books/book/chicago/M/bo3637992.html
The Architecture of Complexity — Herbert Simon on Watchmaking, Hierarchies, and Decomposable Systems
https://athenarium.com/the-architecture-of-complexity-herbert-simon/
Alexander Luria
https://en.wikipedia.org/wiki/Alexander_Luria#Main_areas_of_research
Music - Bach: Mass in B Minor
Monteverdi Choir & John Eliot Gardiner
https://music.apple.com/nz/album/j-s-bach-mass-in-b-minor-bwv-232/1053521016
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About Charles Royal - http://www.charles-royal.nz/
In 2021, 7 University of Auckland professors penned a letter to the editor in the Listener, titled In Defence of Science.
The professors' were responding to a Government education report (link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom.
The report states:
”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states:
"Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The professors' were concerned by "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state encourages a mistrust of science, in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Islanders.
Their letter stated:
"Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".
The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive, see links
NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science
https://tinyurl.com/2p8v2h9s
RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy
https://tinyurl.com/2ybvk3ja
Research Professional News - Public letter from academics sparks Māori science row
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Professor Anthony Poole
School of Biological Sciences
University of Auckland
https://profiles.auckland.ac.nz/appo310
Professor Poole’s Articles
Japan’s path to becoming a leader in Western science: an Asian perspective on science and other forms of knowledge (short version)
Japan’s path to becoming leaders in ‘Western’ science: an Asian perspective on science and other forms of knowledge (long version)
Ministry of Education’s curriculum article
What is Chemistry and Biology about?
In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled "In Defence of Science".
The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom.
The report states:
”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states:
"Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students.
Their letter stated that:
"Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".
The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles…
NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science
https://tinyurl.com/2p8v2h9s
RNZ - University academics' claim mātauranga Māori 'not...
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Professor Paul Kilmartin - https://unidirectory.auckland.ac.nz/profile/p-kilmartin
In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled "In Defence of Science".
The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom.
The report states:
”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states:
"Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students.
Their letter stated that:
"Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".
The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles…
NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science
https://tinyurl.com/2p8v2h9s
RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy
https://tinyurl.com/2ybvk3ja
Research Professional News - Public letter from academics sparks Māori science row
https://tinyurl.com/3juc66yc
An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people.
https://tinyurl.com/2p8m65xn
Sadly, professor Corballis is no longer with us. He was diagnosed with lymphoma in October. The same month the Royal Society announced a breach of conduct inquisition into professor Corballis and two of his co-authors, professors Nola and Cooper, all fellows of the august institution. The Society launched the inquisition having
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Professor Krauss - https://www.lawrencemkrauss.com/
In 2021, seven University of Auckland professors published a letter titled In Defence of Science.
The professors' were responding to a Government education report (link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom.
The report states:
”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states:
"Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students.
Their letter stated that:
"Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".
The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles…
NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science
https://tinyurl.com/2p8v2h9s
RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy
https://tinyurl.com/2ybvk3ja
Research Professional News - Public letter from academics sparks Māori science row
https://tinyurl.com/3juc66yc
An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people.
https://tinyurl.com/2p8m65xn
Sadly, professor Corballis is no longer with us, having been diagnosed with cancer in October. The same month the Royal Society announced a breach of conduct inquiry into Corballis and two of his co-authors, Nola and Cooper, all fellows of the Society. The Society had publicly criticised the professors for the letter. Furthermore, it initially included two panellists who had signed the Hendy/Wiles letter against the professors, and all five complainants who sparked the inquiry were anonymous. The Royal Society's role is to "advance and promote research and scholarly activity, the pursuit of knowledge". However, the Society seems blind to their lack of impartiality and due process and to the irony of prosecuting some of New Zealand's most preeminent scholars for academic expression well within the limits of their professional, legal and ethical obligations....
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This is part of an ongoing investigation into what is and isn't science and whether indigenous "ways of knowings" have a scientific basis.
In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled In Defence of Science.
The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom.
The report states:
”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states:
"Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students.
Their letter stated that:
"Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".
The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles…
NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science
https://tinyurl.com/2p8v2h9s
RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy
https://tinyurl.com/2ybvk3ja
Research Professional News - Public letter from academics sparks Māori science row
https://tinyurl.com/3juc66yc
An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people.
https://tinyurl.com/2p8m65xn
Sadly, professor Corballis is no longer with us. He was diagnosed with lymphoma in October. The same month the Royal Society announced a breach of conduct inquisition into professor Corballis and two of his co-authors, professors Nola and Cooper, all fellows of the august institution. The Society launched the inquisition having publicly criticised the professors for their letter. Furthermore, the Society initially included two inquisition panellists who had previously signed the Hendy/Wiles open letter against the professors, and all five complainants who sparked the...
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Dr Daniel Hikuroa discusses Mātauranga Māori and its relationship to science and why he believes aspects of Mātauranga Māori should be included in the school science curriculum.
About Dr Daniel Hikuroa - www.maramatanga.co.nz/person/dr-daniel-hikuroa
Context to this conversation......
A New Zealand Government education report (see link below) is recommending parity for Mātauranga Māori [traditional Māori knowledge] in the secondary school curriculum, and in particular, in the science classroom.
The report states, "Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states, "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The Government education report
https://tinyurl.com/3yfry76h
Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner
Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016
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About Jerry Coyne - www.whyevolutionistrue.com/about/
Jerry’s Why Evolution Is True blog - “Ways of knowing” - https://tinyurl.com/3tmmx59d
Email Royal Society of New Zealand chief executive [email protected]
ContextIn July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled In Defence of Science. The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori (traditional Māori knowledge) in the secondary school curriculum, and in particular, in the science classroom.
The report states:
”Our goal is to ensure parity for Mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states:
"Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state “encourages a mistrust of science”. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students.
Their letter stated:
"Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".
The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles…
Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://tinyurl.com/2p8v2h9s
University academics' claim Mātauranga Māori 'not science' sparks controversy
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In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled In Defence of Science.
The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom.
The report states:
”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."
The report also states:
"Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."
The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students.
Their letter stated that:
"Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".
The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles…
NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science
https://tinyurl.com/2p8v2h9s
RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy
https://tinyurl.com/2ybvk3ja
Research Professional News - Public letter from academics sparks Māori science row
https://tinyurl.com/3juc66yc
An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people.
https://tinyurl.com/2p8m65xn
Sadly, professor Corballis is no longer with us. He was diagnosed with lymphoma in October. The same month the Royal Society announced a breach of conduct inquisition into professor Corballis and two of his co-authors, professors Nola and Cooper, all fellows of the august institution. The Society launched the inquisition having publicly criticised the professors for their letter. Furthermore, the Society initially included two inquisition panellists who had previously signed the Hendy/Wiles open letter against the professors, and all...
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Dr Erec Smith is an Associate Professor of Rhetoric at York College of Pennsylvania. Although he has eclectic scholarly interests, Dr Smith’s primary focus is on the rhetorics of anti-racist activism, theory, and pedagogy. He is a co-founder of Free Black Thought, a website dedicated to highlighting viewpoint diversity within the black intelligentsia. Dr Smith is a Writing Fellow for Heterodox Academy, a Senior Fellow for the Foundation Against Intolerance and Racism and an advisor for Counterweight, an organization that advocates for classical liberal concepts of social justice. In his latest book, A Critique of Anti-racism in Rhetoric and Composition: The Semblance of Empowerment, Dr Smith addresses the detriments of anti-racist rhetoric and writing pedagogy based on current manifestations of social justice.
Links.......
Book
A Critique of Anti-racism in Rhetoric and Composition: The Semblance of Empowerment
Twitter: @Rhetors_of_York
www.freeblackthought.com
Audio and video
A Critique of Anti-Racism in Rhetoric and Composition
A Rhetoric of Common Values
Counterweight Connects with Erec Smith
Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner
Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016
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A recent "letter to the editor" penned by seven University of Auckland professors was published in The Listener, a national magazine in New Zealand - see below. The letter, In Defence of Science, stated that a Ministry of Education working group's proposed curriculum changes were "perpetuating misunderstandings of science". The letter objected to the working groups assumptions that "science has been used to support the dominance of ethnocentric views (among which its use as a rationale for colonialisation of Māori and the suppression of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples".
The professor's letter went on to say that science is universal, it emerged from various parts of the globe and is distinct from indigenous ways of knowing. It stated that "indigenous knowledge is critical for the preservation and perpetuation of culture in local practices in place key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself".
The aftermath of the publication of the professor's letter resulted in one of the letter's authors resigning as Dean of the University's School of Psychology. The University's Vice-Chancellor stated the letter caused "considerable hurt and dismay" among staff and students. While the academics are free to express their views, I want to make it clear that they do not represent the views of the University of Auckland."
Also, an open letter, with 1100 signatories, repudiating the Listener letter stated they "categorically" disagreed with the views expressed in the professor's Listener letter. It went on to say, "Indigenous knowledges - in this case, mātauranga - are not lesser to other knowledge systems. Indeed, indigenous ways of knowing, including mātauranga, have always included methodologies that overlap with 'Western' understandings of the scientific method. However, mātauranga is far more than just equivalent to or equal to 'Western' science. It offers ways of viewing the world that are unique and complementary to other knowledge systems." Red it here....
https://docs.google.com/forms/d/e/1FAIpQLSdRwHTSKURHaalXZSNo2oluN9OjuDxK6UDG4gb6t7NhAPO3Zg/viewform
In this podcast, Dr Kyle Gibson investigates the veracity of these claims and what constitutes science and how this disagreement can be resolved.
Dr Kyle Gibson holds a PhD in philosophy, a Graduate Diploma in secondary teaching, a Bachelor of Arts with honours in philosophy, a Bachelor of Arts in history and political science, and a Bachelor of Science in geography and philosophy, all from the University of Canterbury. Dr Gibson works as a tutor in the University of Canterbury's philosophy department. He began his teaching career in 2013 as a history teacher at Unity High School in Khartoum in Sudan before returning to New Zealand in 2014, where he taught a wide array of subjects at Ao Tawhiti Unlimited Discovery in Christchurch. Dr Gibson is passionate about promoting philosophy in primary and secondary education, arguing that doing so is crucial to improving political and intellectual discourse in the public sphere. Kyle recently wrote an opinion piece "Science can't be Pākehā or Māori, it's just science" published in stuff.co.nz. Read it here.....
https://www.stuff.co.nz/stuff-nation/125940471/science-cant-be-pkeh-or-mori-its-just-science
The Listener "letter to the editor".... https://medium.com/@shapeofdialogue/in-defence-of-science-e8da054219cc
IN DEFENCE OF SCIENCE
A recent report from a government NCEA working group on proposed changes to the Māori school curriculum aims “to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)”. It includes the...
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