Deepening Dialogue Between Modern Scientific and Earth Ways of Knowing: Re-Spiriting K-12 STEM Education in Ontario
Bibliographic record
Abstract
AbstractThis doctoral thesis deconstructs the Western modern scientific episteme by targeting mathematics – the heart and soul of Science, Technology, Engineering and Mathematics (STEM). The essence of the research was to explore the 1-ness of creation/creating and its infinite diversity. The number 1 can be abstracted and unitized to represent anything and/or everything, for example, one tree, one ball one________. Specifically, the number 1 is reconceptualized to include holistic, spiritual epistemes, reconstructing a more inclusive hybrid episteme. I use Earth ways of knowing to critique and deconstruct the mainstream STEM episteme. This research creates an epistemological framework to facilitate cross-cultural dialogue between Earth ways and Western knowledge systems, which will have implications for pluralizing and reconciling STEM education and K-12 education in Ontario. Self/spiritual ways of knowing have been dismissed and devalued in STEM education, causing many problems. The project focuses on Black-identifying, male-identifying students aged 9-12 in junior grades (4,5 and 6), as the statistics demonstrate high needs in this demographic. As such, the research questions that guide this project are as follows. 1. How might one re-spirit (restore self/spiritual ways) Western positivist scientific epistemes? 2. What are some Black-identifying boys’ thoughts and opinions about how this new way of thinking can help deepen their understanding of representing decimals? 3. What are the implications for STEM education and education in general in Ontario? This qualitative study employed an interpretive method and the theoretical frameworks of anti-colonialism, African Indigenous philosophy and the perennial philosophy. In my field study, I interviewed Black-identifying, male-identifying students about their opinions on applying this new way of thinking to decimals. Dreams and divination are also used as data in this project. The findings of the exploratory research suggest that the students found this new way of thinking “helpful”, in their understanding of representing decimals. The spiritual findings reveal axiometaphorical theory, which can be used to re-self/re-spirit STEM education and education in general in Ontario. Further study is needed to determine causal links between learning the axiometaphor and understanding mathematics. The implications and recommendations of this new way of thinking for K-12 STEM education and education generally in Ontario are explored.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.048 | 0.020 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".