“Decolonizing Knowledge, Decolonizing the Social Sciences: Issues, Concerns and Recommendations”
>>>>> Neocolonialism is at its best in influencing the educational system, particularly in the schools of developing countries. Generally, today’s education has been heavily influenced by the West, thereby, strengthening Western imperialism. In order to resolve such dilemma, Philip G. Altbach proposes that the way to combat this serious concern is the change of consciousness. He argues that “only when an adequate understanding of modern neocolonialism in its many facets is achieved will [it] be possible to change the domination of West over East to a more equitable arrangement in an increasingly interdependent world” (Ashcroft et.al:1995:456)
>>>>> Western mathematics has been presented as universal and value-free intellectual enterprise as exemplified by it’s abstract and generalist orientation (Bishop:1995,n.p.). Has the term Western been equated with universal on recent times? Allan I. Bishop puts it that “all cultures have generated mathematical ideas, just as all cultures generated language, religion, morals, customs and kinship systems” (Ashcroft et.al:1995,n.p.). the claim of Western mathematics ideas are human constructs and therefore, products in its own milieu. The resistance towards the universality of mathematics is possible, according to Bishop, by means of a cultural rebirth or reawakening of the formerly-colonized countries and the call for indigenization of mathematics, which is appropriate to a particular culture (Bishop:1995,n.p.).
>>>>> In the academe, there have been serious disputes as to what type of education will be given to students – whether we adopt the traditional conception of liberal education or multiculturalism. Then we ask the question: what should constitute the CANON? The current curriculum is undeniably biased towards “The Classics” since they are filled with Western scholars (from Socrates to Wittgenstein), leaving an ample room for non-Western but equally important thinkers (Kurzweil & Philips:1994,230-231). Allowing alternative teaching from both Western and non-Western thinkers may serve as the means for proper representation on the diversity of scholars. Al alternating presentation or discussion on both sides leaves a space for intellectual creativity among students and ultimately to the whole intellectual community. The aim of education should be extensive and accommodating to all kinds of knowledge and scholars from all walks of life.
>>>>> The problem of academic dependency in the social sciences is intensifying and that Syed Farid Alatas provided some suggestions as to how to block them. He said that there should be an in-depth research concerning academic dependency, both in its theoretical and empirical sense. The problem must be addressed to students, academicians and the general public through “teachings, publications and international conferences.” Problems like these must not be merely discussed but immediate ACTION is needed. S.F. Altas stresses that we should take up measured to combat these issues. One way of doing this is not to solely depend on Western classics but we should pay attention to the equally enriching non-Western writings (Alatas:2004,609). Such movement can further be magnified if there exist a regional association among third social scientists. Through this, social scientists can address their concerns regarding academic dependency and academic neocolonialism (Ibid;610).
>>>>> A movement on de-colonization the field of Filipino Social Science has been chartered by Randy David as well as other notable scholars such as F. Landa Jocano and Zeus Salazar. There is an urgent call for regional studies in order to identify structures that inhibit initiatives on indigenizing Asian Social Science, as a replacement and response to the universalist and Western-oriented Social Sciences. Translating technical terms in their own language is a step on putting into context the practices that have been interpreted merely from the etic point of view (David:1977,96-97). The hegemonic character of the so-called ‘imported’ social science has been normalized to the extent that schools become sub-sectors of the economy’s demand for labor. Thus, education is no longer the vehicle for the quest for knowledge; rather, as means for economic stability. This prevailing ideology has to be erased to as not to lose our own cultural identity and our passion for knowledge.
II. Issues and Applications:
The Other Side of History
>>>>> One of the disciplines in the Social Sciences, which is currently plagued by criticisms especially from the past-modernists, is History. Post-modernism, as a recent school of though, has been notorious in questioning the very foundation of History. They argue that historians merely fabricate the historical facts presented in History textbooks. They even question the methodology employed by historians.
>>>>> History is condemned for sustaining the male-centered; Anglo-Saxon; political oriented; elitist grand narrative which marginalized women, indigenous peoples, and the importance of local histories. Women, generally, have been forgotten in history. This is the result of Spanish colonization which stresses patriarchy, that is, men are preferred over women. It has been said that the Regalian Doctrine intensified such ideology wherein women were ‘locked’ in their homes and they were confined to the domestic sphere, serving as a loyal wife to her husband and a devoted mother to her children. She was also deprived to participate in the male-dominated and socio-cultural affairs. Is the essence of woman limited to this?
>>>>> As an alternative to the male-centered history or “Great Man’s History”, scholars (particularly historians) must advocate themselves in various researches that would truly emancipate the women – highlighting HERstory. In this way, we do not only empower women but we have come to decolonize our thinking about the role of women. The “Great Man’s History” must at once, be set aside for this is the dominion of the male elite. As social scientists, we have to pay considerable attention to the masses for they not only constitute the bulk of the population; they are the true actors of humanity’s existence who are capable of challenging the Establishment. It has also been a trend in History that significant personalities are given due recognition. For example: History tells us that it was Shah Jahan who built the Taj Mahal, a colossal mausoleum for his favorite wife, Mumtaz Mahal. But if we look closely, it was not really Shah Jahan who literally built it, it was his servants who erected the infrastructure and not the prince himself. Thus, we should observe a “history of plurals” to further capture the truest essence of history.
>>>>> We also have to get rid of the Manila-centric and generalist Philippine History. In the book, “Philippine Social History: Global Trade and Transformation”, John Larrin maintains that “since the Philippines was overwhelmingly rural, the history of the provinces…would have to be written before the national history could be complete”1. The Manila-centric theme of history further justified the notion that the center is ‘civilized’ and developed while the peripheries are ‘uncivilized’ and undeveloped. The history of the indigent people are left unstudied and furthermore, their ‘peculiarity’ among the cave peoples left the former be marginalized with unheard voices. Indigenous people must not be laughed at; instead, we should praise them for the resistance in fighting against foreign intrusion.
>>>>> The writing of history (historiography) is primarily on the author’s positionality and interpretation towards the events that took place. Most of the developments used as primary sources for History textbooks are written by the Spaniards who have the tendency to be biased against the Filipinos. Spanish chroniclers claim that the indios (Filipinos) are lazy since they love to sleep. In actuality, this is not laziness but siesta that serves as a rest for the Filipino masses who worked very hard under the heat of the sun.
>>>>> In analyzing these data, we have to be critical and not to be passive recipients of the information provided. We also have to be conscious in reading historical and literary texts for Edward Said maintains that “representation reproduces logic of subordination that endures even after former colonies gain independence”. He went on by arguing that knowledge and power are seemingly interrelated. He also challenged “the ideological assumption of value-free knowledge and show that ‘knowing the orient’ was part of the project of dominating it.”
>>>>> Neocolonialism is at its best in influencing the educational system, particularly in the schools of developing countries. Generally, today’s education has been heavily influenced by the West, thereby, strengthening Western imperialism. In order to resolve such dilemma, Philip G. Altbach proposes that the way to combat this serious concern is the change of consciousness. He argues that “only when an adequate understanding of modern neocolonialism in its many facets is achieved will [it] be possible to change the domination of West over East to a more equitable arrangement in an increasingly interdependent world” (Ashcroft et.al:1995:456)
>>>>> Western mathematics has been presented as universal and value-free intellectual enterprise as exemplified by it’s abstract and generalist orientation (Bishop:1995,n.p.). Has the term Western been equated with universal on recent times? Allan I. Bishop puts it that “all cultures have generated mathematical ideas, just as all cultures generated language, religion, morals, customs and kinship systems” (Ashcroft et.al:1995,n.p.). the claim of Western mathematics ideas are human constructs and therefore, products in its own milieu. The resistance towards the universality of mathematics is possible, according to Bishop, by means of a cultural rebirth or reawakening of the formerly-colonized countries and the call for indigenization of mathematics, which is appropriate to a particular culture (Bishop:1995,n.p.).
>>>>> In the academe, there have been serious disputes as to what type of education will be given to students – whether we adopt the traditional conception of liberal education or multiculturalism. Then we ask the question: what should constitute the CANON? The current curriculum is undeniably biased towards “The Classics” since they are filled with Western scholars (from Socrates to Wittgenstein), leaving an ample room for non-Western but equally important thinkers (Kurzweil & Philips:1994,230-231). Allowing alternative teaching from both Western and non-Western thinkers may serve as the means for proper representation on the diversity of scholars. Al alternating presentation or discussion on both sides leaves a space for intellectual creativity among students and ultimately to the whole intellectual community. The aim of education should be extensive and accommodating to all kinds of knowledge and scholars from all walks of life.
>>>>> The problem of academic dependency in the social sciences is intensifying and that Syed Farid Alatas provided some suggestions as to how to block them. He said that there should be an in-depth research concerning academic dependency, both in its theoretical and empirical sense. The problem must be addressed to students, academicians and the general public through “teachings, publications and international conferences.” Problems like these must not be merely discussed but immediate ACTION is needed. S.F. Altas stresses that we should take up measured to combat these issues. One way of doing this is not to solely depend on Western classics but we should pay attention to the equally enriching non-Western writings (Alatas:2004,609). Such movement can further be magnified if there exist a regional association among third social scientists. Through this, social scientists can address their concerns regarding academic dependency and academic neocolonialism (Ibid;610).
>>>>> A movement on de-colonization the field of Filipino Social Science has been chartered by Randy David as well as other notable scholars such as F. Landa Jocano and Zeus Salazar. There is an urgent call for regional studies in order to identify structures that inhibit initiatives on indigenizing Asian Social Science, as a replacement and response to the universalist and Western-oriented Social Sciences. Translating technical terms in their own language is a step on putting into context the practices that have been interpreted merely from the etic point of view (David:1977,96-97). The hegemonic character of the so-called ‘imported’ social science has been normalized to the extent that schools become sub-sectors of the economy’s demand for labor. Thus, education is no longer the vehicle for the quest for knowledge; rather, as means for economic stability. This prevailing ideology has to be erased to as not to lose our own cultural identity and our passion for knowledge.
II. Issues and Applications:
The Other Side of History
>>>>> One of the disciplines in the Social Sciences, which is currently plagued by criticisms especially from the past-modernists, is History. Post-modernism, as a recent school of though, has been notorious in questioning the very foundation of History. They argue that historians merely fabricate the historical facts presented in History textbooks. They even question the methodology employed by historians.
>>>>> History is condemned for sustaining the male-centered; Anglo-Saxon; political oriented; elitist grand narrative which marginalized women, indigenous peoples, and the importance of local histories. Women, generally, have been forgotten in history. This is the result of Spanish colonization which stresses patriarchy, that is, men are preferred over women. It has been said that the Regalian Doctrine intensified such ideology wherein women were ‘locked’ in their homes and they were confined to the domestic sphere, serving as a loyal wife to her husband and a devoted mother to her children. She was also deprived to participate in the male-dominated and socio-cultural affairs. Is the essence of woman limited to this?
>>>>> As an alternative to the male-centered history or “Great Man’s History”, scholars (particularly historians) must advocate themselves in various researches that would truly emancipate the women – highlighting HERstory. In this way, we do not only empower women but we have come to decolonize our thinking about the role of women. The “Great Man’s History” must at once, be set aside for this is the dominion of the male elite. As social scientists, we have to pay considerable attention to the masses for they not only constitute the bulk of the population; they are the true actors of humanity’s existence who are capable of challenging the Establishment. It has also been a trend in History that significant personalities are given due recognition. For example: History tells us that it was Shah Jahan who built the Taj Mahal, a colossal mausoleum for his favorite wife, Mumtaz Mahal. But if we look closely, it was not really Shah Jahan who literally built it, it was his servants who erected the infrastructure and not the prince himself. Thus, we should observe a “history of plurals” to further capture the truest essence of history.
>>>>> We also have to get rid of the Manila-centric and generalist Philippine History. In the book, “Philippine Social History: Global Trade and Transformation”, John Larrin maintains that “since the Philippines was overwhelmingly rural, the history of the provinces…would have to be written before the national history could be complete”1. The Manila-centric theme of history further justified the notion that the center is ‘civilized’ and developed while the peripheries are ‘uncivilized’ and undeveloped. The history of the indigent people are left unstudied and furthermore, their ‘peculiarity’ among the cave peoples left the former be marginalized with unheard voices. Indigenous people must not be laughed at; instead, we should praise them for the resistance in fighting against foreign intrusion.
>>>>> The writing of history (historiography) is primarily on the author’s positionality and interpretation towards the events that took place. Most of the developments used as primary sources for History textbooks are written by the Spaniards who have the tendency to be biased against the Filipinos. Spanish chroniclers claim that the indios (Filipinos) are lazy since they love to sleep. In actuality, this is not laziness but siesta that serves as a rest for the Filipino masses who worked very hard under the heat of the sun.
>>>>> In analyzing these data, we have to be critical and not to be passive recipients of the information provided. We also have to be conscious in reading historical and literary texts for Edward Said maintains that “representation reproduces logic of subordination that endures even after former colonies gain independence”. He went on by arguing that knowledge and power are seemingly interrelated. He also challenged “the ideological assumption of value-free knowledge and show that ‘knowing the orient’ was part of the project of dominating it.”
Notes
1 Introduction: The Social History of an Archipelago by Alfred W. McCoy (p.3)
- Readings provided for the History 110 class
2 http://plato.stanford.edu/entries/colonialism
In the article, “Colonialism”, published in May 9, 2006 (Tuesday)
STANFORD ENCYCLOPEDIA OF HISTORY (n.p.)
3 Ibid.
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