The current and prospective climatic urgency calls for more reflection and awareness on what drives our self-destructive practices. Preserving the rich biodiversity to sustain the existence of living beings, human and non-human, entails a revision of our approach and use of the natural environment. In this article, I will help define and explain how Indigenous knowledge can participate in overcoming the challenges brought by the current overarching system, directly relying on Western science.
Western world: a system with limits
As of today, Western science is the dominant scientific paradigm and is used as evidence for major decision-making on management and use of natural resources. Western science is based on the apprehension of the natural world as both an independent and objective reality, suggesting nature to be an external entity meant to be subjected to human control and exploitation. The Western epistemology promotes a clear nature/culture binary. As fiercely argued by the influential philosophers Paul Feyerabend and Bruno Latour, Western science, focused on value-neutrality and use of a precise scientific method, happens to have a limited and rather narrow understanding of the world, thereby hindering the generation of sustainable solutions for the environmental urgency. The renowned anthropologist and philosopher Philippe Descola further contributed to the understanding of the relationship between humans and the natural world. Descola reports that this Western duality is also established through the use of a specific terminology. The word “nature”, for instance, is nothing but a metaphysic ideology developed and popularized by occidentals and Europeans to accentuate the distinction between humans and its surrounding environment. Philippe Descola shed light on the nature/culture division implied by Western science, and used it as a starting point to discuss an ontological shift. In his argument, he especially referred to Indigenous communities that unite humans and non-humans in equal and interlinked relations.
Indigenous knowledge as an alternative approach
The term “Indigenous people” emerged quite recently, in the seventies, due to the American Indian Movement (AIM) and the Canadian Indian Brotherhood, who spearheaded movements for rights and acknowledgement. Indigenous knowledge refers to the unique and collective wisdom, practices, and beliefs that have been developed and passed down through generations by Indigenous peoples, encompassing their deep understanding of the natural world, culture, spirituality, and sustainable ways of living. Although Indigenous knowledge varies widely across cultures and traditions, the idea of interlinkage is a common thread. This knowledge is rooted in a cosmology that recognizes the interconnectedness of life, considering nature as a sacred entity and humans as an integral part of it. It has specific understandings of natural resources, ecosystem services, biodiversity, climate, and weather patterns, often passed down from generation to generation through oral traditions, ceremonies, and daily practices. Indigenous communities are often better positioned than scientists to provide information on local biodiversity and environmental changes, and they make significant contributions to biodiversity governance at both local and global levels. According to contemporary theorists, Indigenous approaches offer a solution to the limitations specific to Western science and call for a deeper consideration of unsustainable degradation. By replicating Indigenous practices, we can create more diverse and resilient ecosystems that are better able to withstand environmental stresses. In the end, it’s all about finding the right balance of the environment to ensure sustainability for all living and non-living beings.

Image credits: Quang Nguyen Vinh
Some applications of Indigenous knowledge:
In theory, Indigenous knowledge appears to be a promising addition to Western science. But in practice? Is it really affecting/changing anything? Let me briefly tell you about the paper that inspired me to write this article and illustrate my above explanations.
The text “Pacific Walruses, Indigenous Hunters, and Climate Change: Bridging Scientific and Indigenous Knowledge” discusses the merging of these two schools of thought in a practical way. Through this article, we understand that it clearly stands as an effective solution to comprehend and efficiently address climate change issues. Indigenous knowledge of walruses is rooted in thousands of years of hunting, allowing for an immersive understanding of their life cycle, mating habits, and ethnographic uses. Western scientists, on the other side, only began studying Pacific walruses in the mid-19th century and their methods were not as first-hand as those of Indigenous hunters. While Western scientists have identified only one species, the Pacific walrus, Indigenous hunters have identified two: the northern walrus which migrates north with the sea ice, and the southern walrus which remains near St. Lawrence Island. The misidentification of walrus species can lead to significant problems when examining the impact of their bioturbation on the Beringian ecosystem. As a result of climate change, southern walruses are moving closer to land due to the melting sea ice. However, researchers are unprepared to address the potential consequences of massive bioturbation on the ocean environment near the shore. The absence of direct observation and hands-on experience poses a significant obstacle in comprehending not just the Pacific walruses themselves but also their ecological communities. Consequently, Indigenous knowledge plays a vital role in the scientific examination of climate change impacts due to its profound understanding and awareness of the conditions relative to particular environments.
This example, describing the valuable use of indigenous knowledge to protect and sustain our planet, is one among others.
For instance, the Bambuti-Babuluko community, situated in the Democratic Republic of Congo is already actively involved in protecting one of the last remaining expanses of primary tropical forest in Central Africa. In Iran as well, the semi-nomadic Balouch of Chahdegal are responsible for monitoring more than 580,000 hectares of delicate shrublands and deserts. And lastly, in the Canadian Arctic, Inuit leaders are working towards the restoration of caribou herds, which have experienced a significant decline in numbers during the past years.
To conclude this line of thoughts and examples, by bridging these knowledge systems, we can gain a more comprehensive understanding of complex environmental systems, and develop a more respectful and caring relationship with the planet. We must show a willingness to adapt, learn about, and try to understand the functionality of nature from a place of respect, rather than from a place of colonization. Indigenous communities have a unique and invaluable perspective on the natural world, and we must work together to learn from and replicate their knowledge.
References
Dawson, E. (2014). Who’s Asking? Native Science, Western Science, and Science Education. Journal of Science Communication, 13(03). https://doi.org/10.22323/2.13030702
Healy, C. (2012). Prince of Networks: Bruno Latour and Metaphysics. Journal of Cultural Economy, 5(1), 131–134. https://doi.org/10.1080/17530350.2012.640563
Hooker, C. A. (1975). Philosophy and meta-philosophy of science: Empiricism, popperianism and realism. Synthese, 32(1-2), 177–231. https://doi.org/10.1007/bf00485116
Krupnik, I., & Ray, G. C. (2007). Pacific walruses, indigenous hunters, and climate change: Bridging scientific and indigenous knowledge. Deep Sea Research Part II: Topical Studies in Oceanography, 54(23-26), 2946–2957. https://doi.org/10.1016/j.dsr2.2007.08.011
Kuby, D. (2020). Decision-Based Epistemology: sketching a systematic framework of Feyerabend’s metaphilosophy. Synthese, 199(1-2), 3271–3299. https://doi.org/10.1007/s11229-020-02934-3
Philippe Descola. (2020, February 1). Philippe Descola: “La nature, ca n’existe pas” [Interview]. In Reporterre. https://reporterre.net/Philippe-Descola-La-nature-ca-n-existe-pas
Treiblmaier, H. (2018). The Philosopher’s Corner. ACM SIGMIS Database: The DATABASE for Advances in Information Systems, 49(2), 93–101. https://doi.org/10.1145/3229335.3229342













































