Epistomology- Holographic and Indigenous

Meyer, M. (2013). Holographic epistemology: Native common sense. China Media Research, 9(2), 94–101. https://education.illinois.edu/docs/default-source/default-document-library/hereca256a3980b76a29a33dff4b008a8698.pdf?sfvrsn=0

• Holographic Epistemology: Native Common Sense (Meyer, 2013):

  • Every part of a hologram contains the information of the whole.

  • Holographic epistemology integrates physical, mental, and spiritual aspects without imposing dogma or uniform patterns.

  • Combines indigenous epistemology and quantum clarity to simplify complexity into purpose and common sense, emphasizing observable knowledge.

  • Shifts from text to context for a more holistic understanding.

• Three Ways to Experience Knowledge:

  • Scientific Objective (Physical World): Concerned with the external, physical, and objective content, derived from direct experience.

  • Subjective (Mind): Internal, mental, and subjective, focusing on intimacy, shared experience, and meaning without quantifiability.

  • Quantum (Shaped by Intersections): Views knowledge as shaped by intersections, incorporating a spiritual dimension that is non-religious and transpatial.

• Interconnectedness of Body, Mind, and Spirit:

  • The whole is contained in all parts, like a holographic image utilizing three laser beams for facts, logic, and metaphor.

  • Different cultures use different terms to identify the triad: e.g., facts, logic, metaphor; life, mind, joy; force, power, liberation.

  • Indigenous scholars advocate for critical consciousness, urging recognition of the reality of all aspects, not just the physical.

• Separate Perceptions of Body, Mind, and Spirit:

  • Body: External, physical, objective, and content-oriented. Direct experience is the source. Indigenous scholars seek equal recognition for other dimensions.

  • Mind: Internal, mental, subjective, emphasizing intimacy, shared experience, and qualitative aspects often dismissed by scientific quantification.

  • Spirit: Transpatial, non-physical, cultural. Represents dynamic interdependence, non-separability, and serves as the "on switch" that makes sense of the other two dimensions.

• Indigenous World Views:

  • Relationships are viewed as verbs, not nouns, emphasizing the quality of connection that can't be quantified.

  • Knowledge has a function and purpose, and indigenous perspectives endure for meaningful reasons.

  • Uniformity and assimilation are seen as dulling the richness of possibilities in the world.

• (K)new Science:

  • Introduces the concept that an idea can be agent and new simultaneously, combining feelings and facts.

  • Challenges traditional scientific views influenced by math, technology, capitalism, and positivism.

  • Warns against self-justifying loops in understanding human existence and reality, advocating exposure to diverse ways of thinking.

• Cultural Empiricism:

  • Advocates for recognizing different sensory immersion, heightened context awareness, and employing varied toolbelts.

  • Highlights the challenge of describing something with a vocabulary mismatch, stressing that observation changes the observed.

  • Emphasizes the role of culture in influencing how we perceive reality, produce scientific findings, and engage with the world.

• Effulgent Coherence:

  • Describes the radiant forming of a whole involving physical, mental, and spiritual aspects.

  • Encourages seeing the science in it, thoughtful consideration, and inspiring the world through the quality of participation.

Aluli-Meyer, M. (2020, March 11). Indigenous evaluator- Dr Manulani Aluli-Meyer (Hawaii) [Video]. YouTube. Indigenous Evaluator- Dr Manulani Aluli-Meyer (Hawaii)

• Indigenous Epistemology:

  • Stresses a passionate commitment to indigenous knowledge.

  • Views indigenaity as synonymous with continuity, rejecting the notion of being seen as "other" or "better."

• Continuity in Research:

  • Emphasizes the importance of research having continuity and being influenced by the wisdom of elders.

  • Distinguishes between knowledge and theory, asserting that indigenous knowledge is not theoretical but practical.

• Education and Liberation:

  • Rejects the idea that indigenous knowledge is a guessing game, asserting that indigenous communities know how to educate youth.

  • Calls for the development of liberating evaluations that move beyond impressiveness, uniformity, and assimilation.

• Expanding Ways of Knowing:

  • Urges a shift in focus beyond literacy to embrace diverse ways of knowing.

  • Advocates moving to modern realms of relevance that inspire without simplifying or dumbing down.

• Inclusive Movement of Continuity:

  • Views continuity as an inclusive movement that celebrates differences in common.

  • Encourages trust in each other's excellence within the indigenous community.

• Hermeneutics - Philosophy of Interpretation:

  • Discusses hermeneutics, the philosophy of interpretation, emphasizing that indigenous people are being asked for their interpretation.

  • Warns against using indigenous voices to oppress others, highlighting the importance of respecting diverse perspectives.