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Indigenous Science

7 January 1989 Personal Correspondence on the History and Foundations of Science, Technology, and Worldview (PDF)

Jan 7, ’89.

Dear Pam

So you finally pulled off the caper! That is good. I am

glad. Power be with you!

The following are a few comments and afterthoughts.

1. Leroy was saying, in my translation, that the word “Science”

tends to make people imagine “European Science”. We might have to

say something to avoid that.

We are not looking for “something similar to European

science” in indigenous cultures. There is nothing wrong in

identifying “similarity”, “commonness” among Native Sciences. But

the European one is too strong a “standard” for most people that

unless we exercise some care, there is a danger of defining

Science in the European “Fashion” and give recognition to it only

through identifying with the visible European Fashion. But that

is like defining the “dignity” of human beings by the European

Style Clothes they wear. The closer they dress like Europeans,

the more “human” they are!

By saying “foundation of science”, it is partly covered. By

mentioning “metaphysics”, we are implying that there is more to

Science than what is visible. But that might not be enough. So,

let me elaborate a bit.

2. “Science” in a wider sense is a “Matrix” (incidentally “Matr”

in the “Matrix” means Mother and “ix = ics” means a Complex of

Dynamics). It may be better to say that explicitly. The simplest

picture that I can draw about Science is something like below.

Foundation Expressions

Metaphysics Mathematics

Worldview Principles

Cosmic Vision Axioms

Will Knowledge

Love Theory/Theology

Etc. Ideology, etc.

(Textbook Science)

Aim Technology

Utility Application

Benefit Routines

Value Skills

Survival Performance

Progress Practical Arts

Happiness Policy

(Economy)

2

We call the whole dynamics in loop “Science”, not any one

of 4 elements depicted in the picture. Or, in Leroy’s language,

the whole “process” (going around the relations) is the Science.

In Rene Thom’s Language, “Science” is a Verb = “Science-ing”.

Science is not an object, but a “doing”.

[In relation to the picture (mapping of dynamics), I found

a diagram drawn for G. Bateson’s theory on Alcoholism. A

copy is enclosed. Please tell me what you think.]

The “elements” are in a mutually supporting Loop (network)

or “vicious circle”. That is the Dynamics that gives rise to

“Existence” of a science (culture) as “Living Organism” and keeps

it maintaining itself. It is the “Becoming” of the science as a

“Being” (not a Linear sense of becoming a Being, but Feedback

Loop. In Hegelian/Marxist jargon it is said to be “Reproducing

itself”.)

Unfortunate habit of European language is that the word

“Science” is used to refer only to the top-left element and being

understood as such. Actually, the situation is worse in that the

Matrix in different cultures has different media (stylisms) to

express that element. A particular “Medium” (stylism), however,

becomes the identification/identity of the particular science.

(McLuhan said “Medium is the Message”.) I called that “Fashion”.

[It is like naming and identifying a sickness by its

symptom, say like “Red Nose Fever”. How and Why such a symptom

emerges may be traced to the existence of a certain virus in the

sick person. That is like recognizing two elements in the Matrix.

When “medical knowing” comes to trace why the immune system of

this particular person fails and others do not, then it knows

three elements in the Matrix. If the medical science comes to

trace how the disease developed in evolution/history, then they

know the 4th element.

But the above is a Linear model. Only after the Medine has

come to know the “Meaning” of Life-Death,

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perhaps it will have a view of the complete Matrix.

At the moment, European Science knows itself by its

“symptoms”. In general, scientists themselves do not know

(do not care to know) why and how its peculiar “stylism”

(medium of expression, visible appearance) has come to be.]

Native Science starts with a different “World View” (Cosmology,

Metaphysics) — say, for example, (1) it does not distinguish

(see) “Human Ego” and “Objects” —. (2) In expressing

“Knowledge”, therefore it cannot use Newtonian Language of

“Objects”. (3) In the Technological applications, it cannot be of

“subjugation/exploitation of Nature as an aggregate of objects”.

(4) it does not satisfy the aim of gratifying Ego. And therefore

(1′) it does not enforce Will To Power. That means, (2′) it does

not Develop the Language (theory/principle/knowledge) of

Force……..

That is, the dynamics that started with the Native World

View cannot go on the same “vicious circle” of the European

Science.

3. I sensed that Boniface wanted to talk about “Technology”

(Science in Practices). European thinking is very much “class

conscious” and discriminatory. It separates “Science” from

Technology. Science in the academic sense is the Superior

intellect. “Technology” is what lower class laborers do by Body.

Technology smells like soil and sweat (if not blood).

In the late 19th century, European scholars came to

recognize that “China had developed a high 1evel of Technology

before Europeans”. But they said that “China has never developed

Science”.

One ought to think about this distinction/discrimination

between Science and Technology.

Let us, for example, take Time Measuring “Technology”.

European scientists would grant that Mayans had far advanced Time

Measuring Technology as evident in Mayan Calendars. But what

about the Science of Time?

It is easy to grant an advanced “Technology” of Number

Computation to Mayans. But what about “Mathematics”, “Geometry”

(Science of Space-Time)?

Salmons communicate by Electricity. They have sensors

running along their body lengthwise. They have a High

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Technology in Radio Communication. That is the Technology of Love

Making. Salmons also use the same technology to communicate with

their Environment. The Science of Salmons, therefore, must be

based on the “way of Knowing” developed in their Love Making.

European culture developed the Technology of “Insulating”

individuals and actually retarded, repressed the Science of

Human/Social relations. The “separation”, “discrimination” served

European Aims (Value), and hence it became the foundation of

European Science. European Science was based on the Way of

Knowing developed in War Making. You note that the notion of

“Defense” is a part of the technology of Insulation/Separation.

“Sciences” are relative to Aims as such and their expressions are

shaped by the Technologies which serve the particular Alms for

each.

I imagine it is necessary and “educational” to have a

discourse on “Technology”.

4. Interestingly, once we get into “Technology”, we would soon be

talking about “Appropriate Technology” etc.

But, the phrase “Appropriate Technology” contains a

patronizing notion (paradigm). It is good that CIDA has learned

(from bitter experiences) that Transplantation of European

Technology does not work. But it seems that the European Aid

Agencies and Experts still think that they can teach “Appropriate

Technology” to the people in the Developing countries. Just lower

the standard. That will do.

[This kind of idea appears often in various contexts. In

science education, physics teachers often said to “make

science easy” for female students so that they would take

physics course.

I am afraid, but not surprised, to find some

“educationists” thinking like “make math easy for Native

Math Education”. That may be called “Appropriate Math”?]

What is “Appropriate” or not is relative to the “Aim”, or

“Value”. For what does any people wish to have an “Economic

Development”? Is it because Canadian Banks want to get Interest

paid? Or is it for European Trade to expand its market?

What if the Aim, Value, Utility of the Native Science,

Technology and Economy happened to be achievement of “Justice”

rather than “materialistic wealth”?

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The Native might value Love Life to be of the Supreme Value (say,

the Tahitians). What then is the “Appropriate Technology”?

It ought to be noted that even the European Economy that

dictated Technology and, hence, Science was not purely

“materialistic”. Rather, it was “Pride”, in my view. There are

scholars who did “Psychoanalysis” on Capitalism. E.P. Thompson.

Fo1klore, Anthropology, and Social History. Indiana Historical

Review vol. 3. no. 2. (1977); Poverty of Theory and Other Essays

(1978); J. C. Scott. The Moral Economy Of peasant. (1976); F.

Braudel. Civilization Materielle, Economie et Capitalime. ( ); K.

Po1anyi The Great Transformation (1957); etc. are the examples.

If you like, I can present a meta-picture of the worldview

like below;

Value Knowledge

Ideology Science

Polity Law-Norm

Welfare Bureaucracy

Economy Technology

Utility Works

Unfortunately, Economists (Social Scientists) in general do

not pay much attention to “Peasants”. But, there are, however,

several publications on Latino American Peasant Economy, such as

Ernest Feder The people Of The Peasantry. Anchor Books 1971.

Florentia E. Mallon. The Defense of Community In Peru’s Central

Highlands: Peasant Struggle And Capitalist Transition 1860-1940.

Princeton U Press 1983. [See also Gerald Walsh. Indians In

Transition. McClelland 1971 for a comparison.] And studies of

Latino-American Peasantry give rise to Liberation

Pedagogy/Liberation Theology. It will come to Liberation Science,

eventually. In a sense “Science” is a Pedagogy, except it is

“self-learning” not “teaching”.

At this level of “Holistic View”, we come to see that

Native science is a part of Native Liberation. It has to do with

how the Native Community comes to Peace, and thereby leads the

entire World to Peace.

5. It may be my error in perception, but I sense a certain Fear

or Apprehension in going forward with Native Science. I sensed

Defensive Thinking here and there.

I understand and respect genuine Fear that we might

misrepresent Native Science and disgrace it in the public.

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die. It comes to the question of accepting Death as a part of the

process/dynamics of Birth. That is the meaning of Sun Dance. We

die once any way sooner or later. If we die in Love

process/dynamics, like salmons do, We should be happy in that.

When you waved your hand, I had a moment of imagination

that I was sending off my friend who was taking off on a Kamikaze

mission. Actually, I had never sent off friends on a Kamikaze

mission. But that does not matter. I am sending off the Brave

Sou1s. They are to give away all they got. In a sense, it does

pain me and I feel something sad. I try to protect you, but in

essence, I cannot do anything for you in your love affair. That

is entirely yours to live and die.

Yours

Sam K.

Indigenous Science

1 September 1988 Personal Correspondence on Cross-cultural Science Translation (PDF)

Sept. 1, ’88.

REf. Native Science Conf.

Dear Pam

Here is my suggestion for the “Frame” for the Native Science Conference. There is nothing I can say to you that you do not already know. I only attempt to write out some ideas that might make you feel assured. You are honoring me by taking the posture of asking for help. Whether I could help or not, I have to respond.

I gave you a picture of the Matrix. So this time I shall explain the Matrix and add notes. The picture is simple, but it has to be so. Once you get into discussions, however, the picture turns quite complex. Perhaps, it may be better explained in several “Levels”. As to the trick of “Simplicity” which constitutes the backbone of European “Science”, there are several philosophical problems. But I shall explain them later (see Appendix A).

Level I. Nominal Comparison

Imagine average North American White Male University students, and consider a task of explaining Native Science in contrast to European Science, such as;

(1) That Native Science is not “alienated” from its practice.

(2) Native Science/Counseling is more “Supportive” than “Clinical”

(3) Native Science is an integral part of Communal Living, not Individualistic Assertion of Knowledge. There is no Intellectual Hero in Native Science.

Having such a task in our mind, let us look at a “Comparison Table” (Map) such as below, and think about what questions the simple map might generate.

The basic idea here is to trace 4 items in relation, not just pairing comparison of 2 in antagonism. Dialectics of conflicts must be presented, but at the same time if we can shift our attention to the relational dynamics in looking at 4 items, that would be nice. I am trying “Quadra-lectics”.

———

[Table 1]

European Native American

Psychoanalysis

Physiology

Therapy Medicine

Ritual Healing

(Native

Science?)

Medical Science Clinical

Practices

Medicine ( ? )

Social Sciences Social Works Community

Participation /

Support

( ? )

– – – – – – –

I–1. The Question on the Existence of Native Science.

The first reaction of the students is to question “Does Native Science Exist?” They might say, “Science” has to be “documented” knowledge (book knowledge). Therefore, (in the nominal sense) Native Science does not exist.”

You have gone through the question thousands of times, and you even feel angry about the ignorance of the students. [Besides, for the participants of the planes conference, the answer is already clear. There is no need to go back to the rudimentary question.] But, be patient. The question is not trivial.

Let us look at possible questions/debates the table might generate. i.e.

a. “What example of Native Science do we have?”

b. “Where and how can one find Native Science?”

c. “What use does it serve to find Native Science?”

d. “Why do we need to elaborate/document on Native Science?”

“Does it help anybody?”

e. Do not Natives have/want “Wisdom”, not “Book Knowledge” sense of “Science”? Do they wish to be “Scientific” in the sense “Technical” or “Intellectual”?

If “Science” means “to reduce anything into simple mechanical routines”, is it not reducing Wisdom/Spirit into Machine?

f. “Suppose there is a set of basic ideas, guiding principles, metaphysics, or world-view, for the Native Praxis. Can we call it “Science” without modifying, correcting, or enlarging the European notion of Science?” “If so, on what ground can we justify the change?” “Is the change necessary?” “Does the change help anybody”? “Why do we need alternative sense of Science?”.

Etc.

I-2. Questions on European Science.

But then, there are questions about European Science. The advantage of Quadra-lectics is that it makes easy to see there also exists conflicts/problems/antagonism/tension inside European Science. One has to look at every combination (there are 6 of them) of the 4 in relation.

a. There are problems in asserting that (European) Psychoanalysis is a “Science”.

European “Medicine” may be more of an Art than a Science.

How Scientific are the Sciences, such as Social Sciences or Physics?

b. What is the relation/connection between “Science” (Theory/Knowledge) and Practices?

What good does Theoretical Science provide to the Praxis? (What roles does “Theology” play in Religions as social/psychological phenomena?)

Is the theoretical sense of science only for edifying?

c. How relevant are “Social Sciences” to “Social Works”?

How useful is it to elaborate “Theory” for the people who practice routines which are nominally associated (subjugated) to the Theory?

What does the science of Economy say about the bureaucratic system/technique/procedure of the Social Work/Service/Welfare?

To be sure, it is reasonable to question if the Economics that we have in our academia today is a “Science”. It is sometimes said to be “Dismal Science”, but it may not be a “Science” at all.

Interestingly, by some strict definition, Physics is not a Science. Some physicists even “proudly” say that they are “Artists”.

d. What is wrong with being a “Non-Scientist”? Why should every good thing be a “science”? Is not being a “Humanitarian” enough?

Those questions have to be asked to make a comparative match with questions in I-1.

[See for the problems of European Medicine; Charles E. Rosenberg in The Care of Strangers, Basic Books 1987, talks of the inconsistency of “Vocation” and “Stewardship” which are nonetheless made into a “marriage of convenience” between Healers and Hospital. Illich, Foucault, et al likewise criticized the Medical Profession/Institution. And even our conservative governments are aware of some of the problems, because it costs too much.

I suspect the institutions of “Clinical Social Work” have similar problems with “Medicine”. The “Success” of Institutionalization/Professionalization always brings problems.

And, this leads to the question of the Social Cost (Pollution, Entropy) of the Mechanical Thinking that is worshiped as “Scientific”.]

I-3. Why bother making a comparison?

You might say; “I have made comparisons. So what?” In fact, you showed me many articles which are written on comparisons. Ones which attack European Science always carry some comparisons as the basis of attack.

On the basis of comparisons, one can go to

(i) Assimilation (Surrender) to European Science,

(ii) Rejection of Science without assertion of an alternative.

(iii) Rejection of Science, with assertion of Pure Humanism, Spiritualism, or Wisdom.

(iv) Compromise, Reconciliation, Integration.

(v) Construction of Strategy to deal with the Conflicts/Problems.

(vi) Emergence of Alternative Science, with a creative vision of World Community.

In terms of questions, students might ask

a. Is it not a step in assimilating Natives inot the Domination by European Intellect?

Just because European Culture/Civilization has a distinct fragment called “Science”, why should Natives have it?

b. Is not the show of difference a device to “demonstrate” the Intellectual inferiority of Natives?

c. When European Science itself is having troubles, if not in crisis, why should Natives look for “Science” to copy the troubles?

d. What are we going to do with the differences? Are we to eliminate the differences, say by making one of them extinct?

e. Are we not interested in Native Science, because we have troubles with our European Science? [Turning Point, et al]

II. Level II Case Studies at Level I

Here, we consider Graduate School level of talking/thinking. They presumably had exposure to the level I questions, at least some of them. You are a Professor supervising young Ph.D. candidates who are working on Native Science. What would you tell them?

 For Master’s Thesis, an articulation/elaboration on the Level I questions is a good exercise. They must do one. They must read and know a body of materials (book knowledge) and do at least one “Field Work” to see what the written materials are talking about. I point out here that even if one does work on one aspect, having awareness of the overall picture is helpful. That is the Table I is worth looking at repeatedly. The Map tells where one is.

This level of work is publishable in academic journals. In fact, many are published. But they are “academic” in that they are not intended to help people.

One might select a thesis that Native Communities (Culture) ought to reject European Science in totality and live in an “Ideal Isolation”. I concede that this might be a possible and viable strategy for some nations. When an African Economist proposed it as an answer to the problem of Economic Colonialism, I agreed. The Burmese Socialist Government, which is talked about in News Media today, tried this. Pol Pot Communists went to the extreme of even eliminating “science” along with “Intellectuals”. [Mao’s Red Guard was anti-intellectual, but respected “Science”. What Mao might have thought or hoped of “Science” — that is, there is a dialectics of “Destructive Technology/Constructive Science — may be a topic at Level III.]

I acknowledge the value of Warning Statements, pointing out problems of European Science. But I wonder what the writers are thinking as to what to do about the problems that they saw.

One can write and talk about “Rejection of European Science” and “Back to Traditional Native Medicine”. However, the comparison to European Science is there. Even if the comparison is rhetorically avoided, such works can hardly escape from being a “Reaction” to European Science.

What is worse, by the “angry rejection”, they may be taken as implicit acknowledgement that they cannot overcome European Science — i.e. acknowledgement of unquestionable superior “rationality”, “intelligence”, “power”, etc. of European Science. Saying “I cannot help Europeans from going down to Hell with their Science” may be taken as an equivalent of saying Native Wisdom has no capability to help.

That leads us into Level III. (Critical Reflection), and IV. (Creation of Alternative Science).

III. Critical Reflection

III-1. Supportive Counseling versus Clinical Operation.

As an example, let us take up the differences between “Clinical Therapy” and “supportive Counseling”. Native Healing is “Supportive”. It is not done in the sense of “putting a totally incapacitated patient, knocked unconscious, on a table to operate on it”. (The pardigmatic Metaphor of European Medical Science). Native Medicine often involve Family and Community. It was not done on an Individual basis. All powers (love relations and functions) are solicited for help. Medicine men/women are “Mediums” and “Facilitators” for the power to come together, not power itself.

In the beginning, I said “North American White Male Students”. Female students are excluded, because in the “Macho Science”, they may not talk/think/behave in the “typical” ways. There is usually considered to be a weakness and “unscientific” tendency in Females. they do not like to play the role of (Male) God in cutting up people on the operation table, even if the ultimate aim is to help the guy. Females tend to see “People” being sick or in trouble, rather than entertain the glorious mission of fighting a War against Disease (Evil) as Male Doctors often do. Male Doctors do acknowledge “Will To Live” in patients, but such “help” is solicited in “their” Fight against Disease. “Conquer the Disease” is the main paradigm of Male Medical profession. “Care of person” is the job of nurses, not doctors.

It is not that Females are dysfunctional in Clinical situations. In fact many are engaged in Clinical Social Works — except that they tend to take a posture of either (i) “being told” what to do, alienating them from personal involvement/responsibility, or (ii) like the case of the Big Nurse, identifying themselves with the Power Structure. they are more at home with “Supportive Counseling”, if not merely “Comforting”.

That makes interesting “observation” what Native Healing (Medicine, Science) is “Feminine”. Calling upon the help of the Power Spirit is not the same thing as having a sense of Power within oneself.

In the context of Social Works, what are the role/function of the workers? And what kind of Science would be helpful for them?

For the Clinical works, there Power Science justifies, and even what they do is a false sense of compelling workers to do.

Is there any “Science” behind supportive Counseling?

Evidently, the Support is needed, appreciated, and recognized as effective. But “Science”?

European Science came from “Fighting”. Humans, faced With Fear, either get aggressive or regress into inability. In that “Science” is “empowering” — to make humans assertive, aggressive, active —. “Love Play” has always been in Science, particularly in creative works, but it has always been “subservient”, “secondary”, “helping side” of the Power side. There have been many talks by great scientists about “Love” in science, but texts in Science do not intend to “teach” about that.

I would imagine even Clinical Social Works is motivated by “Love/Care”. But “Love/Care” is not the main “Operational Principle” of the Clinical Social Work, but the “Power of Technical Routines” is the main concern. Having or seeing Problems, the Clinical Operation set itself up as the means to Fight — the “War” to eliminate the problem —.

“Supportive Counseling” may be seen as “weak”; some might perceive it as “ineffective”, if they do not know the performance, say in terms of quantified “Success Rate”. This is because the Support gives an impression that it leaves the problem unresolved. It is not attacking the problem directly, but merely caring for the person.

The separation/dichotomy of “Being” and “Problem” is a heritage from Ancient Atomism. Being is a Dynamics and Problem is a Dynamics. Although the “level” of Dynamics may be different they are both Dynamics (Interaction). The Mechanical Science whch sees “Beings” as “Objects” is totally inadequate. There exists the awareness of such an inadequacy in some sciences, but it is far away from the “Science” of the Clinical Social Works. And because the majority in Social Works is Clinical, the Social Works as a whole has not yet come to construct “Science” for the “supportive counseling”. It is left for a few brave (or rather bleeding) souls to practice on ad hoc basis.

It is not only Native Science that is unrecognized and repressed, but all “Love Sciences” are.

This is a topic for the Level III works.

III-2. The Difficulty of Translation

Another possible topic at Level III is that of “Translation”, “Cross Cultural Understanding”, “Bridging”, “Interfacing”.

It is understandable that the Native Community entertains an Ideology of Separation/Rejection. After all, it has been European Culture that separated, rejected Natives. European Domination accepts only total Surrender of Natives, territory, culture, bodies, souls, and even history.

Therefore, naturally any attempt in the direction of “understanding” is suspected or viewed as “Compromise”, “Betrayal”, “Sell Out”, “Contamination”.

In many Colonized countries, a certain portion of natives became “Translators” for the European Power. They enjoyed somewhat privileged positions in the power structure, while others were mercilessly exploited, oppressed, killed and even sold as slaves. East Indians were often imported into other colonies to serve as lower class officers for European Administrators. Even after these colonies gained independence, the “Class Distinction” remained. [Japan narrowly escaped that owing to the late coming of Europeans to the Far East.] Native Americans have never developed such a “Class Distinction”, but nonetheless there are resentments against those who sell services to Europeans.

Eber Hampton in “The Sweat Lodge and Modern Society” mentions the destruction of Native Agriculture, which David Riesman missed in his Harvard lecture. Indeed, that is a “deliberately forgotten history” (The Big Brother erased it). But many Natives themselves seem to have erased the history when they refer to “Traditional Fur Trade”. The Fur Trade, when Iroquois Nations became addicted, destroyed their Agriculture and Community Craft Industry that they had. Hunting to provide for their own community needs is Traditional. Hunting to sell furs is not. I say this not as an accusation, but as an example of how easy it is for History to be destroyed by “Translators”.

And one thing which caught my attention is that Eber Hampton appears to be proud of “Indian English”, but it is strange for a guy like me who never learned English enough to develop “my own English”. I only manage to read an write in English as a “Foreign Language”. To me Indian English is not a Native Language. However, that betrays a tragic reality of Native Life today. Namely, without Translation into Academic English, Eber could have gotten nowhere.

You might say “Live with Native Language!” That is easy to say, as long as one is not going to do it in real life. Even without European Languages, what will Natives today do? What about the rifles that they use in their hunting? What about power boats? TVs, refrigerators, Trucks, Supermarket, Hospitals and Alcohol? The pens and papers used to apply for European Welfare? They are not “Languages” in the formal sense, but, they are the kind of idioms and vocabulary by which Native Living is spelled out.

There are millions of “Non-Reserve Indians” whose homes are on the streets of Whitemen’s Cities. Thousands of Native children were adopted by European families. Even if “Pure Blood Indians” opted for total separation in some Indian Territories (Nations, Reserves), there would be millions who will be “Outsiders”.

And what will the pure-blood Nations do about dealings with the rest of the World? A Closed State in political rhetoric is easy, but the problems of actually Living Life cannot be wiped off by the inflated hot rhetoric. Much as I admire and sympathize with the sentiment which might say, “Fuck European Science”, I cannot imagine any other way but to come to terms with European Science in one way or another.

And to come to terms with the other Science, one needs to have one’s own Science, or equivalent thereof. Ideally, the Native Science is so much better in that it can understand European Science, including its limitations, weaknesses, and faults, as well as strength and power. One cannot get that by closing the door and watching T.V. while drinking beer and liquor from European stores.

Let David Riesman be alone. He can rot in his ignorance. As far as he is concerned, he is doing very well without knowing about Natives. Even if he happened to know about Natives, he is not obliged to restore Native Farming for Education. Therefore criticizing David Riesman is a waste of time. It can only be done by Natives.

The atrocities, sufferings and pains inflicted on Natives, pureblood or otherwise, inside reserves or outside, are Real. They are there, whether one likes it or not. They cannot be ignored. Europeans imposed them on Natives, but if Natives do not remove them, Europeans would not. That makes dealing with European Science unavoidable. There, Translators have very important roles to play. If European Science is the Enemy, one has to know it to fight it. One might even think about the possibility of “Beating the Enemy at his own Game”.

Righteous indignation is natural, and there ought to be more of it. That is the Passion needed. I would venture to say that is the Fire Way. However, sooner or later, one has to come to the question of “What To Do About The Problems?”

To face the question of “What To Do About the Problems?” is a Science. Describing the problems, so that many people come to know the problems and can start building basis of co-operation, is the important first step in the Science. But one cannot let one’s passion be exhausted by that. There is a next step, which is harder.

If we attempt Science, we need

(1) The “Science of knowing what problems are, and

(2) The Science of knowing what to do about them.

The second step has to be persistent. I would characterize it as the Water Way.

[There is the Earth Way to make things concrete, and the Wind Way has to help with Creativity needed. Then must come the Tree Way to Integrate and gently embrace the whole. But that is the topic of Level IV.]

Let me try here my armchair psychoanalysis. Natives are brave, and they are not afraid of European Science. What they Fear is not that. They are not “running away” from European Science under the disguise of righteous indignation — though European Science is indeed horrible —. The psychological trouble is that any Learning involves Love. Learning of Science is “Erotic”. Traditionalists may indeed Fear this “Love Affair”. They are afraid of “Seduction” by European Science.

Education can be “Sweet”. Yet my grandfather rioted against the Japanese Government when it imposed the school system on his village. He said, “It is bad enough that peasants are forced to pay high Tax, but now the Government is taking our children away”. He appeared to stand against Education. That is strange for one who learned to read and write on his own. He was not afraid of Science, but eagerly read and learned. Besides, he often took care of “troublesome kids” from villages around, and was known as a great educator (Therapist/Counselor). But his sense of Education was not “School Education”. Being a peasant himself, he knew what was needed to be learned. He never lost his Peasant Spirit. I have known a Scholar in the same village who was reading works of French Linguist in 1945 when most Japanese did not have any more than one pair of shoes, in the aftermath of WWII. In 1945, the life of Japanese was worse than that in, say, Nigeria then, a lot less than “Bushmen” in Canada. He did not become a Frenchman but stayed as a Peasant even after he became the president of a college. He was entirely self-taught. It is unfortunate that Japanese Peasants are not well known as “Samurais” who constituted less than 10% of the Japanese population.

I am not saying the Japanese are any better in comparison with Native Americans. They have a lot of problems. But the point is that learning European Science without selling our souls is possible. One jus has to remember that accumulation of “knowledge” is not of any value, but how much help one can offer to others in community is the measure of Science.

Level IV. Tree Science

This is Pam’s Science. I am not qualified to talk about it. The Conference hopefully comes to the Vision of it. Or better yet, Pam will bring a Prophecy. I am merely guessing at your dream. By introducing “Quadra-lectics”, you are overcoming the antagonistic paradigm in European Dialectics and introducing “relational science” which is a better Format for Healing/Love. You suggested the idea of 4-in-Relations not by so much words, but by dream-pictures.

I imagine you would talk about concrete, real, direct and personal experiences in Community Counseling. It is always good that talk is made “concrete”. But, You are “Counseling” the World Community by the same talk. If you can help the Healing of a Native Community, the very same Science can heal the World Community.

You might talk about your Science that you are raising.

There was one thing You said that was something to the effect of “in some cases there may not be a cure”. I do not know what you were referring to. Therefore I may be totally off the mark. But if you mean by “cure” in the “Clinical” sense, there is no cure for any case. The community has to recognize its own problem. The community has to do its own healing. Agencies from outside can only be helpers. Suppose the agencies of the dominant culture find a situation in some native community is a “problem”, then it is likely that the “problem” is, by a large measure, caused by the dominant culture. [If a child is behaving badly, it is likely that the family is in trouble.] And if so, then Clinical Therapy ought to be applied to the dominant culture, first of all.

If the Clinical Therapy is either not workable or not acceptable to the dominant culture, it is silly to expect the same would work for, or be acceptable to, the Native Community in question. One cannot apply the Principle of “Do as I tell you, not do as I do”. Science ought, at least, to be honest.

One of the advantages you have is that you are in a position to practice the therapy of the dominant culture, though yours is not the “clinical” kind. If you remember, that is where I met you, namely in Peace Research which is a science for “counseling” the World, in particular the most powerful of European Nations. It is what I might call “Social Therapy”.

Here, I like to tell you that Newtonian Mechanics was a very powerful “Therapy” (Brainwashing) which “empowered” Europeans to Industrialize. Yet, Newtonian Mechanics is made of nothing but “Words” and “Metaphors”.

You might think about why the “Story” called Newtonian Mechanics was so effective, so powerful. If you were in the Europe of the 16th century, you might have said that there was no “cure”. Germany did not come into the “Scientific Revolution” until the 19th century. In the beginning of the 20th century, Russians and Italians were no more ahead of the Japanese who started to learn European Science some 20 years before that time. And the learning of European Science in any country came at a horrendous cost.

Your Native Science (or Tree Science) may appear powerless. Because the only thing you can do at this moment is just make up “stories”. You may not foresee the consequences of what you are making up, any more than Galileo, Descartes and Newton did about their “Stories”. But, that does not mean there is no consequence, no effect. You might get a big surprise. It is not defending the traditional Native Culture that I am concerned about, but rather I am interested in Native Science as a Creation of Alternative Science which works for the World. It is a gift from Native Culture.

That brings me to say a few things about “Science”. “Science” is not an object of Archeological Study of some Dead Knowledge. It has a life, dynamic, development, creativity. At least, Science responds to the problems of community of the time. Or rather, Science is created and manifested as the response of Community to its problems. Just as Love takes a particular form of expression in a particular relationship, Science is particular to the situation; The Vision that one seeks is particular to the one who is in the particular circumstance. I respect ancient Wisdom. but Wisdom is wisdom, only if it is alive in the minds and souls of people today and functioning. That is why the learning of wisdom takes creativity. And I hope all the suffering Natives have had to go through was not vain.

—–

This is incomplete, but I send this to you for now. The Appendix A shall follow.

Yours

Sam K.

P.S. Thank Chyna for me. I appreciated her patience. She is an impressively well-behaved, happy child. Her mother must be a very loving person. I wonder if I am wrong in saying “Looking at a Child is looking at Parents”.

Indigenous Science

Part II: Love Science

Part II. Love Science.

5. I have talked about Power Science. It is easy to talk of how powerful Science_Technology is. It is also easy to talk of how dangerous Science-Technology is and go into gloom and doom. If you are typical of European intellectual — the ones who are “Educated” in European Power Science — you might think of the situation in a “Dialectics” of two oppositions. It came from the religious tradition of thinking things in “Good/Evil” antagonism. Science does that in terms of “Atom/Void”, which is the prototype of “Ego/Environment”. In schools, I observe a prevalent pattern of thinking which goes by “Teacher/Student” antagonism, which is enforced by “Those who have Knowledge/those who are ignorant”. Pardon me to say this, but that is the Missionary mentality. It is intellectual colonialism that a Kipling poem “The Whiteman’s Burden” expressed. At any rate, the picture/metaphor of Two In Opposition is a powerful image, but too simple to get us anywhere.

So let me introduce a slightly improved picture/metaphor/map about the situation. By doing so, we are taking one step into and actually doing a bit of Love Science that I am going to explain to you. Interestingly, this came from Indian Science that I would like to mention later.

The picture/metaphor/map is not perfect, but helps us to find a way out of the Antagonistic Way of Thinking. It is very simple. Namely, picture in your mind a circle and divide it into 4 sectors. It looks like:

Power Science \\ Power Elite

Recognized Authority\\Dominant Male

Edified Intellect\\Growth Economy

===========

Love Science\\The Exploited

Un-Recognized Intelligence\\The Oppressed

Life in Practice\\Subjugated Female/Environment

6. I have put in a few words in the map to illustrate what I am going to talk about. But please notice the Form/structure first. The Form (format) is a circle containing 4 things. This is a way to avoid Two in Opposition. I intend to do “Multi-lectics” instead of “Dia-lectics”. The Form can also be called “Matrix Form” in a mathematical jargon, as a contrast to the simple Linear Form comparing object A and object B. The “Mat” of the “Matrix” is “Mat” of “Mather”. If I may, I like to call it “Matalectics”. “Lectics” is a way of talk, and it came from narrating legends.

By drawing a circle around the 4 things, I am indicating that they are there in relations. In particular, I am saying “Love Science” has always been in existence. It is just that formal text in Physics failed to mention it, or rather the “Science Education” did not wish for you to know about it.

In elementary school and junior high, I always notice how students are eager to learn. If we define “Science” to be “Ability/Competence to Learn”, those children are geniuses. They learn better because they Love to Learn. The way the eagerness and ability to learn get killed as they go up grades in school education is a sad scene, and I would very much like to talk with Educators about the tragedy. But, before that, let me identify what I mean by “Love Science”.

In a small book, The Limits of Science, Peter Medawar talks about “What is Science”. One story that this distinguished Nobel Laureate Biologist narrates is about a house wife who is confronted with a breakdown of her electric home appliance. He says that the house wife who looks around the toaster, locates a broken wire and fixes it is doing “Science”. I agree. That is a beautiful example of Science. But, I also notice that she is not “Recognized” as doing science. Nobody would call her a Scientist and pay premium salary. Why not? Medawar is totally blind to this social “Class Distinction” implicit to honor titles like “Scientist”. How come a super-intelligent scientist such as Dr. Medawar can be blind to the Class Distinction, and in a nation notorious for its acute Class Consciousness at that? That is the problem of “non-recognition”.

One more example. In hospitals, it is often an experienced Nurse that tells young interns what to do. But it so happens that the Nurses are paid far less than the Doctors. The reason is, I presume, the Doctors have gone through years of Formal Education and know “Science”. Whereas, Nurses do not know “Science”, though they may have vastly superior “Practical Knowledge” gained from their experiences.

Actually, if they ever do anything creative, even hard-nosed scientists do Learn things just the same way the elementary school children and nurses learn. The way they go about doing their science is very “Emotionally Involved” and they have “Sensual” contact with Nature. It is a passionate Love Affair. They experience intense Pleasure doing their stuffs. You may have experiences of thinking about Woman or Man in your life os intensely that nothing else in the World mattered. That is no difference from what creative scientists do. It is dangerous, and I am not saying all scientists do that. In fact, 99% of professional scientists are more likely “laboring” through their job, just as alienated as production line workers are.

If you read Max Weber’s “Science As A Profession” and “The Protestant Ethics And The Spirit Of Capitalism”, you would probably understand the sense of the “Alienation” in the “Professionalized Science”. The feeling is strangely very similar to the one we get from reading Death of a Salesman or the like. [See also: A. Mitzman. The Iron cage – A Historical Interpretation of Max Weber.] So that the scientists have to maintain some personal sensual satisfaction in some ways. Some opt out for “Power Trip”. As Henry Kissinger said, “Power is the best aphrodisiac”, and it is very sensual stuff anyway.

It is just that in the formal discourse of science, and in teaching in particular, the Sensual, Love Affair part is not mentioned –Scientists are forced to act like Macho guys. And science teachers are, perhaps, afraid that showing Human Emotions in class rooms is “Unscientific”. It is a Taboo. So it is not “Recognized”.

You are not Vainglorious persons, and think that “Recognition” is not a big deal. You know what you did and can be happy with it, regardless if society grants a Recognition or not. I admire you for that.

7. But there is a catch. As Feminist critics of science pointed out, “To Recognize” is “To Know”. Epistemology has to do with “Recognition”. Besides, “Science” is not a private knowledge, but it represents the Intelligence of a Culture/Society as a whole. What is not recognized by a Culture/Society cannot be the Knowledge that acts as the “common ground/reason”, so that people can organize co-operation on the basis of it. What is not recognized is not “legitimate” to have a “social efficacy”. It is like a beautiful Color that you saw, but you have no way of telling your friends about it. Or it is like UFO that you have seen, but you keep it to yourself. Our society cannot make an appropriate response to the things it does not recognize. The chances are that when a society denies recognition, usually it actually “knows” but is repressing it with a great energy cost. As a consequence, society tends to make a wrong response to the thing it denies.

In the history of science, there were many cases of non-recognitions. Things that do not sit well with the dominant Paradigm of the time are always suppressed from “knowing”. You might have heard that people at the time of Galileo Galilei thought that the Earth is flat. Well, it so happened that some 100 years before Galileo, Christopher Columbus knew that the Earth is round, and on the basis of that knowledge he sailed across the Atlantic Ocean and got to the America. People on street actually knew the round Earth. It was only official scientists and philosophers who did not know it, because their Text which they had to uphold as “Truth” and “Authority” did not say so.

If you believe that Science is Powerful and Cut-and-dry hard-nosed stuff, you learn to ignore all “human frailties”. All human traits, such as foibles, sensuality, passion, pride, love, enjoyment, fun, pleasure, adventure, groping for unknowns, wonderment about mysteries, etc. are “By Definition” not parts of the Science as such. The are not recognized, repressed out of consciousness, intellect. If you keep that up, very soon you would learn not to see, feel. That is what happened to mediaeval scholars and scientists, and we can be just as well.

The “non-recognition” is the key to the repression, oppression, and prejudices against women, the poor, the unemployed, the disadvantaged, and Natives under Colonial Domination. That is, one who does not see the existence of Love Science in the Matrix picture cannot see the existence of the Oppressed, Exploited either, let alone seeing the four in relation.

It is far from innocent. I believe German intellectuals who claim that they did not know the infamous Concentration Camps during WWII. Even if they saw it with their own eyes, they would not “recognize” what was happening.

And, it is very likely that we are blind to certain things we do not feel easy about. What is more, if you are “sensitive”, chances are that you get hurt. You sense that you are vulnerable and ephemeral. You do not feel like a Macho Hero. The you lose out in competitions. So you do not like to “know”. Rather, we like to know something that makes us feel “Powerful” and “Invincible”. We say, before knowing anything “What’s in it for me”. That is our usual epistemological stand.

8. I did not give any “definition” of “Love Science”. It is because “Love Science” is not “Deductionist Science”. Rather it is a matter of recognition that you give to your Love Science that you have been doing. That is, seems to me, the only way to “know” Love Science.

If that is difficult, there is a neat way. That is, we can look into how children do their “science”. Give them a recognition they deserve. By doing so, we also give a recognition to our learning. So both get recognition.

On CBC news, I heard of a 12 year old boy who is studying the local rail road. It was news from a small community in Newfoundland where the Rail Company is about to pull out rail service. He thinks that is a disaster and tries to find a way to save the communities linked by the rail road. The way this kid is going about studying the matter is very impressive. I think people who listened to the news felt a fine scientist there. I do not mean the statistical numbers that the kid collected or the notes that he kept writing. I mean the care that this boy is extending to the lives of people in the communities around. That is remarkable.

And, I do not overlook that fact that people, who recognized a scientist in the boy, must have known what “science” is to recognize it. That is, they also learned science that they had. They might not have had chance to exercise their science, but now that they “discovered” it, they can do it too. And by doing, they would learn more.

The essence of science is not in “knowledge”, but in “how to learn”. Once known it is a matter of “history” to record, not a matter of science. In a peculiar social circumstance, our science is developed to be an official record keeper on “Knowledge Claims” very much like what the Patent Office do —. But, I think such is an anomaly that our egoistic competition for power created. Love Science as the communal and environmental intelligence is emerging now to correct such an anomaly.

If we must have a “definition” of Love Science, we can say it is learning from care and for understanding of relations among lives and natural and human environment.

It is also an “empowerment” (though I do not like this word) of people to liberate themselves, in a sense people recognize what ability they have in themselves.

Another neat way of learning Love Science is to look for Native Science in Native Way of Life. To be sure, I do not know Native Science. I am not making any knowledge claim. I was lucky to find some friends to go along in an adventure into unknowns. Interestingly, however, I did find very sophisticated pieces of science. The 4  element Matrix way of thinking I used in the above is one of them (with a bit of my interpretation which may well be wrong).

I also find that the notion of Space-Time is different and interesting. This is something to do with what American Linguist Benjamin Whorf and Edward Sapir found in their studies on Hopi and Navajo Languages known as “Whorf-Sapir Hypothesis” on the Language — how people speak reflects how people think —. Surprisingly, Hopi and Navajo have a Relativistic Thinking. I think they are ahead of Einstein in that they appear to have a Space-Time Geometry that includes “Becoming” part, along with “Being Part”. It is “Existentialistic” as well as “pragmatic”. It is fascinating to study their Science, for it suggests a way of overcoming the dialectical opposition of “Space-Time” and “Existence” (Object-Being). I am thinking that this “Relativity” might work better in dealing with Human-Environment relation/dynamics than the way of European Science which is developed for power of production.

[Remember Wayne Gretzky’s Super-Relativistic Map? Native Hunters used to make Maps before their expeditions in the form of “Dreams”, or in “Vision Seeking”. You can see this in the book, Dreams And Maps by Hugh Brody (NAS text). You also recall the famous “I have a Dream” speech by Martin Luther King Jr. The Dream is a Map.]

S.K.