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  1. Philosophy of Ethnobiology: Understanding Knowledge Integration and Its Limitations.David Ludwig & Charbel N. El-Hani - 2020 - Journal of Ethnobiology (1):3-20.
    Ethnobiology has become increasingly concerned with applied and normative issues such as climate change adaptation, forest management, and sustainable agriculture. Applied ethnobiology emphasizes the practical importance of local and traditional knowledge in tackling these issues but thereby also raises complex theoretical questions about the integration of heterogeneous knowledge systems. The aim of this article is to develop a framework for addressing questions of integration through four core domains of philosophy - epistemology, ontology, value theory, and political theory. In each of (...)
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  • God Is Red: A Native View of Religion.Vine Deloria & Calvin Luther Martin - 1995 - Transactions of the Charles S. Peirce Society 31 (3):681-696.
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  • The Globalization of Ayahuasca Shamanism and the Erasure of Indigenous Shamanism.Evgenia Fotiou - 2016 - Anthropology of Consciousness 27 (2):151-179.
    Ayahuasca is a hallucinogenic plant mixture used in a ceremonial context throughout western Amazonia, and its use has expanded globally in recent decades. As part of this expansion, ayahuasca has become popular among westerners who travel to the Peruvian Amazon in increasing numbers to experience its reportedly healing and transformative effects. Drawing from ethnographic fieldwork in and around the area of Iquitos, Peru, the epicenter of ayahuasca tourism, this paper focuses on some of the problematic aspects of western engagement with (...)
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  • The contribution of the ontological turn in education: Some methodological and political implications.Michalinos Zembylas - 2017 - Educational Philosophy and Theory 49 (14):1401-1414.
    This paper follows recent debates on the ontological turn in the social sciences and humanities to exemplify how this turn creates important openings of methodological and political potential in education. In particular, the paper makes an attempt to show two things: first, the new questions and possibilities that are opened from explicitly acknowledging the methodological and political consequences of the ontological turn in education—e.g. concerning agency, transformation, materiality and relations; and second, the importance of being clear about how educators and (...)
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