33
The Co-Evolution of Different Sciences
professional communities, different sciences exist. Some of these sciences are considered as rigorous in certain ways, and others may be considered as being weak in one or more aspects. The aim
of the dialogue is to support each other in overcoming the weaknesses.
The plurality of worldviews, through methods of learning, in values, in conceptual frameworks
and in ways to assess and review knowledge gained, can lead to a plurality of sciences. The degree
in which ontological positions and sources and methods of knowing differ from each other determines the degree of compatibility and/or complementarity of different sciences. A joint learning
process or dialogue between different forms of knowing would be very diffcult if the basic elements
of the sciences involved contradict each other.
The appreciation of the diversity of cultures and worldviews offers a wide range of opportunities
for exchange and dialogue. Intercultural contacts can lead to domination and control, and thence to
the disappearance of cultures and ways of knowing. But, if the intercultural contacts take place with
respect, it can also lead to mutual learning and synergy. Respect does not imply the unconditional
acceptance of all differences. It implies the willingness to listen, openness to learn and to be responsive, and the capacity to criticise when necessary (Fay, 1999).
COMPAS and CAPTURED provide a platform for intra- and intercultural and intra-/and
inter-/scientifc dialogues. Intra-cultural/scientifc dialogues take place between persons that are
from a particular culture and share a similar knowledge base, whereas intercultural/scientifc
dialogues take place between persons with a different cultural and scientifc background. These
exchanges can contribute to a co-evolution of cultures and sciences. In this process, no science is
considered a priori superior of inferior. Traditional knowledge is not romanticised and Western
knowledge not rejected because of its dominant position. Each science involved is stimulated to
develop and improve its methods and theories based on its own dynamics as well as on interaction
with other systems of knowing.
The Objectives of Inter-Scientifc Dialogues Are as Follows:
• to strengthen and revitalise the marginalised sciences;
• to look for synergy and opportunities for mutual learning as well as for contradictions and
exclusions;
• to question, challenge and criticise each other in order to determine those aspects of the
science and value systems that need modifcation and improvement; and
• to balance the power and fnancial resource base of the different sciences.
The epistemological interpretation of the different Asian, African and Latin American and European
knowledge systems, their ways of learning and experimenting and their mutual relationships needs
further attention. Therefore, it is important to continue to systematise and make more explicit the
concepts and theories behind indigenous forms of knowledge in order to share and improve on them
as part of a possible co-evolution of the diversity of sciences.
SCENARIOS FOR INTER-SCIENCE RELATIONS: FROM
DOMINATION TO COMPLEMENTARITY
Complementarity and co-evolution of sciences can only be obtained if the research methods and
parameters used are not solely based on those of the dominant or on those of traditional science. The
research needs to enhance the ownership, effectiveness and innovativeness of the different sciences
involved and to include attention to worldviews, methods, theories, values and knowledge communities. All the research being carried out in the CAPTURED programme focused on these aspects,
with the main research tools being transdisciplinary research (Nicolescou, 2004, 1998), action
research and indigenous methodologies (Denzin et al., 2008). In all cases, methods and parameters
of different scientifc traditions are combined, and the knowledge communities of both mainstream
and local sciences are involved in the design, implementation and follow-up of the research.
The Co-Evolution of Different Sciences
professional communities, different sciences exist. Some of these sciences are considered as rigorous in certain ways, and others may be considered as being weak in one or more aspects. The aim
of the dialogue is to support each other in overcoming the weaknesses.
The plurality of worldviews, through methods of learning, in values, in conceptual frameworks
and in ways to assess and review knowledge gained, can lead to a plurality of sciences. The degree
in which ontological positions and sources and methods of knowing differ from each other determines the degree of compatibility and/or complementarity of different sciences. A joint learning
process or dialogue between different forms of knowing would be very diffcult if the basic elements
of the sciences involved contradict each other.
The appreciation of the diversity of cultures and worldviews offers a wide range of opportunities
for exchange and dialogue. Intercultural contacts can lead to domination and control, and thence to
the disappearance of cultures and ways of knowing. But, if the intercultural contacts take place with
respect, it can also lead to mutual learning and synergy. Respect does not imply the unconditional
acceptance of all differences. It implies the willingness to listen, openness to learn and to be responsive, and the capacity to criticise when necessary (Fay, 1999).
COMPAS and CAPTURED provide a platform for intra- and intercultural and intra-/and
inter-/scientifc dialogues. Intra-cultural/scientifc dialogues take place between persons that are
from a particular culture and share a similar knowledge base, whereas intercultural/scientifc
dialogues take place between persons with a different cultural and scientifc background. These
exchanges can contribute to a co-evolution of cultures and sciences. In this process, no science is
considered a priori superior of inferior. Traditional knowledge is not romanticised and Western
knowledge not rejected because of its dominant position. Each science involved is stimulated to
develop and improve its methods and theories based on its own dynamics as well as on interaction
with other systems of knowing.
The Objectives of Inter-Scientifc Dialogues Are as Follows:
• to strengthen and revitalise the marginalised sciences;
• to look for synergy and opportunities for mutual learning as well as for contradictions and
exclusions;
• to question, challenge and criticise each other in order to determine those aspects of the
science and value systems that need modifcation and improvement; and
• to balance the power and fnancial resource base of the different sciences.
The epistemological interpretation of the different Asian, African and Latin American and European
knowledge systems, their ways of learning and experimenting and their mutual relationships needs
further attention. Therefore, it is important to continue to systematise and make more explicit the
concepts and theories behind indigenous forms of knowledge in order to share and improve on them
as part of a possible co-evolution of the diversity of sciences.
SCENARIOS FOR INTER-SCIENCE RELATIONS: FROM
DOMINATION TO COMPLEMENTARITY
Complementarity and co-evolution of sciences can only be obtained if the research methods and
parameters used are not solely based on those of the dominant or on those of traditional science. The
research needs to enhance the ownership, effectiveness and innovativeness of the different sciences
involved and to include attention to worldviews, methods, theories, values and knowledge communities. All the research being carried out in the CAPTURED programme focused on these aspects,
with the main research tools being transdisciplinary research (Nicolescou, 2004, 1998), action
research and indigenous methodologies (Denzin et al., 2008). In all cases, methods and parameters
of different scientifc traditions are combined, and the knowledge communities of both mainstream
and local sciences are involved in the design, implementation and follow-up of the research.