Reimagining Knowledge and Education: Exploring Alternative Ways of Knowing and Teaching in a Bilingual Context

 Knowledge about the Unity of Human Beings and Nature

The articles present a profound understanding of the interconnectedness between humans and the natural world, a perspective rooted in a holistic view of human existence. This knowledge emphasizes the importance of conservation and environmental preservation for ensuring the perpetuity of human life. Unlike the traditional Western approach, which often treats knowledge as a collection of data aimed at completing specific tasks or achieving pre-defined goals, this worldview integrates human experiences with natural and social phenomena. It seeks to understand these phenomena through cultural, economic, ethical, philosophical, moral, political, and social lenses. Such an approach fosters harmonious coexistence between communities and the environment, contributing to both human progress and ecological sustainability.

This type of knowledge is not stored in databases or presented as fragmented information. It is transmitted orally, reflecting its sacred nature and the social unity it fosters. The spoken word, in this context, carries great significance. It serves as a medium through which norms of behavior are established, ensuring that knowledge contributes to the collective well-being and equity within a community. This contrasts sharply with the Western tendency to compartmentalize knowledge, focusing on efficiency and task completion rather than fostering a deeper, interconnected understanding of life and the environment.

Teaching This Knowledge

Teaching this holistic form of knowledge requires a shift from the entrenched sociocultural and ideological frameworks common in Western education systems. The approach calls for an abandonment of intelligence scales and standardized measurements that often dominate educational settings. Instead, it proposes an educational model that prioritizes the development of human beings as whole individuals, capable of "knowing how to do," "knowing how to be," and "knowing how to live together." This shift emphasizes the importance of integrating philosophical, mythical, and religious worldviews, which guide human development beyond mere rationality.

This perspective also challenges the current educational focus on cognitive abilities as defined by Western scientific methods, suggesting that these methods may not universally apply to all knowledge systems. The integration of diverse ways of knowing allows for the cultivation of respect for cultural and ethnic diversity—an essential component in a society that values its citizens' varied backgrounds. By teaching in a manner that respects these diverse epistemologies, education can contribute to the social transformation necessary for redefining human existence on the planet.

Expanding the Notion of Language and Culture

The knowledge presented in these articles fundamentally alters the conventional understanding of language and culture. It calls for a broader perspective on life experiences, recognizing the influence of social factors that shape what is considered rational, intuitive, optimistic, or chaotic. These alternative worldviews provide insights into how individual beliefs and knowledge systems collectively address existential questions, offering a framework for understanding life’s meaning through mythopoetic explanations.

Western culture has long prioritized logical and rational explanations, often overlooking other ways of knowing. These alternative perspectives do not merely complement existing worldviews but invite us to explore and value the beliefs and practices that underlie different cultural understandings. This shift in perspective allows for a more comprehensive understanding of human life and purpose, one that is not confined to the structures established by Western thought. By embracing these diverse knowledge systems, society can engage in a richer dialogue about the foundations of human existence and its meaning.

Relating to the Context of Bilingual Education in IED La Libertad

The context of bilingual education in IED La Libertad offers a vivid example of how cultural, social, and economic factors intersect with the implementation of educational initiatives. Located in a marginalized area of Barranquilla, Colombia, the school serves a community grappling with issues of poverty, social segregation, and inadequate infrastructure. The students attending IED La Libertad often come from households facing significant challenges, including overcrowded living conditions, lack of basic services, and limited economic opportunities. These factors contribute to a heightened vulnerability to crime, drug use, and other social issues among the youth.

In this context, education plays a critical role in fostering social mobility and breaking the cycle of poverty. However, many families in these neighborhoods do not perceive the value of learning English, seeing it as irrelevant to their daily lives and future prospects. This lack of support from parents, coupled with limited financial resources for further education, affects students' attitudes toward learning and their belief in the possibility of a different future.

To address these challenges, the school has implemented a bilingual program aligned with the "I’m Bilingual" initiative, which aims to promote English language learning across public schools in Barranquilla. Through programs like "Sister Classroom," students are exposed to intercultural learning opportunities with peers from the United States and Canada. Other initiatives, such as "Unstoppable Kids" and "Unstoppable Children: Glocal Students," focus on improving English language proficiency among younger students, using a play-based approach to learning. Despite these efforts, obstacles remain, including resistance from parents and a lack of coordination among teachers.

Overcoming Challenges and Improving the Bilingual Education Program

To improve the bilingual education program at IED La Libertad, several strategies can be employed. First, it is crucial to engage parents by providing them with a deeper understanding of the bilingual program and its potential benefits for their children’s future. Parents should be invited to participate in discussions about the program’s methodology and to share their concerns and suggestions. This collaborative approach can help foster a sense of ownership and support for the initiative.

Second, it is essential to promote greater collaboration among teachers. Regular meetings and workshops can provide opportunities for teachers to exchange ideas, reflect on the program’s progress, and refine pedagogical strategies. A stronger sense of community among educators will enhance the overall effectiveness of the bilingual program.

Finally, the school should prioritize the systematization of results. By documenting the impact of the bilingual project, the school can better assess its effectiveness and make data-driven decisions for future improvements. This will also help build trust within the community, demonstrating that the program is making a tangible difference in students' lives.

Why This Knowledge is Not Part of the Current Curriculum

The knowledge and approaches described in the articles are not part of mainstream curricula due to the dominant educational paradigms that prioritize rationality, objectivity, and measurable outcomes. These paradigms align with the goals of the Information and Knowledge Society, where education is often seen as a tool for producing a workforce capable of solving specific problems. The holistic, culturally embedded knowledge described here does not fit neatly into this framework. Its foundations in faith, feelings, and collective belief systems complicate its integration into systems that prioritize standardized, objective measurement. Consequently, these ways of knowing are often overlooked in favor of more systematic, logical methods that are believed to have broader applicability.

However, as the world becomes more interconnected, there is increasing recognition of the need for education systems to embrace diverse epistemologies. This shift is essential not only for fostering respect for cultural diversity but also for addressing the complex social and environmental challenges facing humanity today.