Dunhuang and STEM Education

• In Event: 25.048 - The Dunhuang Grottos, Buddhism, and Global Education: Philosophical, Spiritual, Scientific, and Aesthetic Insights

Abstract

Drawing on Vygotsky’s genetic method and sociocultural theory (Wertsch, 1985), as well as Geoffrey Saxe’s micro-, socio-, and onto-genetic analysis of the interplay between culture and cognitive developmental processes (Saxe & Esmonde, 2005), this paper contributes a unique discussion on the link between Dunhuang and science and math. In particular, the paper situates historical Dunhuang as a microcosm of social, economic, and cultural collective practices that has significance to the development of scientific and mathematical knowledge and thinking. It starts with a summary of previous work on ethno-science and ethno-mathematics, and it addresses the misconception that Chinese philosophy and history have little connection to science and technology. Then the paper will examine culturally relevant pedagogy (Ladson-Billings, 1995) and especially culturally sustaining pedagogy by Django Paris (2012). These discussions will lead to the importance of preserving culture and indigenous knowledge. Followed by this theoretical work, the paper will provide concrete examples of how Dunhuang research can be used as a resource to enrich K-12 science or STEM education and curricula. These examples cover areas such as the science (chemistry in particular) involved in preservation of ancient art; the applications of math in Dunhuang’s fresco, sculptures, and grotto construction; and the ethno-medical and ethno-mathematical knowledge and practices as revealed in various Dunhuang documents (e.g., D’Ambrosio, 1985).

Authors

• Rui Kang, Georgia College & State University

• Joseph Peters, Georgia College & State University