This book is a concise introduction to Maori philosophy, covering the symbolic systems and worldviews of the indigenous people of Aotearoa, New Zealand. This book addresses core philosophical issues including Maori notions of the self, the world, epistemology, the form in which Maori philosophy is conveyed, and whether or not Maori philosophy has a teleological agenda. The book introduces key texts, thinkers and themes and includes pedagogical features including: - A Maori-to-English glossary; - Accessible English translations of primary source material; (...) - Teaching notes, and reflections on how the studied material engages with contemporary debates - End-of-chapter discussion questions that can be used in teaching - Comprehensive bibliographies and guided suggestions for further reading. Maori Philosophy is an ideal text for students studying World Philosophies, or anyone who wishes to use indigenous philosophies or methodologies in their own research and scholarship. (shrink)

Within the New Zealand curriculum, hauora has been co-opted as an underlying and interdependent concept at the heart of the learning area of health and physical education. Hauora is identified as a Māori philosophy of well-being, advocating a Māori world view of hauora. Contemporary understandings of hauora as a Māori philosophy of health are constructed within dominant English-medium curriculum discourses. At first glance the juxtaposition of ‘hauora’ with ‘well-being’, and hauora being defined as ‘a Māori philosophy of health’ seems like (...) an opportunity to promote an indigenous perspective of health into English-medium curriculum, but the philosophical questions of what knowledge is valued, why we should teach it, and its worth of what is taught for human well-being, remain fraught. The notion of hauora is much richer than the word ‘health’ allows. I explore some issues associated with the equivalence between hauora and health, and some of the potential nuances of hauora in light of a counter-colonial Māori philosophy of holism. I invite the reader to consider the terms ‘whakapapa’ and ‘wairua’ in light of a proposed metaphysics. I show that the terms—and the objects they point to—share a relationship with each other and that recognition of that interdependence are necessary to their well-being. (shrink)

Goals for adding philosophy to the school curriculum centre on the perceived need to improve the general quality of critical thinking found in society. School philosophy also provides a means for asking questions of value and purpose about curriculum content across and between subjects, and, furthermore, it affirms the capability of children to think philosophically. Two main routes suggested are the introduction of philosophy as a subject, and processes of facilitating philosophical discussions as a way of establishing classroom ‘communities of (...) inquiry’. This article analyses the place of philosophy in the school curriculum, drawing on three relevant examples of school curriculum reform: social studies, philosophy of science and Kura Kaupapa Māori. (shrink)

For Māori, a real opportunity exists to flesh out some terms and concepts that Western thinkers have adopted and that precede disciplines but necessarily inform them. In this article, we are intent on describing one of these precursory phenomena—Foucault’s Gaze—within a framework that accords with a Māori philosophical framework. Our discussion is focused on the potential and limits of colonised thinking, which has huge implications for such disciplines as education, among others. We have placed Foucault’s Gaze alongside a Māori metaphysics (...) and have speculated on the Gaze’s surveillant/expectant strategies with some key Māori primordial phenomena in mind, such as ‘te kore’ and ‘āhua’. We posit the Gaze as an entity and thus aim to render it more relevant to Māori, so that it can be addressed appropriately. We also preface that discussion by theorising on some of the challenges that confront us as Māori authors in even referring counter-colonially to the Gaze. Whilst we do not seek to destabilise the Gaze by positing it as a metaphysically based entity, we do hint at the possibility that critical indigenous philosophy may even for a short time bring the Gaze into focus for Māori. By introducing an awareness of an alternative metaphysics, we may have unsettled the self-certainty of the Gaze. (shrink)

The standard sources for Maori ethics are the traditional narratives. These depict all things in the environment as sharing a common ancestry, and as thereby required, ideally, to exhibit certain virtues of respect and responsibility for each other. These environmental virtues are expressed in terms of distinctively Maori concepts: respect for mauri and tapu, kaitiakitanga, whanaungatanga, manaakitanga, and environmental balance. I briefly explore these Maori environmental virtues, and draw from them some messages for the world at large.

Drawing on select works of Adorno, we will first rehearse his reasons for a rejuvenation of philosophy and apply them to philosophers working on world philosophical traditions. We will then analyse Adorno’s arguments pertaining to the theory–praxis relation to ascertain whether his thought could accommodate a study of world philosophical traditions for the simple reason that they are present in a particular society. Shifting our focus slightly, we reflect upon how current ways of professional philosophizing affect the study of world (...) philosophical traditions. As the example of Māori philosophy demonstrates, current philosophical practices seem to delimit the search for the unconventional in academic philosophy. Through its philosophical appropriation, the so-called unconventional tends to mimic conventional patterns in academic philosophy. We will then attempt to find reasons to critique this process within the Adornoian framework itself. The conclusion draws together different strands of the discussion and delineates some paths to take forward the world philosophies project in an Adornoian spirit. (shrink)

The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education.

Where has all the hilarity gone – and, with it, the ethics of the dark? In this article, I engage with our metaphysical entities of darkness and nothingness. Undermining and re-declaring are more than just pleasurable exercise for my own indigenous group – Maori; they are ethical necessities that keep one’s certainties in check. Whether it is agreeable or uncomfortable, this acknowledgement of those first beings is necessary if we are to avoid taking ourselves too seriously. I then consider one (...) controversial statement about trauma and lend my perverse, indigenous sense to it, reinterpret it and recalibrate it in light of our inherent fallibility as human citizens who are always destabilised by our own metaphysical entities. This drive to undercut ourselves by making our statements contingent on other things, I shall argue, is an ethical one. (shrink)

The questions raised by Māori identity are not static, but complex and changing over time. The ethnicity known as “Māori” came into existence in colonial New Zealand as a new, pan-tribal identity concept, in response to the trauma of invasion and dispossession by large numbers of mainly British settlers. Ideas of Māori identity have changed over the course of succeeding generations in response to wider social and economic changes. While inter-ethnic marriages and other sexual liaisons have been common throughout the (...) Māori-Pākehā relationship, the nature of such unions, and the identity choices available to their descendants, have varied according to era and social locus. In colonial families, the memory of a Māori ancestor was often deliberately suppressed, and children were encouraged to deny that part of their history and “become” European New Zealanders: a classic form of what we call “trans-ethnicity.” From a Māori perspective, the relationship with Pākehā has been marked by a series of losses: loss of land, language, social cohesion, even loss of knowledge of whakapapa. This article explores this last form of loss, which leads to “suppressed” Māori identities, and possible effects of attempting to recover such lost Māori identity rights. (shrink)

The theoretical challenge posed by this paper is to find a conceptualisation of value for entrepreneurship theory grounded in Indigenous knowledge from a Māori perspective capable of guiding entrepreneurs operating for sustainability and wellbeing. We review Western and Māori theories of value, values, and valuation. We argue that Indigenous concepts of value centre on collective wellbeing as opposed to self-interest, and have spiritual and material elements. The paper proposes a tentative Māori theory of value we call manahau, which combines mana (...) (power, authority, and dignity) and hau (vitality of people, places, and objects). We define manahau as an axiological agent Māori entrepreneurs employ to synergistically negotiate cultural and commercial imperatives to achieve multidimensional wellbeing, human potential, and relational balance. We discuss research which illustrates manifestations of manahau in the Māori cultural ethics of utu (reciprocity) in Māori entrepreneurship and tauutuutu (reciprocity and balance) in Māori agribusiness. We argue that an Indigenous Māori theory of value has implications for entrepreneurship theory and practice. (shrink)

This year’s Waitangi Day, 6 February 2021, saw the revival of a favourite zombie in New Zealand politics when Judith Collins, the leader of the Opposition, complained about not getting a chance to...

This article presents narratives from 13 Indigenous early career academics (ECAs) at one university in Auckland, New Zealand. These experiences are likely to represent those of Indigenous Māori and Pasifika ECAs nationally, given the small, centralised nature of the national academy of Aotearoa New Zealand. The narratives contain testimony, fictionalised vignettes of experience, and poetic expressions. Meeting the demands of an academic role in one’s first years of working at a university is a big deal for anyone; the extra pressures (...) and challenges for Indigenous Māori and Pacific staff are immense, yet little understood by White ‘others.’ A writing workshop was the initial catalyst of this collective writing project. Through these insider narratives, this article presents a collective description of, and response to, the experience of Māori and Pasifika early career academics. (shrink)

To investigate the unique kinds of mentality involved in skilled performance, this paper explores the performance ecology of the Māori haka, a ritual form of song and dance of the indigenous people of Aotearoa New Zealand. We respond to a recent proposal to program robots to perform a haka as ‘cultural preservationists’ for ‘intangible cultural heritage’. This ‘Robot Māori Haka’ proposal raises questions about the nature of skill and the transmission of embodied knowledge; about the cognitive and affective experiences cultivated (...) in indigenous practices like haka; and about the role of robots in the archival aspirations of human societies. Reproducing haka, we suggest, requires more than copying physical actions; preserving the ‘intangible’ entails more than programming postures and movements. To make this case, we discuss the history of European responses to the haka, and analyse its diverse performance features in cultural context. Arguing that indigenous movement practices incorporate genuinely embodied knowledge, we claim that skilled performance of haka is deeply mindful, embodying and transmitting dynamic, culturally shared understandings of the natural and social world. The indigenous psychologies incorporated in haka performance are animated by a shared history integrated with its environment. Examining haka performance through the lens of 4E cognitive skill theory for mutual benefit, we discuss the effects of synchrony in collective action, the social and environmental scaffolding of affect and emotion, and the multilayered relations between past and present. Culturally-embedded systems of skilled movement like the Māori haka may, we suggest, constitute specific ways of thinking and feeling. (shrink)

Exosomatic memory is a crucial phase in the evolution of humanity because it enables learning to take place across groups and generations rather than exclusively through lived experience or one on one transmission. Exosomatic memory is the attribution of knowledge to objects, such as art or writing, which allows epistemology to be transmitted beyond the individual to subsequent generations of people. Exosomatic memory is the key to the transmission of culture and knowledge, beyond the individual who learns exclusively from personal (...) experience. This places technologies such as writing and art in a key position for the education of culture and knowledge. Stiegler develops these ideas, following Martin Heidegger, Leroi-Gourhan and Derrida from the Palaeolithic to the contemporary.Maori use of natural objects as exosomatic transmission of intergenerational learning exceeds the technological enframing of modernity outlined by Heidegger. For indigenous peoples, exosomatic memory is cultural, technological and ecological.Stiegler argues that the impact of cybernetics on knowledge production is accelerating the technological enframing of knowledge (2018). Consequently, information technologies are leaving the human mind behind, in passive receptivity rather than dynamic creativity. The prefrontal cortex is slower than the internet, exacerbating a widening lag in active understanding, in favour of passive absorption. Alienation and epistemological entropy are trapping us in climate change and the anthropocentric Capitalocene. Maori insight may cut the Gordian knot and sidestep the alienation and determinism of technological modernity. (shrink)

Post‐Marxist critical sociology of education has influenced the development of indigenous (‘kaupapa’) Maori educational theory and research. Its effects are examined in four claims made for Maori education by indigenous theorists. The claims are: indigenous kaupapa Maori education is a revolutionary initiative; it is a cultural solution to Maori educational under‐achievement; it has reversed the decline of the Maori language; it provides a valid educational alternative for an ethnically and culturally distinctive population. The analysis suggests that the indigenous theory approach (...) is representative of the position‐taking strategy that characterises post‐Marxist critical sociology of education, concluding that claims made in kaupapa Maori voice discourse are not supported by the empirical evidence which indicates a more complex social reality. (shrink)

Where does the object or idea begin, and where does it end as ‘unseen’? There is scope in Maori philosophising to think of the seen object or its idea in various ways, including as materially constituting the self and the rest of the world; as incomplete for a mental representation; as constituted in itself by the unseen ; and as co-constitutional with nothingness and presence. The possibilities of the seen object are several, especially if the concept of ‘seen’ is understood (...) as immediately determined by its other. This paper considers the consequences of the seen and unseen and the illogical in Maori thought for ‘teach-learn’ and in particular for the translation of teach-learn as ‘ako’ in the Maori language. It also discusses some possibilities for the term ‘porangi’, which is often quoted in relation to ‘madness’ but has deeper metaphysical potential that combines the reality of gloom/unseen alongside a heady potential. I refer to this phenomenon as ‘giddying abjection’ and turn it towards unpicking the certainty that ako as teach-learn replicates. Porangi can refer to self-derision, and I take certain statements of mine and destabilise them from their certainty. In that act I hope to show that students and scholars could follow a similar path with their own statements and, in so doing, subject their own utterances to madness. (shrink)

In recent years, the trend in environmental ethics has been to criticize the traditional Western anthropocentric attitude toward nature. Many environmentalists have looked toward some of the views held by indigenous peoples in various parts of the world and argue that important ecological lessons can be learned by studying their beliefs and attitudes toward nature. The traditional Western viewpoint has been labeled as a form of shallow environmentalism, allowing few rights for anything other than human life. In contrast, indigenous peoples (...) are seen as respecting all things. Thus, the claim is made that the latter’secological views are deeper than those of Western views. John Locke is often placed at the center of this tradition that is associated with indifference to the environment. Yet, a comparison of the fundamental beliefs that drive the environmental ethics of the Maori people with those of John Locke reveals surprising similaries. It may well be the case that any adoption by the West of another culture’s view would be too difficult given that there are so many foundational beliefs that are alien to the West, but which are nevertheless required to drive such an ethic. Nevertheless, if we can find similarities between various views, such as those of the Maori and Locke, we may have a greater appreciation of one another’s beliefs and hence less reluctance to adopt them if they will benefit the environment. Our efforts could then perhaps be directed toward putting environmental ethics into practice rather than fighting over which doctrine is the correct one. (shrink)

This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori‐medium Science) education, (...) for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori‐medium students is the goal? A pathway towards further research and development in this area is suggested. (shrink)

This article explores what it can mean to navigate notions of productive idiocy with aspects of mātauranga Māori (Māori knowledge), through some recent art-as-activism practices of the author, Aotearoa/New Zealand artist Mark Harvey. The works explicated include Waitākere Drag and Auau in the Te Wao Nui ā Tiriwa forest ranges and Productive Promises, which was part of TEZA (Trans Economic Zone of Aotearoa) in Ōtautahi/Christchurch. Avital Ronell’s Nietzschean-influenced perspectives on idiocy are drawn from in relation to Western and Māori perspectives, (...) along with Roger Sansi’s work on idiocy as dissent. From this aggregation of epistemologies, it is proposed that idiocy can be productive through art as activism and that this can align with Indigenous Māori perspectives on playing the fool as a form of resistance and refusal. Examples of Māori concepts engaged with here include perspectives on relationship building, human relationships with forests and the environment, and sovereignty under Te Tiriti o Waitangi (The Treaty of Waitangi). These art-activism projects promised micro-attempts at making positive changes for the communities in which they were situated through performatively generated actions from a Māori perspective within the shroud of ongoing colonization and capitalism. (shrink)

‘The Gift’ is the English title of a small book first published in French in 1925 by sociologist Marcel Mauss, which catalyzed an ongoing debate linked to a wide range of scholarship. Mauss’s gift theory included the Māori example of the ‘hau of the gift’ which Mauss explained as a spiritual force, seeking to return to its original owner or place of origin. This article brings a critical Māori perspective to Mauss’ notion of the hau of the gift, in an (...) indigenous philosophical response to Eurocentric social science that combines critical discourse analysis with Kaupapa Māori theory and principles of research. The paper introduces Mauss’ arguments about gifting, and the role of hau in those arguments, before turning to a close examination of the concept of ‘hau’ as presented in the original Māori letters, the primary data used by Elsdon Best to write his anthropological articles, from which Mauss developed his ideas about hau. These letters, which sparked the whole debate, are material artefacts of the cross-cultural educational relationship between Tamati Ranapiri as teacher, and Elsdon Best as student. Common-sense Māori readings of Ranapiri find no mystery in what he wrote about hau, but reinforce the significance of his correspondence, from the perspective of Kaupapa Māori versions of the history of Māori education. (shrink)

This paper comments on the process of re-development of the Maori-medium Science (Pūtaiao) curriculum, as part of overall curriculum development in Aotearoa New Zealand. A significant difference from the English Science curriculum was the addition of an ‘extra strand’ covering the history and philosophy of science. It is recommended that this strand be taught by means of narratives (i.e. using ‘narrative pedagogy’) in order to avoid a superficial didacticism that succumbs to the traditional notion of science curriculum content as ‘merely (...) factual’ in nature. An argument is presented for the ethical necessity of including this extra material in Māori science education. (shrink)

The experience of researching as a Māori student within academia will often raise questions about how and whether the student’s research privileges Māori world views and articulates culturally specific epistemologies. This study offers some theorising, from the perspectives of a Maori doctoral student and her Maori supervisor, on the metaphysical nature of research for Maori. It emphasises that there is a space for speculative, creative and responsive thinking as a central method in the student’s doctoral research and describes how access (...) to free thinking has been only partly recognised in currently dominant methods of research. We describe this approach as ‘whakaaro’, and note its relationship to language itself, to the researcher and the interviewee, and in particular to the researcher’s intuitive and largely unknowable response to what an interviewee utters. In that act, the student envisages that she will expansively hint at the deep expression of the profoundly mysterious. Here, our thinking resonates with various Western and indigenous writings about research and adumbrates the potential of the whakaaro method without foreclosing against its various permutations. (shrink)

The _Dictionary of World Philosophy_ covers the diverse and challenging terminology, concepts, schools and traditions of the vast field of world philosophy. Providing an extremely comprehensive resource and an essential point of reference in a complex and expanding field of study the _Dictionary_ covers all major subfields of the discipline. Key features: * Cross-references are used to highlight interconnections and the cross-cultural diffusion and adaptation of terms which has taken place over time * The user is led from specific terms (...) to master entries which provide valuable historical and cultural context * Each master entry is followed by at least two suggestions for further reading on the subject, creating a substantial bibliography of world philosophy * References extend beyond philosophy to related areas such as cognitive science, computer science, language and physics Subdisciplines covered include:* aesthetics * ethics * sociopolitical philosophy * the philosophy of law * epistemology * logic * the philosophy of science * the philosophy of mind * the philosophy of culture and history * metaphysics * the philosophy of religion Entries are drawn from West Africa, Arabic, Chinese, Indian, Japanese, Jewish, Korean, Latin American, Maori and Native American philosophy including the important and so far largely neglected instance of Pre-Hispanic thought: Nahua philosophy. (shrink)

(2000). The Boundaries of Belief: territories of encounter between indigenous peoples and Western philosophies. Educational Philosophy and Theory: Vol. 32, No. 1, pp. 15-24.

This sequel to Exploring Maori Values develops the idea that humans can and need to become 'people of the land' in the Maori sense, developing a harmonious interdependence with the environment in which we live rather than continuing to dominate it. Although arising out of Maori concepts, this is a model for human life which is available to any culture.

Is Reason a Neutral Tool in Comparative Philosophy? In his answer to the symposium’s question, Jonardon Ganeri develops a »Manifesto for [a] Re:emergent Philosophy.« Tracking changes in the understanding of ›comparative philosophy,‹ he sketches how today’s world of academic philosophy seems to be set to enter an »age of re:emergence« in which world philosophies will be studied through modes of global participation. In their responses, the symposium’s discussants tease out implications of this Manifesto for different issues: While Mustafa Abu Sway (...) suggests that comparative philosophy be understood as an intra-philosophical dialogue, whose aim depends on its participants, Paul Boghossian questions whether there can be conflicting, yet equally valid, ways of arriving at justified beliefs about the world. For her part, Georgina Stewart draws out the similarities between Ganeri’s understanding of comparative philosophy and the ethical stance involved in studying Maori science. In his Reply, Ganeri fleshes out his understanding of a pluralistic realism. Only an epistemic culture, which is open to a plurality of epistemic stances, he contends, can propel polycentric modes of knowledge production. (shrink)

The Dictionary of World Philosophy covers the diverse and challenging terminology, concepts, schools and traditions of the vast field of world philosophy. Providing an extremely comprehensive resource and an essential point of reference in a complex and expanding field of study the Dictionary covers all major subfields of the discipline. Key features: * Cross-references are used to highlight interconnections and the cross-cultural diffusion and adaptation of terms which has taken place over time * The user is led from specific terms (...) to master entries which provide valuable historical and cultural context * Each master entry is followed by at least two suggestions for further reading on the subject, creating a substantial bibliography of world philosophy * References extend beyond philosophy to related areas such as cognitive science, computer science, language and physics Subdisciplines covered include: * aesthetics * ethics * sociopolitical philosophy * the philosophy of law * epistemology * logic * the philosophy of science * the philosophy of mind * the philosophy of culture and history * metaphysics * the philosophy of religion Entries are drawn from West Africa, Arabic, Chinese, Indian, Japanese, Jewish, Korean, Latin American, Maori and Native American philosophy including the important and so far largely neglected instance of Pre-Hispanic thought: Nahua philosophy. (shrink)

Offering a teaching guide for instructors looking to broaden their view of philosophy, diversify their teaching, or discover a new way of thinking about our place in the world, this book explores how Anglo-American, Chinese, Indian, African, Islamic, and Maori thinkers have all addressed fundamental questions in philosophy. Featuring teaching notes, discussion questions, and a list of further reading, this is a book packed with the background, guidance, and tools required to teach different philosophies.

This interdisciplinary volume connects the philosophy of history to moral philosophy with a unique focus on time. Taking in a range of intellectual traditions, cultural, and geographical contexts, the volume provides a rich tapestry of approaches to time, morality, culture, and history. -/- By extending the philosophical discussion on the ethical importance of temporality, the editors disentangle some of the disciplinary tensions between analytical and hermeneutic philosophy of history, cultural theory, meta-ethical theory, and normative ethics. The ethical and existential character (...) of temporality reveals itself within a collection that resists the methodological underpinnings of any one philosophical school. The book's distinctive cross-cultural approach ensures a wide range of perspectives with contributions on life and death in Japanese philosophy, ethics and time in Maori philosophy, non-traditional temporalities and philosophical anthropology, as well as global approaches to ethics. -/- These new directions of study highlight the importance of the ethical in the temporal, inviting further points of departure in this burgeoning field. (shrink)

What is sovereignty? Was it ceded to the Crown in the Treaty of Waitangi? If land was unjustly confiscated over a century ago, should it be returned? Is an ecosystem valuable in itself, or only because of its value to people? Does a property right entail a right to destroy? Can collectives (such as tribes) bear moral responsibility? Do they have moral rights? If so, what are the implications for the justice system? These questions are essentially philosophical, yet all thoughtful (...) New Zealanders will be keen to see them discussed clearly, rigorously, and dispassionately. This book gathers together essays by eminent philosophers on some of these problems. All of them are New Zealanders or have connections with this region. The problems which this book addresses on aspects of justice and ethics are of concern to all New Zealanders. Students of law, Maori studies, philosophy, politics, and history will find it particularly helpful. (shrink)

The global pandemic needs to mark a turning point for the peoples of Aotearoa New Zealand. How can we make sure that our culturally diverse nation charts an equitable and sustainable path through and beyond this new world? In a less affluent future, how can we ensure that all New Zealanders have fair access to opportunities? One challenge is to preserve the sense of common purpose so critical to protecting each other in the face of Covid-19. How can we centre (...) what we have learnt about resilience within Māori and wider Pacific communities in our reforms? How can public understanding of Covid-19 science create a platform for the future social valuing of expertise? How can we ensure that the impact of Covid-19 in New Zealand results in a more sustainable, and inclusive workforce–for instance by expanding our perceptions of the value of our workers through promoting digital inclusion? To meet these challenges, we must reimagine our existing traditions of thought, breathing new life into perennial concepts and debates. Our paper indicates some of the ways that Philosophy is central to this collective reimagining, highlighting solutions to be found across our rich philosophical traditions. (shrink)

Indigenous understandings of consciousness represent an important inspiration for scientific discussions about the nature of consciousness. Despite the fact that Indigenous concepts are not outputs of a research driven by rigorous, scientific methods, they are of high significance, because they have been formed by hundreds of years of specific routes of cultural evolution. The evolution of Indigenous cultures proceeded in their native habitat. The meanings that emerged in this process represent adaptive solutions that were optimal in the given environmental and (...) social milieu. We argue that it would not be appropriate to handle these meanings as something that science considers to be wrong, or outdated relics of the human past. In contrast, Indigenous concepts and their meanings may be considered to be an important heritage of native human populations, but moreover, they are also an interesting material for analyses and inspiration for recent scientific debates. Furthermore, it is also necessary to mention another reason why the exploration of Indigenous concepts has been so topical recently. Thus far, much psychological theoretical development has been published in English as a result of research conducted in Western countries. The dominance of English and the superiority of research conducted by researchers from Western countries may be considered as a kind of barrier toward other ways of knowing. We argue that the traditional cultural knowledge coming from Indigenous societies may offer an interesting source of new thought for science. The weakening of the strong dependence of science on well-established academic circles dominated by Western theoretical perspectives may be beneficial for stimulating its further development (Sidik, 2022). Therefore, this special symposium of the Journal of Consciousness Studies aims to open the doors for other ways of knowing, For the knowing that emerged in native Indigenous cultures. We argue that the rich cultural heritage of these societies may stimulate the emergence of new analytical perspectives for scientific theorising about the nature of consciousness. For all these reasons, the Indigenous concepts of consciousness captured our interest, and we decided to start investigating them. In 2020 and 2021, we retrieved and analysed pieces of information from past ethnographical field evidence gathered in various Indigenous cultures. After removal of data about the cultures showing a high acceptance of influences from external religious traditions (e.g. Christianity, Islam or Buddhism), a comparative analysis of data from 55 Indigenous groups was conducted and published in the Journal of Consciousness Studies (Trnka and Lorencova, 2022). This primary project revealed many interesting results, but more importantly, it also showed many unexplored avenues that called for further exploration. This special symposium of the Journal of Consciousness Studies is a continuation and new development of research on the Indigenous understanding of consciousness. Past ethnographical evidence involved some valuable pieces of knowledge about Indigenous concepts of consciousness, but the relevant information was often fragmentary or even totally missing in some cases. Moreover, many authors of past ethnographic records applied a strong etic approach that clouded the understanding of native Indigenous thoughts. Therefore, the main goal of the recent symposium was to broaden the overall information basis for the analysis of Indigenous concepts of consciousness or closely related phenomena. In other words, the symposium aimed to bring more detailed knowledge of Indigenous concepts of consciousness, mind and body and their relations in various groups of Indigenous people. In 2022, we contacted potential contributors and were pleased by their positive reactions, which reflected the topicality of this research focus. The authors were asked to draft their papers with a special focus on (a) a cultural Indigenous understanding of the concept of consciousness, (b) a cultural Indigenous understanding of the mind-body differentiation (or consciousness-body differentiation) and (c) cultural metaphors and cultural beliefs related to consciousness, mind and body. Many of contributors were native members of Indigenous cultures that made the descriptions of Indigenous concepts more accurate and reliable. This enabled many truly emic, in-depth insights into the Indigenous concepts of consciousness and related phenomena to be gained. As a result, this issue of the Journal of Consciousness Studies introduces eight papers, each focused on a different geographical region/Indigenous groups: Nahua and Maya (Mexico), Guna (Panama), Mapuche (Chile), Maori (New Zealand), Telingit (Altai), Mongolian groups, Igbo (Nigeria) and Asabano (New Guinea). These papers are followed by one more general paper discussing magical consciousness on the case of an Aboriginal wise man (Australia). The symposium closes with our concluding editorial essay, which generalises the findings and introduces three theoretical models of understandings of consciousness inspired by the analysis of Indigenous concepts of consciousness. Aside from the importance for basic research, the exploration of Indigenous concepts of consciousness is also very important for informing practitioners from many applied spheres. Many current methods for treating addictions, traumatic life events, professional burnout and other mental health problems use features of Indigenous healing practices. A proper understanding of meanings related to mind, body and consciousness are quite important for Western psychotherapists to adapt the Indigenous practices to particular Western cultural milieus. Furthermore, a proper understanding of meanings related to mind, body, and consciousness is also important for treating ethnic, linguistic and culturally diverse populations (APA, 1990). For therapists, psychologists and physicians, understanding the meanings of these concepts may promote their own better care of their clients from various Indigenous ethnic groups. Last but not least, Indigenous concepts, meanings and languages are closely related to the continuation of the heritage of Indigenous people (United Nations, 2016). The world’s Indigenous languages have recently been under threat of disappearing; many Indigenous languages are endangered globally, and the rate of loss is high (United Nations, 2016). Importantly, recent research has also shown that the retention of Indigenous languages may be protective for the psychological and physical health of their speakers. All these areas represent fields for potential use of the findings presented in this symposium of the Journal of Consciousness Studies. As a concluding note, the editors of this symposium hope that this collection of papers will inspire academic scholars while also providing important information for practitioners from various spheres. (shrink)

In this memoir I track the people, events and influences which have had a bearing on my ability to work alongside Māori and Pacific students and academics. From a childhood in rural Aotearoa New Zealand, through sporadic and prolonged university studies, to teaching in Schools of Education at the University of Waikato and Auckland University of Technology, I have always been fascinated by the possibilities of thinking differently. This underpins my experience in supervising and supporting Māori and Pasifika academics, at (...) the post graduate level and as early career researchers. (shrink)

Taniwha are powerful water creatures in te ao Māori (the Māori world/worldview). Taniwha sometimes affect public works in Aotearoa New Zealand: for example, consultation between government agencies and tangata whenua (the people of the land) about proposed roading developments sometimes results in the route being moved to avoid the dwelling place of a taniwha. Mainstream media responses have tended to be hostile or mocking, as you might expect, since on the face of it the dominant western scientific worldview has no (...) place for beings like taniwha. However, in the 2020s, there appears to be an increased willingness to engage with te ao Māori. In this spirit, this paper proposes a way for non-Māori to begin to take taniwha more seriously, taking as its starting point the work of Dan Hikuroa on the practical usefulness of taniwha pūrākau (traditional narratives) in encoding information about natural hazards. The focus of this paper is narrow, but aspects of the strategy it proposes may be generalisable both to other aspects of te ao Māori and to other bicultural and multicultural contexts. (shrink)

In Maori thought, the possibility exists for a sort of lateral thinking that does not necessarily directly respond to another’s utterance or opinion but that considers some of the creative and arbitrary themes that arise. In this article, I employ this counter-colonial speculation, keeping in mind a Maori worldview whilst thinking in the wake of Elizabeth Rata’s “Ethnic Ideologies in New Zealand Education: What’s Wrong with Kaupapa Maori?” The speculative powers that Maori have at our disposal here have undoubtedly been (...) employed in a number of ways throughout Maori history; here, I use them in a way that does not directly respond to a prompt. Although Rata’s true aim is to critique kaupapa Maori, she inadvertently brings my attention to a particular characteristic of her writing—the suffix -ism. The fact that it saturates her writing in this article leads me to consider the broader issues associated with instrumentalist language, and the impact of the -ism on a Maori relationship with things in the world. It emerges that, although Rata may be controversial for Maori in her views, her writing is useful for some unintended reasons, as it prompts some thinking around the appropriateness of the -ism for Maori. (shrink)

It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices (...) of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori. (shrink)

Homi Bhabha's idea of hybridity is one of postcolonialism's most keenly debated — and most widely misunderstood — concepts. My article provides some elucidation in the increasingly reductive debates over hybridity in postcolonial studies, suggesting that what is commonly overlooked in these debates is hybridity's complex relationship to temporality. I suggest that this relationship is not given the credit it deserves often enough, resulting in skewed discussions of hybridity as simply (and mistakenly) another form of syncretism. In focusing on the (...) `time of hybridity' in the context of a bicultural politics in Aotearoa/New Zealand, I draw renewed attention to hybridity's investment in temporality as that which both enables a postcolonial politics and shifts these politics into the realm of (Levinasian) ethics, creating an as yet largely unexplored phenomenon which Leela Gandhi has referred to, in a fortuitous phrase, as an `ethics of hybridity'. Key Words: biculturalism • ethics • hybridity • Maori • politics • postcolonial • temporality. (shrink)

Background: Persistent healthcare emphasis on universal moral philosophy has not advantaged indigenous and marginalised groups. Centralising cultural components of care is vital to provide ethical healthcare services to indigenous people and cultural minorities internationally. Woods’ theoretical explication of how nurses can integrate cultural safety into a socioethical approach signposts ethical practice that reflects culturally congruent relational care and systemic critique. Aim: To demonstrate the empirical utility of Woods’ ethical elements of cultural safety within a socioethical model, through analysis of indigenous (...) nurses’ practice realities in Aotearoa New Zealand. Research design: The study used a qualitative indigenous narrative inquiry. Participants and research context: Participants were recruited nationally. Twelve Māori registered nurses and nurse practitioners were interviewed. All participants provided direct care in either primary or secondary health services. Ethical considerations: Research approval was gained from the Human Ethics Committee of the lead author’s tertiary institution. Participation was voluntary, and written informed consent was obtained. Findings: Analysis highlighted the following: (1) cultural needs, which for Māori were integral to care, were easily subsumed by clinical care being prioritised; (2) ethical care by non-indigenous nurses requires critical reflection about broader equity issues that impact Māori disengagement from healthcare; (3) retention of indigenous nurses was seen as essential because their advocacy and the cultural ‘fit’ for Māori contributed to positive healthcare outcomes; and (4) committed leadership ensured culturally safe care was not eroded through workplace efficiencies. Discussion: The data provide rich representation of Woods’ model. The data indicate that nurses must engage reflexively with a relational ethic of care and social justice dimensions in order to deliver culturally safe care. Conclusion: Woods’ model provides a critical lens for nurses to examine their relational practice and systemic factors that enhance or detract from culturally safe care when caring for members of any indigenous group. (shrink)

In Maori tradition, all creatures are naturally sacred or tapu, and cannot be used without ritual removal of the tapu, a symbolic acknowledgment of the mana of the gods concerned. Although there is a religious dimension to tapu, it is also the natural state of all creatures, reflecting the idea that they have intrinsic worth. The theist aspect of tapu can be bypassed: tapu is the mana of the atua or gods, whocan be seen as personifications of or indeed identical (...) with areas of the natural world. In this way, the mana of the gods is seen as the mana of nature itself, and respect for the tapu of a creature turns out quite like the familiar idea of respect for its intrinsic value or its ecological value. We might conclude that the environmental mana of the human species is currently negative, and this conclusion in turn might persuade us to change our ways. (shrink)