The Shape of Dialogue

Save Our Schools Reporthttps://www.nzinitiative.org.nz/reports-and-media/reports/save-our-schools-solutions-for-new-zealands-education-crisis/document/797Dr Michael Johnston is a Senior Fellow at the New Zealand Initiative. He leads the workstream on education.Prior to his time at the Initiative, Dr Johnston held academic positions at Victoria University of Wellington from 2011-2022. From 2020 until 2022 he was the Associate Dean (Academic) in the University's Faculty of Education.Prior to his time at Victoria, Dr Johnston was the Senior Statistician at the New Zealand Qualifications Authority, a position he held for 6 years. Before that, he was a lecturer in psychology at the University Melbourne and a Research Fellow at Latrobe University.Dr Johnston holds a PhD in Cognitive Psychology from the University of Melbourne.https://www.nzinitiative.org.nz/about-us/our-people/dr-michael-johnston/

Jewher Ilhamhttps://www.allstaticandnoise.com/Twitter https://twitter.com/jewherilhamJewher Ilham: A Uyghur's Fight to Free Her Father (Broken Silence)https://www.amazon.com/Jewher-Ilham-Uyghurs-Father-Silence/dp/1608011054Ilham Tohti : http://www.ilhamtohti.com/Uyghur Forced Labor Checkerhttps://chrome.google.com/webstore/detail/uyghur-forced-labor-check/ejodaepockllkcloibcchpjnfoopincpUyghur Forced Labor Prevention Acthttps://www.cbp.gov/trade/forced-labor/UFLPAChina: UN experts deeply concerned by alleged detention, forced labour of Uyghurshttps://www.ohchr.org/en/press-releases/2021/03/china-un-experts-deeply-concerned-alleged-detention-forced-labour-uyghursChina: 83 major brands implicated in report on forced labour https://www.business-humanrights.org/en/latest-news/china-83-major-brands-implicated-in-report-on-forced-labour-of-ethnic-minorities-from-xinjiang-assigned-to-factories-across-provinces-includes-company-responses/

Director David Novack talks about All Static & Noise, his documentary on the Uyghur genocide in western China.www.allstaticandnoise.comwww.facebook.com/profile.php?id=100088787521406https://www.instagram.com/allstaticandnoise/https://twitter.com/allstatic_noisehttps://www.odessafilms.com/our-films.htmlhttps://www.odessafilms.com/david-novack.htmlhttps://www.ohchr.org/en/press-releases/2021/03/china-un-experts-deeply-concerned-alleged-detention-forced-labour-uyghurshttps://www.cbp.gov/trade/forced-labor/UFLPAhttps://www.workersrights.org/https://www.business-humanrights.org/en/latest-news/china-83-major-brands-implicated-in-report-on-forced-labour-of-ethnic-minorities-from-xinjiang-assigned-to-factories-across-provinces-includes-company-responses/

Connect with Lawrence at https://lawrencemkrauss.com/ Get Lawrence's book at: https://www.amazon.com/Edge-Knowledge... Get exclusive bonus content at https://lawrencekrauss.substack.com/Twitter: https: //twitter.com/LKrauss1?s=20Lawrence Krauss explores the unanswered questions at the forefront of science today and likely for the coming century and beyond.Internationally known theoretical physicist and bestselling author Lawrence Krauss explores science's greatest unanswered questions.Three of the most important words in science are "I don't know." Not knowing implies a Universe of opportunities—the possibility of discovery and surprise. Our understanding of science has advanced immeasurably over the last five hundred years, yet many fundamental mysteries still persist. How did our Universe begin? How big is the Universe? Is time travel possible? What's at the centre of a black hole? How did life on Earth arise? Are we alone? What is consciousness, and can we create it?These mysteries define the edge of science - the threshold of the unknown. Exploring these known unknowns is to gain a deeper understanding of just how far science has progressed. Covering time, space, matter, life, and consciousness, Krauss introduces readers to topics that will shape the state of science for the next century, providing us all a passport for our own journeys of discovery and exploration.

Alex Lee, co-founder and director of the Doc Edge International Documentary Film Festival, talks about the worldwide banning of Meg Smaker's feature-length documentary, "The Unredacted (Jihad Rehab)". The film follows a group of men trained by al-Qaeda who are transferred from Guantanamo and sent to the world's first rehabilitation centre for "terrorists" in Saudi Arabia. Alex talks about why New Zealand's Doc Edge was the only film festival in the world to show The Unredacted after Sundance Film Festival removed the film from its lineup and apologised for showing it because a small group of activists campaigned against the film.Tickets for Auckland screening - 26 April 2023, 6.30 PM, Sky City Theatrehttps://docedge.nz/festival/films/the-unredacted-2023/Please help Meg to get her film shown by donating here..........gofundme.com/f/the-unredacted-jihad-rehab https://jihadrehab.com/Sam Harris Podcast - A Tale of Cancellation: A Conversation with Meg Smaker - https://youtu.be/rec9wVWa1IATwitter: @Meighon

Professor Mike Berridge completed a doctoral degree in cell biology at the University of Auckland in 1971 exploring the mechanism of action of plant growth hormones. Following postdoctoral research in developmental molecular biology at Purdue University, USA, and experience as a staff scientist at National Institute for Medical Research, Mill Hill, UK, he returned to Wellington in 1976 as the second Malaghan Research Fellow where he established the Cancer Cell & Molecular Biology Research Group and was a founding scientist of the Wellington Cancer & Medical Research Institute, later renamed the Malaghan Institute of Medical Research in recognition of major personal support by Len and Anne Malaghan.Prof Berridge received a James Cook Fellowship in the health sciences in 2003 and was awarded the Health Research Council Liley Medal for outstanding research on cellular metabolism in 2016. In the same year he was a semi-finalist in the KiwiBank New Zealander of the Year Awards.Prof Berridge's current research interests include cancer cell energy metabolism and mitochondrial gene transfer between cells in human disease. As a science communicator, he recently published “The Edge of Life” (2015), and “Sugar, Rum and Tobacco: Taxes and Public Health in New Zealand” with Lisa Marriott in 2017. In 2023 Mike received a Doctor of Science from Victoria University of Wellington for his lifetime achievements in science.https://www.wgtn.ac.nz/news/2022/09/professor-michael-berridgehttps://www.malaghan.org.nz/our-expertise/our-people/science-leadership/professor-mike-berridge/https://www.malaghan.org.nz/news-and-reports/news/professor-mike-berridge-a-journey-through-the-frontiers-of-the-biological-sciences/

Steven Pinker is an experimental psychologist who conducts research in visual cognition, psycholinguistics, and social relations. He grew up in Montreal and earned his BA from McGill and his PhD from Harvard. Currently Johnstone Professor of Psychology at Harvard, he has also taught at Stanford and MIT. He has won numerous prizes for his research, his teaching, and his books, including The Language Instinct, How the Mind Works, The Blank Slate, The Better Angels of Our Nature, The Sense of Style, and Enlightenment Now. He is an elected member of the National Academy of Sciences, a two-time Pulitzer Prize finalist, a Humanist of the Year, a recipient of nine honorary doctorates, and one of Foreign Policy's “World's Top 100 Public Intellectuals” and Time's “100 Most Influential People in the World Today.” He was Chair of the Usage Panel of the American Heritage Dictionary, and writes frequently for the New York Times, the Guardian, and other publications. His twelfth book, published in 2021, is called Rationality: What It Is, Why It Seems Scarce, Why It Matters.https://stevenpinker.com/Works mentioned in the podcastMetaphors we live by - George Lakoff and Mark Johnsonhttps://press.uchicago.edu/ucp/books/book/chicago/M/bo3637992.htmlThe Architecture of Complexity — Herbert Simon on Watchmaking, Hierarchies, and Decomposable Systemshttps://athenarium.com/the-architecture-of-complexity-herbert-simon/Alexander Luriahttps://en.wikipedia.org/wiki/Alexander_Luria#Main_areas_of_researchMusic - Bach: Mass in B MinorMonteverdi Choir & John Eliot Gardinerhttps://music.apple.com/nz/album/j-s-bach-mass-in-b-minor-bwv-232/1053521016

About Charles Royal - http://www.charles-royal.nz/ In 2021, 7 University of Auckland professors penned a letter to the editor in the Listener, titled In Defence of Science. The professors' were responding to a Government education report (link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom. The report states: ”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)." The report also states: "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies." The professors' were concerned by "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state encourages a mistrust of science, in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Islanders. Their letter stated: "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science". The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive, see links NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://www.youtube.com/redirect?event=video_description&redir_token=QUFFLUhqbEtvODJVRnBHYlpjZlRnTE10bDFvRFRXbUJ5UXxBQ3Jtc0tsQmZncXZOTGpaQkhfdkNPd3FNQkZvRmhlTzJ2cGp6dkxPd2pIcFF3LTZsNXJEeThoSU1vVGp3RXZrYmo0ZzVLM0FKQ2U5ZUJFVVVDZTl0UVg3R3JWX0xrTDZNVWZsQ1ZFZzFFZHRFdWRYa0lxLXptSQ&q=https%3A%2F%2Ftinyurl.com%2F2p8v2h9s (https://tinyurl.com/2p8v2h9s) RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy https://www.youtube.com/redirect?event=video_description&redir_token=QUFFLUhqbXhRX3ZaWVU4bzlycHpuUHpQemtvdVlhMHRrQXxBQ3Jtc0treUhPb3ptTjFVZGk0TGZFNTY1NWFLWmtsRGNKWUIzQ0dYaG8wNWE0aFBoU3hoOWNncXZBbDJwLUZ5V3BUWFhvVnVvcW9lOXBhNENqbGt1d3kyenJJUUhxTTFSRGFXWGVraVlVeTA3RmxKQ3ZoTGJNVQ&q=https%3A%2F%2Ftinyurl.com%2F2ybvk3ja (https://tinyurl.com/2ybvk3ja) Research Professional News - Public letter from academics sparks Māori science row https://www.youtube.com/redirect?event=video_description&redir_token=QUFFLUhqa3VHSDlsdDNNN0NlT3ZXbjhlU0VWNUI0Yk8wUXxBQ3Jtc0trcjBKRktWcGhXYzRfR0pqeWhOLURnZnpqN0V4SWE5YjZ0WmhOVW5tZlBsX19iYkhQanhjQmpGbHlwTUtLSmswQUQwMHJoS205WURLZlljZzRHQXVnRXF0N3FmVmN3X3BqdkRpZ01tcjBhYnYtU2NhSQ&q=https%3A%2F%2Ftinyurl.com%2F3juc66yc (https://tinyurl.com/3juc66yc) An open letter in response to the professors' letter by Hendy and Wiles, "An open response to In defence of science" co-signed by 2000 people....

Professor Anthony Poole School of Biological Sciences University of Auckland https://profiles.auckland.ac.nz/appo310 (https://profiles.auckland.ac.nz/appo310) Professor Poole's Articles https://theconversation.com/japans-path-to-becoming-a-leader-in-western-science-an-asian-perspective-on-science-and-other-forms-of-knowledge-179191 (Japan's path to becoming a leader in Western science: an Asian perspective on science and other forms of knowledge (short version)) https://openinquiry.nz/2022/03/26/japans-path-to-becoming-leaders-in-western-science-an-asian-perspective-on-science-and-other-forms-of-knowledge/ (Japan's path to becoming leaders in ‘Western' science: an Asian perspective on science and other forms of knowledge (long version)) Ministry of Education's curriculum article  https://ncea.education.govt.nz/science/chemistry-and-biology?view=learning (What is Chemistry and Biology about?) In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled "In Defence of Science". The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom. The report states: ”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)." The report also states: "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies." The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students. Their letter stated that: "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science". The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles… NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://tinyurl.com/2p8v2h9s (https://tinyurl.com/2p8v2h9s) RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy https://tinyurl.com/2ybvk3ja (https://tinyurl.com/2ybvk3ja) Research Professional News - Public letter from academics sparks Māori science row https://tinyurl.com/3juc66yc (https://tinyurl.com/3juc66yc) An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by

Professor Paul Kilmartin - https://unidirectory.auckland.ac.nz/profile/p-kilmartin (https://unidirectory.auckland.ac.nz/profile/p-kilmartin) In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled "In Defence of Science". The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom. The report states: ”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)." The report also states: "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies." The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students. Their letter stated that: "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science". The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles… NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://tinyurl.com/2p8v2h9s (https://tinyurl.com/2p8v2h9s) RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy https://tinyurl.com/2ybvk3ja (https://tinyurl.com/2ybvk3ja) Research Professional News - Public letter from academics sparks Māori science row https://tinyurl.com/3juc66yc (https://tinyurl.com/3juc66yc) An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people. https://tinyurl.com/2p8m65xn (https://tinyurl.com/2p8m65xn) Sadly, professor Corballis is no longer with us. He was diagnosed with lymphoma in October. The same month the Royal Society announced a breach of conduct inquisition into professor Corballis and two of his co-authors, professors Nola and Cooper, all fellows of the august institution. The Society launched the inquisition having publicly criticised the professors for their letter. Furthermore, the Society initially included two inquisition panellists who had previously signed the Hendy/Wiles open letter against the professors, and all five complainants who sparked the inquisition were anonymous. The Royal Society's stated role is to "advance and promote research and scholarly activity, the

Professor Krauss - https://www.lawrencemkrauss.com/ In 2021, seven University of Auckland professors published a letter titled In Defence of Science. The professors' were responding to a Government education report (link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom. The report states: ”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)." The report also states: "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies." The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students. Their letter stated that: "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science". The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles… NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://tinyurl.com/2p8v2h9s RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy https://tinyurl.com/2ybvk3ja Research Professional News - Public letter from academics sparks Māori science row https://tinyurl.com/3juc66yc An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people. https://tinyurl.com/2p8m65xn Sadly, professor Corballis is no longer with us, having been diagnosed with cancer in October. The same month the Royal Society announced a breach of conduct inquiry into Corballis and two of his co-authors, Nola and Cooper, all fellows of the Society. The Society had publicly criticised the professors for the letter. Furthermore, it initially included two panellists who had signed the Hendy/Wiles letter against the professors, and all five complainants who sparked the inquiry were anonymous. The Royal Society's role is to "advance and promote research and scholarly activity, the pursuit of knowledge". However, the Society seems blind to their lack of impartiality and due process and to the irony of prosecuting some of New Zealand's most preeminent scholars for academic expression well within the limits of their professional, legal and ethical obligations. After pressure from renowned international scientists such as Richard Dawkins, Steven Pinker and Jerry...

This is part of an ongoing investigation into what is and isn't science and whether indigenous "ways of knowings" have a scientific basis. In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled In Defence of Science. The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom. The report states: ”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)." The report also states: "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies." The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students. Their letter stated that: "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science". The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles… NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://tinyurl.com/2p8v2h9s RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy https://tinyurl.com/2ybvk3ja Research Professional News - Public letter from academics sparks Māori science row https://tinyurl.com/3juc66yc An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people. https://tinyurl.com/2p8m65xn Sadly, professor Corballis is no longer with us. He was diagnosed with lymphoma in October. The same month the Royal Society announced a breach of conduct inquisition into professor Corballis and two of his co-authors, professors Nola and Cooper, all fellows of the august institution. The Society launched the inquisition having publicly criticised the professors for their letter. Furthermore, the Society initially included two inquisition panellists who had previously signed the Hendy/Wiles open letter against the professors, and all five complainants who sparked the inquisition were anonymous. The Royal Society's stated role is to "advance and promote research and scholarly activity, the pursuit of knowledge". However, the Society seems blind to their lack of...

Dr Daniel Hikuroa discusses Mātauranga Māori and its relationship to science and why he believes aspects of Mātauranga Māori should be included in the school science curriculum. About Dr Daniel Hikuroa - http://www.maramatanga.co.nz/person/dr-daniel-hikuroa (www.maramatanga.co.nz/person/dr-daniel-hikuroa) Context to this conversation...... A New Zealand Government education report (see link below) is recommending parity for Mātauranga Māori [traditional Māori knowledge] in the secondary school curriculum, and in particular, in the science classroom. The report states, "Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."  The report also states, "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."  The Government education report https://tinyurl.com/3yfry76h Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016

About Jerry Coyne - www.whyevolutionistrue.com/about/ Jerry's Why Evolution Is True blog - “Ways of knowing” - https://www.youtube.com/redirect?event=video_description&redir_token=QUFFLUhqa1h0MFIxell0X3VUTzN3MEFNT0hCN24zTnRBQXxBQ3Jtc0trMWR2aXJjUlZ1TloxY2F4Y1dSbWd1eFcxbTNyOW4xWXl2WURweUVmNzk3dm9oSmNLNmdoWkJuYndtN3V4OWMtdXJMV0ZwRFJJajl3S0hrZjZxa3FUTExTWW84S1FzRUFqLUFhd1lKaDRRWVRsX2lRZw&q=https%3A%2F%2Ftinyurl.com%2F3tmmx59d (https://tinyurl.com/3tmmx59d) Email Royal Society of New Zealand chief executive paul.atkins@royalsociety.org.nz ContextIn July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled In Defence of Science. The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori (traditional Māori knowledge) in the secondary school curriculum, and in particular, in the science classroom. The report states:  ”Our goal is to ensure parity for Mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)."  The report also states:  "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies."  The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state “encourages a mistrust of science”. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students.  Their letter stated:  "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science".  The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles…  Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://www.youtube.com/redirect?event=video_description&redir_token=QUFFLUhqbkZ6M1BHa0dJUFIzODR6NUwzTjJOU2xYMVNoUXxBQ3Jtc0tuMEU5YUFjV3Vua2M4WWJhTkliTW1HcE5XU0VWZngyTTJieEh3anVSbm9mb1JwS1M2UjgzQVJjYUNEaE43NmNweDV1RC1fX3Zyc1plTTAwaWVlYWlyRFFsWnVkZjMzRnQwZHE5d0YyQkx2bEh2WVNDQQ&q=https%3A%2F%2Ftinyurl.com%2F2p8v2h9s%C2%A0 (https://tinyurl.com/2p8v2h9s ) University academics' claim Mātauranga Māori 'not science' sparks controversy https://www.youtube.com/redirect?event=video_description&redir_token=QUFFLUhqbkxvWnhidjV6U0hTSzQ1M19oX19tZE54VzgyQXxBQ3Jtc0ttcU9lYWwtV0dXNEowbGtVdDJzMkhCV3dNUDJiYm1QSG5UQVdidmNpZmVCbGpqOV9oOWZrZHJPa29EM2R5NGdzVUlvZWdXMDY4X3RFNlZtWk1ia1kyaDI5THNhODltbTRwVDJIdTZrNnF4WDM1Yzdxbw&q=https%3A%2F%2Ftinyurl.com%2F2ybvk3ja%C2%A0...

In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled In Defence of Science. The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom. The report states: ”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)." The report also states: "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies." The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students. Their letter stated that: "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science". The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles… NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://tinyurl.com/2p8v2h9s (https://tinyurl.com/2p8v2h9s) RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy https://tinyurl.com/2ybvk3ja (https://tinyurl.com/2ybvk3ja) Research Professional News - Public letter from academics sparks Māori science row https://tinyurl.com/3juc66yc (https://tinyurl.com/3juc66yc) An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by 2000 people. https://tinyurl.com/2p8m65xn (https://tinyurl.com/2p8m65xn) Sadly, professor Corballis is no longer with us. He was diagnosed with lymphoma in October. The same month the Royal Society announced a breach of conduct inquisition into professor Corballis and two of his co-authors, professors Nola and Cooper, all fellows of the august institution. The Society launched the inquisition having publicly criticised the professors for their letter. Furthermore, the Society initially included two inquisition panellists who had previously signed the Hendy/Wiles open letter against the professors, and all five complainants who sparked the inquisition were anonymous. The Royal Society's stated role is to "advance and promote research and scholarly activity, the pursuit of knowledge". However, the Society seems blind to their lack of impartiality and due process and to the irony of prosecuting some of New...

Dr Erec Smith is an Associate Professor of Rhetoric at York College of Pennsylvania. Although he has eclectic scholarly interests, Dr Smith's primary focus is on the rhetorics of anti-racist activism, theory, and pedagogy. He is a co-founder of Free Black Thought, a website dedicated to highlighting viewpoint diversity within the black intelligentsia. Dr Smith is a Writing Fellow for Heterodox Academy, a Senior Fellow for the Foundation Against Intolerance and Racism and an advisor for Counterweight, an organization that advocates for classical liberal concepts of social justice. In his latest book, A Critique of Anti-racism in Rhetoric and Composition: The Semblance of Empowerment, Dr Smith addresses the detriments of anti-racist rhetoric and writing pedagogy based on current manifestations of social justice. Links....... Book https://www.amazon.com/Critique-Anti-racism-Rhetoric-Composition-Empowerment/dp/1498590403 (A Critique of Anti-racism in Rhetoric and Composition: The Semblance of Empowerment)  Twitter: https://twitter.com/Rhetors_of_York (@Rhetors_of_York ) https://www.freeblackthought.com/ (www.freeblackthought.com) Audio and video https://www.youtube.com/watch?v=fez0cN_FhoM (A Critique of Anti-Racism in Rhetoric and Composition) https://heterodoxacademy.org/blog/a-rhetoric-of-common-values/ (A Rhetoric of Common Values) https://www.youtube.com/watch?v=eIY8V2JzylA (Counterweight Connects with Erec Smith) Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016

A recent "letter to the editor" penned by seven University of Auckland professors was published in The Listener, a national magazine in New Zealand - see below. The letter, In Defence of Science, stated that a Ministry of Education working group's proposed curriculum changes were "perpetuating misunderstandings of science". The letter objected to the working groups assumptions that "science has been used to support the dominance of ethnocentric views (among which its use as a rationale for colonialisation of Māori and the suppression of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples". The professor's letter went on to say that science is universal, it emerged from various parts of the globe and is distinct from indigenous ways of knowing. It stated that "indigenous knowledge is critical for the preservation and perpetuation of culture in local practices in place key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself". The aftermath of the publication of the professor's letter resulted in one of the letter's authors resigning as Dean of the University's School of Psychology. The University's Vice-Chancellor stated the letter caused "considerable hurt and dismay" among staff and students. While the academics are free to express their views, I want to make it clear that they do not represent the views of the University of Auckland." Also, an open letter, with 1100 signatories, repudiating the Listener letter stated they "categorically" disagreed with the views expressed in the professor's Listener letter. It went on to say, "Indigenous knowledges - in this case, mātauranga - are not lesser to other knowledge systems. Indeed, indigenous ways of knowing, including mātauranga, have always included methodologies that overlap with 'Western' understandings of the scientific method. However, mātauranga is far more than just equivalent to or equal to 'Western' science. It offers ways of viewing the world that are unique and complementary to other knowledge systems." Red it here.... https://docs.google.com/forms/d/e/1FAIpQLSdRwHTSKURHaalXZSNo2oluN9OjuDxK6UDG4gb6t7NhAPO3Zg/viewform In this podcast, Dr Kyle Gibson investigates the veracity of these claims and what constitutes science and how this disagreement can be resolved. Dr Kyle Gibson holds a PhD in philosophy, a Graduate Diploma in secondary teaching, a Bachelor of Arts with honours in philosophy, a Bachelor of Arts in history and political science, and a Bachelor of Science in geography and philosophy, all from the University of Canterbury. Dr Gibson works as a tutor in the University of Canterbury's philosophy department. He began his teaching career in 2013 as a history teacher at Unity High School in Khartoum in Sudan before returning to New Zealand in 2014, where he taught a wide array of subjects at Ao Tawhiti Unlimited Discovery in Christchurch. Dr Gibson is passionate about promoting philosophy in primary and secondary education, arguing that doing so is crucial to improving political and intellectual discourse in the public sphere. Kyle recently wrote an opinion piece "Science can't be Pākehā or Māori, it's just science" published in stuff.co.nz. Read it here..... https://www.stuff.co.nz/stuff-nation/125940471/science-cant-be-pkeh-or-mori-its-just-science The Listener "letter to the editor".... https://medium.com/@shapeofdialogue/in-defence-of-science-e8da054219cc IN DEFENCE OF SCIENCE A recent report from a government NCEA working group on proposed changes to the Māori school curriculum aims “to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)”. It includes the following description as part of a new course:  “It promotes discussion

Anthony Magnabosco is a skeptic and atheist from San Antonio Texas who has been practicing and promoting https://streetepistemologyinternational.org/ (Street Epistemology) since 2013. Anthony has had several hundred chats (many of them on camera and uploaded to his https://www.youtube.com/user/magnabosco210 (YouTube channel)) on a variety of claims including Gods, ghosts, karma, law of attraction, and a variety of social and political topics. Anthony has been interviewed on countless podcasts (many of which are listed here). He is also a Founder and the current Executive Director of the new nonprofit organization called https://streetepistemologyinternational.org/ (Street Epistemology International). Anthony has given dozens of talks and workshops on Street Epistemology at conferences and events domestically and internationally. https://www.youtube.com/c/AnthonyMagnabosco210 (https://www.youtube.com/c/AnthonyMagnabosco210) https://anthonymagnabosco.com/ (https://anthonymagnabosco.com/) https://twitter.com/magnabosco (https://twitter.com/magnabosco) https://www.facebook.com/magnabosco210 (https://www.facebook.com/magnabosco210) https://parler.com/profile/magnabosco/posts (https://parler.com/profile/magnabosco/posts) https://www.twitch.tv/magnabosco210 (https://www.twitch.tv/magnabosco210) Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016

Elliot Ikilei discusses freedom of speech  and other things https://en.wikipedia.org/wiki/Elliot_Ikilei Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016

Leading New Zealand journalist, Simon Wilson, discusses freedom of speech. Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016

My first guest is a world-renowned political and moral philosopher, University of Otago's Emeritus Professor James Flynn defines what freedom of speech is and why it's so important to us all.  Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016

An investigation into freedom of speech and why it's so important. In this episode I'll discuss why and how freedom of speech is a fundamental principle for societies to function at their best. Music: Kyrie from Bach B Minor Mass conducted by Sir John Eliot Gardiner Buy it here: https://music.apple.com/gb/album/mass-in-b-minor-bwv-232-cum-sancto-spiritu/1053521016