Abstract | This chapter focuses on epistemological questions related to decolonising knowledge. Science and scientific knowledge remain the bedrock of modernist epistemology. D’Souza argues that a programme to decolonise knowledge, which is the condition precedent for decolonising curriculum, must begin by closely interrogating the ways in which the sciences structure contemporary systems of knowledge. The chapter revisits Jit Pal Singh Uberoi’s writings on science and knowledge, more specifically his text The European Modernity: Science, Truth and Method, his non-dualist approaches to knowledge, his critique of the hiatus between knowledge, values and actions in modernist knowledge and the systemic violence that the hiatus inscribes in the very architecture of modernist knowledge. The chapter interrogates the ramifications of disciplinary segmentation of knowledge. Uberoi’s critique, and his pointers to the routes out of the knowledge traps of European modernity are important to revisit in the contemporary context. |
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