Developing a Theory for Conceptualizing Ancestral Life Sciences Traditional Teachings of Life

Abstract

This paper presents the Theory for Ancestral Life Sciences (TALSc.) as it introduces an Indigenous Knowledge integrated curriculum intended for Life Sciences teachers’ training and teaching practicum. This framework was developed in response to the observed cultural wisdom disconnect from traditional approaches of Life Sciences teaching. The TALSc. model challenges this fragmentation by proposing a holistic approach to Life sciences teaching, which integrates ancestral wisdom with scientific pedagogical approach. The framework maintains scientific content within the Life Sciences CAPS curriculum requirements while maintaining cultural familiarity. The framework advocates that a better comprehension of Life Sciences concepts is rooted in our spirituality, indigenous wisdom and lived experiences of our ancestors. TALSc. model emerged as an educational theory that positions ancestral wisdom as a centre of understanding Life Sciences content. It was developed using a Theoretical research approach that entails the process of building theoretical structures to make sense of phenomena, usually without requiring empirical confirmation. Its focus is on initiating theoretical frameworks or updating ones that currently exist to offer the necessary theoretical basis. The TALSc. model decolonizes Life sciences content while restoring Indigenous Knowledge Systems to contemporary science educational settings. It promotes cultural relevance to Life sciences content and inculcates respect and appreciation of heritage in both learners and teachers. Lastly, it serves as pedagogical guide in community engagement, IK integration in Life sciences curriculum and transfer of indigenous knowledge from one generation to the next.