A Philosophical Appraisal of Indigenous Knowledge and Its Role in Malaysia, India, and Bangladesh: Including the Excluded

Introduction

Indigenous knowledge has long been recognized as a valuable resource, encompassing the wisdom, practices, and beliefs of indigenous communities. While acknowledging points of convergence with scholars like Farid Alatas and Paul Sillitoe, this chapter takes a critical stance on their framing of indigenous knowledge (IK). We argue against the notion of IK needing external validation or development to hold value. Instead, we position IK as a distinct knowledge system with its own epistemological foundations, proven and tested for millennia. Further, the utilization of indigenous medicinal knowledge in post-WWII pharmacology and international frameworks like the Rio Convention and Nagoya Protocol serve as legal and practical evidence of its established contributions. This chapter aims to move beyond simply “including” IK but to engage in a respectful dialogue that acknowledges its unique value and fosters collaborative knowledge creation. In the context of Malaysia, India, and Bangladesh, indigenous knowledge plays a significant role in shaping the cultural, environmental, and socio-economic dimensions of these countries. However, marginalized and excluded communities often face challenges in preserving and promoting their indigenous knowledge systems. This chapter aims to provide a philosophical appraisal of indigenous knowledge and its role in these countries, with a particular focus on the experiences and perspectives of marginalized and excluded communities. The appraisal of indigenous knowledge is crucial to understanding the diverse ways in which different communities perceive and interact with their environments. By examining the philosophical underpinnings of indigenous knowledge, we can gain insights into its value, relevance, and potential contributions to sustainable development, social justice, and inclusive societies. Moreover, by highlighting the experiences of marginalized and excluded communities, this chapter seeks to shed light on the challenges they face in preserving and revitalizing their indigenous knowledge systems.The objectives of this chapter are twofold: first, to provide a conceptual framework for understanding indigenous knowledge and its significance in Malaysia, India, and Bangladesh; and second, to critically analyze the experiences and challenges faced by marginalized and excluded communities in relation to their indigenous knowledge systems. The chapter will draw upon existing literature and scholarly research to explore these themes and provide a comprehensive understanding of the role of indigenous knowledge in these countries. To establish a foundation for the philosophical appraisal of indigenous knowledge, this chapter will draw on a range of scholarly works. Alatas (1972, 2006) examines the concept of the “captive mind” in development studies, shedding light on the power dynamics that influence the recognition and utilization of indigenous knowledge. Briggs and Sharp (2004) caution against the pitfalls of approaching indigenous knowledge from a postcolonial perspective, emphasizing the need for sensitivity and respect. Sillitoe (1998, 2002) explores the development and globalization of indigenous knowledge, highlighting the challenges and opportunities it presents. El-Hani and Bandeira (2008) discuss the value of indigenous knowledge without necessarily labeling it as “science,” emphasizing the importance of recognizing different knowledge systems. Cajete (2004) offers insights into the philosophy of native science, examining how indigenous knowledge is deeply rooted in the cultural and spiritual dimensions of indigenous communities.