Título :	LEARNING AND KNOWING IN INDIGENOUS SOCIETIES TODAY
Tipo de documento:	texto impreso
Autores:	UNESCO
Editorial:	IECTA : IQUIQUE - CHILE
Fecha de publicación:	2009
Otros Antecedentes:	FraseConectiva: en Nombre Revista: Colección Aalten Número 146 Lugar en el Libro: 1-127 Lugar Geográfico: GENERAL Periodo Histórico: CONTEMPORANEO Cantidad de Ejemplares: 1 Número de Clasificación: COA-00146*
Palabras clave:	BIODIVERSIDAD  IDENTIDAD CULTURAL
Resumen:	Intertwining the complementary perspectives on biological and cultural diversities, UNESCO brings together in this volume key papers from the Aichi experts meeting that explore the challenges of acquiring and passing on knowledge and practice in a wide array of indigenous communities from around the world. In this manner, it is hoped that UNESCO may advance international understandings of the complexities of sustaining the dynamism of indigenous knowledge in contemporary worlds. The book is organised into three sections. The first addresses the link between indigenous knowledge and indigenous language, and explores the opportunities this interconnection provides for understanding and countering declines in both. The second section examines how the loss of indigenous knowledge due to insensitive school section explores the need for the revitalisation of indigenous ways of learning, generally outside of a classroom environment, and how this may be practically viable in modern contexts.

LEARNING AND KNOWING IN INDIGENOUS SOCIETIES TODAY [texto impreso] / UNESCO . - IECTA : IQUIQUE - CHILE, 2009.
FraseConectiva: en
Nombre Revista: Colección Aalten
Número 146
Lugar en el Libro: 1-127
Lugar Geográfico: GENERAL
Periodo Histórico: CONTEMPORANEO
Cantidad de Ejemplares: 1
Número de Clasificación: COA-00146*

Palabras clave:

BIODIVERSIDAD  IDENTIDAD CULTURAL

Resumen:

Intertwining the complementary perspectives on biological and cultural diversities, UNESCO brings together in this volume key papers from the Aichi experts meeting that explore the challenges of acquiring and passing on knowledge and practice in a wide array of indigenous communities from around the world. In this manner, it is hoped that UNESCO may advance international understandings of the complexities of sustaining the dynamism of indigenous knowledge in contemporary worlds. The book is organised into three sections. The first addresses the link between indigenous knowledge and indigenous language, and explores the opportunities this interconnection provides for understanding and countering declines in both. The second section examines how the loss of indigenous knowledge due to insensitive school section explores the need for the revitalisation of indigenous ways of learning, generally outside of a classroom environment, and how this may be practically viable in modern contexts.