Reflection on the philosophical inquiry
Menghan Liu
After my research I realize that learning Indigenous knowledge is not just about changing how we teach, but about rethinking the meaning of learning itself. This led me beyond the preconceived notion of viewing Indigenous perspectives as “add-ons” to the curriculum, and instead to considering how they can reshape the structure of learning itself. In Indigenous education philosophy, knowledge is not neutral or detached from context, it should be relevant, situational, and often closely linked to life experiences and communities. In many traditional classroom settings, students are placed in the position of observers: they receive information, demonstrate understanding, and then move on to the next lesson. This model often focuses on efficiency and measurable results, but may overlook the deeper meaning of learning—building relationships and cultivating a sense of responsibility. As an educator, I cannot simply view Indigenous knowledge as just another topic to be covered in the classroom. Instead, I need to create a learning environment that encourages students to reflect on their interpersonal relationships and consider how their learning relates to their own behavior. Furthermore, I also need to be mindful of how I engage with Indigenous perspectives to ensure my teaching does not inadvertently simplify, appropriate, or distort them. This requires constant reflection, humility, and a willingness to learn alongside my students, rather than positioning myself as the sole source of their viewpoints.
Ultimately, this exploration has reshaped my understanding of teaching and learning. Learning is no longer just about acquiring knowledge, but about cultivating awareness, responsibility, and respect in a shared world.
