Document Type
Article
Publication Date
1-15-2020
Abstract
Development of an inclusive scientific community necessitates doing more than simply bringing science to diverse groups of people. Ideally, the sciences evolve through incorporation of diverse backgrounds, experiences, and worldviews. Efforts to promote inclusion of historically underrepresented racial, ethnic, cultural, religious, gender, and socioeconomic groups among science scholars are currently underway. Examination of these efforts yields valuable lessons to inform next steps in engaging diverse audiences with science. The Emory-Tibet Science Initiative may serve as one example of such efforts. The Dalai Lama invited Emory University to develop and teach a curriculum in Western science to Tibetan Buddhist monks and nuns. As the science curriculum has been taught and refined over the past decade, monastic scholars increasingly have taken ownership of the material. As Western scientific ideas and practices take hold in this setting, the experiences of monks and nuns offer unique insights into the process of translation, modes of communication, and long-term impacts of integrating diverse systems of knowledge. Given that the dominant language of science is English, Tibetan interpreters have been essential throughout the implementation of this project. Through the process of translating scientific terms, interpreters have considered differences in how words categorize, and therefore how people conceptualize, the world. Through comprehensive, culturally-responsive communication, scientific language is used as a tool to build and strengthen connections between monastics and their local and global communities. The intertwining of these complementary systems of knowledge iteratively informs translation, modes of communication, and broader impacts in the community.
Recommended Citation
Gray KM, Namgyal D, Purcell J, Samphel T, Sonam T, Tenzin K, Tsering D, Worthman CM and Eisen A (2020) Found in Translation: Collaborative Contemplations of Tibetan Buddhism and Western Science. Front. Commun. 4:76. https://doi.org/10.3389/fcomm.2019.00076
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Buddhist Studies Commons, Religious Thought, Theology and Philosophy of Religion Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons
Comments
This article was originally published in Frontiers in Communication, volume 4, in 2020. https://doi.org/10.3389/fcomm.2019.00076