Sun Sep 15 16:30:57 UTC 2024: ## New Zealand University Under Fire for Indoctrinating Science Students with “Indigenous Knowledge”
**Auckland, New Zealand** – A mandatory course at the University of Auckland, New Zealand’s most prestigious university, is drawing criticism for its alleged distortion of science in favor of “Mātauranga Māori” (MM), a system of indigenous knowledge. The course, required for all science majors, emphasizes MM as coequal to modern science, prompting concerns about ideological indoctrination and a neglect of actual scientific education.
Jerry Coyne, a prominent evolutionary biologist and blogger, has highlighted the course syllabus, which he describes as “frightening” in its “progressive authoritarianism.” The syllabus, obtained anonymously due to a perceived “culture of fear” amongst New Zealand academics, prioritizes the Treaty of Waitangi and its interpretation, arguing that MM should be taught alongside traditional science.
Coyne argues that MM, while containing some empirical knowledge, is largely based on superstition, mythology, and tradition, and should not be considered a scientific equivalent to modern science. He points to specific examples, such as the reliance on myth and folklore in attempts to save dying kauri trees using whale song and oils, as evidence of MM’s unscientific nature.
The course curriculum, Coyne argues, prioritizes a postmodernist view of knowledge, denying the existence of objective truth and favoring competing viewpoints based on power dynamics. This approach, he argues, is further fueled by a desire to rectify historical injustices against Māori while overlooking the potential harm to actual scientific education.
Coyne draws a parallel between this situation and the long-discredited push for “creation science” alongside evolution in the US. He argues that the inclusion of MM in science curriculum is “inconsistent” and potentially harmful, as it undermines the validity of scientifically proven facts.
This controversy is not isolated to Auckland University, as similar trends towards “indigenization” are observed across New Zealand. The potential consequences are concerning, as it could drive away students seeking genuine scientific education and create confusion about the nature of science itself.
Coyne’s criticisms highlight the delicate balance between acknowledging and celebrating cultural diversity while maintaining academic rigor. The debate over MM’s place in science education raises critical questions about the future of scientific education in New Zealand and the potential for ideological bias to eclipse genuine scientific inquiry.
First Piper 