Scientific pluralism, key to transforming modern education in West Africa

Mamadou Lamine Ngom, a researcher at the University of Strasbourg, has demonstrated that scientific pluralism can transform modern education in West Africa. His thesis, defended in 2024, proposes a dynamic framework for interaction between different scientific approaches, essential for addressing contemporary challenges such as climate change and social inequalities.

Mamadou Lamine Ngom's thesis addresses the debate between scientific pluralism and monism, highlighting epistemic and didactic issues. In a context where global challenges require diversified solutions, Ngom advocates for a collaborative pluralism that enriches the production and teaching of scientific knowledge, particularly relevant for West Africa.

Ngom proposes that the integration of traditional and modern medicine in the field of public health illustrates the benefits of scientific pluralism. This approach would better address diseases in regions facing unique challenges, although precise figures are not available to quantify these impacts.

For policymakers, this research emphasizes the importance of investing in educational programs that integrate scientific pluralism. This could improve the quality of education and meet the growing demand for innovative teaching methods, while requiring collaboration with educational institutions to overcome resistance.

« « Scientific pluralism offers an opportunity for innovation in the production and teaching of knowledge, by integrating different perspectives to enrich our understanding of the world. » »

« « The integration of scientific pluralism in education is essential to train scientists capable of navigating between different approaches, thus meeting contemporary needs. » »