Jointly led by UNISTRA and UL, this research explores the debate between scientific pluralism and monism.
Mamadou Lamine Ngom, researcher at AHP-PReST (Université de Strasbourg).
Thesis defended in 2024 at the doctoral school École doctorale SLTC - Sociétés, Langages, Temps, Connaissances.
This research is the result of an international co-supervision between several partner institutions.
The debate between scientific pluralism and monism is at the heart of contemporary reflections in the philosophy of science. This thesis by Mamadou Lamine Ngom, resulting from a Franco-African co-supervision, highlights the epistemic and didactic issues that arise from it. By valuing the plurality of scientific approaches, Ngom defends the idea of collaborative scientific pluralism, which could transform the way we produce and teach scientific knowledge. This transformation is all the more crucial in the current context where global challenges, such as climate change and social inequalities, require innovative and diverse solutions.
According to Ngom, scientific pluralism is not limited to a simple coexistence of theories. It is a dynamic framework where different perspectives can interact and enrich our understanding of the world. For example, in the field of public health, the integration of traditional medicine and modern medicine can offer complementary approaches to treating diseases, particularly in regions like West Africa, where health systems often face unique challenges. This raises crucial questions: how can we integrate this plurality into our educational systems? How can we train scientists capable of navigating between different approaches? The answers to these questions could shape the way we approach scientific education in schools and universities.
On the other hand, monism, which advocates for a single approach to solving scientific problems, may seem appealing. This one-dimensional vision can give the illusion of clarity and simplicity, but it can also restrict our ability to innovate and adapt to the complexities of the real world. Indeed, contemporary challenges, whether environmental, social, or technological, require diverse responses tailored to varied contexts. For example, solutions to pollution problems cannot be the same in an industrialized country as in a developing country. Monism can therefore lead to inappropriate approaches that do not take local specificities into account.
The didactic stakes are equally significant. Teaching based on didactic pluralism would allow students to develop a pluralistic awareness, essential for critically understanding the sciences. It could also foster a better understanding of societal issues related to science, preparing students to become informed and engaged citizens. In the Beninese context, for example, such teaching could encourage students to explore the interactions between traditional and scientific knowledge, thereby enhancing their ability to address local problems with a broader perspective.
Moreover, teaching scientific pluralism could also encourage creativity and innovation. By exposing students to different approaches, they are allowed to develop critical thinking and problem-solving skills. This is particularly relevant in a world where scientific careers are rapidly evolving and where the ability to adapt to new information and methods is essential. Students trained in a pluralistic framework will be better prepared to face future challenges, whether related to technology, the environment, or society.
In summary, this thesis invites us to rethink our scientific and educational paradigms. It raises the question of whether we are ready to embrace the complexity and diversity of knowledge, or if we will continue to confine ourselves to one-dimensional models. The answer to this question could well determine the future of science and education in our societies. By adopting a pluralistic approach, we could not only improve our scientific understanding but also foster a more inclusive and resilient society, capable of facing the challenges of the 21st century. It is therefore imperative that policymakers, educators, and scientists collaborate to integrate these ideas into educational and research policies, in order to build a future where the diversity of knowledge is not only recognized but celebrated.
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Sources and Access
Mamadou Lamine Ngom. Pluralisme ou Monisme scientifiques ? Enjeux épistémiques et didactiques. Philosophie. Université de Lorraine; Université Cheikh Anta Diop (Dakar, Sénégal), 2024. Français. ⟨NNT : 2024LORR0199⟩. ⟨tel-04984844⟩