Professor Jerry Coyne: In Science, fifteen New Zealand researchers criticize the initiative to teach indigenous “ways of knowing” as science

Two letters have just been published in Science signed by a total of 15 scientists, all criticizing the first article below (published in Science last February), a piece arguing for teaching indigenous knowledge (including N.Z.’s version, Mātauranga Māori) alongside science in the science classroom. (Click to read.) Now the authors, after being criticized, denied that they really meant what they argued in this paper: