The purpose of this paper is to develop a theoretical framework for utilizing IKS in nonformal agricultural education to promote sustainable agriculture. What is indigenous knowledge (IK)? What special contribution can it make to sustainable agriculture? How can this contribution be incorporated into agricultural education ? From a review of the IK literature, important conceptual, philosophical, and technical issues emerge in answer to these questions. Conceptual issues refer to definitions and dimensions of IKS. Philosophical issues refer to the perception of and justification for IK in sustainable agriculture. Technical issues relate to the modalities of implementing IK’s contribution through agricultural education.
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Williams et al. (1991) studied this question.