Two-Eyed Seeing and the Synoptic Transfer Framework: Braiding holistic and scientific ways of living in Education for Sustainable Development

This paper explores the integration of holistic knowledge systems with Western scientific perspectives through the concept of Two-Eyed Seeing (TES). By examining philosophical underpinnings of TES, particularly through the lens of Wilfrid Sellars' synoptic view, the paper highlights the potential for creating a more comprehensive understanding through the concept of Two-Eyed Seeing with epistemic insight. The Synoptic Transfer Framework (STF) as a Western educational variant of TES inspired by Sellars’ philosophy is introduced. TES, as conceptualized by Indigenous Elders, and the Western STF both advocate for a multi-perspective approach to the world, where the scientific and holistic images complement rather than compete with each other. The paper also addresses the chances and challenges of applying TES in educational contexts, particularly in Education for Sustainable Development (ESD), identifying common pitfalls such as the naturalistic and the moralistic fallacy. Furthermore, it argues for the importance of educational frameworks that incorporate TES to foster culturally responsive and inclusive science curricula. The study underscores the relevance of TES and STF in addressing sustainability issues, emphasizing the sentient persons approach and the normative perspective in both. The braid metaphor is used to illustrate the continuous, dynamic interaction between perspectives rooted in factual evidence and societal values to ensure a sustainable future for humanity.