Abstract
What is science? Whose knowledge do you value and why? Is there room for spirituality in science? These are core questions in the third-year biology course officially titled Common Ground: Learning from the Land (BIOL3201) offered at Mt. Royal University (Calgary, Alberta, Canada). Commonly referred to as "Harley's Course", this course was co-developed with Piikani Knowledge Holder Harley Bastien. The purpose of the course is to expose students to comparative scientific perspectives-Indigenous perspectives based on relationships with creation and respect for the natural order of life, with western perspectives based on maximizing land productivity and management. It encourages students to challenge their beliefs about what science is, who is a scientist, what it means to "think scientifically", how to listen and observe, and the validity of the immeasurable. The opportunity to experience relational land-based learning, and to have the flexibility and freedom to discuss and reflect on perspectives different from the dominant western perspective has a remarkable impact on the students. This paper includes lessons learned from the first three cohorts of students who participated in "Harley's Course" and shares some of the challenges inherent in decolonizing the western post-secondary science curriculum.