Diverse ways of knowing: epistemological perspectives of Chinese scholars in the humanities and social sciences

Epistemological diversity plays an increasingly crucial role in higher education amid global knowledge asymmetries. Although it is often discussed in educational settings, this study explores its implementation in humanities and social sciences (HSS) research. Drawing on interviews with the HSS scholars born and (partially) educated in China, and using cultural self-awareness as its analytical framework, the study examines how traditional ways of knowing are perceived and manifested by Chinese HSS scholars in research. It shows that participants had a profound understanding of traditional Chinese ways of knowing. Displaying academic self-reflexivity, they offered critical reflections on the decline of traditional Chinese ways of knowing, the limitation of such ways, and the pitfall of epistemological relativism. With cultural appreciation, participants advocated for a research agenda that continues to challenge Western epistemic dominance while seeking to acknowledge, compare, and integrate diverse ways of knowing. By articulating a Chinese approach to epistemological diversity, the study challenges Western-centric academic paradigms and promotes global cognitive justice, contributing to a more plural HSS scholarship.