Progress in human history has always been driven by science and technology. As Steven Pinker notes in his 2018 New York Times bestseller Enlightenment Now—The Case for Reason, Science, Humanism and Progress, innovations in medicine, nutrition, sanitation and technology have transformed our lives, enabling longer lifespans, healthier societies and reduced poverty.
For instance, global life expectancy at birth has risen from just 32 years in 1900 to over 72 years in 2020. These advancements are not accidents—they are the results of the deliberate application of scientific knowledge.
Human societies, including tribal communities, have always been inventive. From developing tools for hunting, farming and building homes to crafting systems of defence and entertainment, innovation has been a part of human civilisation since time immemorial.
Early humans relied on naturally available materials to develop simple technologies to solve daily challenges. But what distinguishes our era is the systematic and large-scale application of science, which has accelerated technological innovation.
Today, the world is filled with human-made materials—plastics, synthetic fabrics and digital technologies—that were unimaginable a century ago. It is safe to say that modern science has birthed much of the technology we depend on today.
Why Scientific Literacy Matters
Scientific literacy equips individuals to make informed decisions about their health, nutrition, sanitation and safety. It also helps communities prepare for emergencies, respond to climate challenges and navigate the digital world.
Beyond practical applications, science teaches us how to think critically, analyse evidence and question myths. Therefore, scientific literacy is a life skill. In an age of information overload, where misinformation and unverified claims abound, these skills are essential. As Carl Sagan famously said, “Science is much more than a body of knowledge. It is a way of thinking.”
On a broader scale, scientific literacy fuels innovation and problem-solving. From developing clean energy and improving agricultural productivity to creating new medicines and tackling climate change, evidence-based scientific thinking enables communities, policymakers and industries to act on facts rather than assumptions or ideology.
Without scientific literacy, societies risk making poor decisions that harm both people and the environment.
The Gap in Tribal Communities of Northeast India
Among many tribal communities in Northeast India, science is still not perceived as part of everyday life. It continues to be generally perceived as being meant only for classrooms, laboratories and research institutions.
Many consider that science is for geniuses or is limited to becoming doctors, engineers or researchers. Hence, conversations about science in daily life are rare and interest in science struggles to take root in society.
Consequently, it has not yet been normalised as a tool for thinking, decision-making or problem-solving. Although this challenge is more pronounced among tribal communities in Northeast India, it is a reality across much of the country.
This gap in scientific literacy is also pronounced in educational settings. For example, during the national science exhibition organised every year by the NCERT (National Council of Educational Research and Training), hundreds of students showcase innovative science models and projects that have emerged through a rigorous multi-stage selection process across the states and Union Territories.
However, students from the tribal districts of Northeast India are almost always underrepresented. On the rare occasions they do participate, the quality of their projects tends to be relatively modest compared to that of peers from other parts of the country.
Even within states like Manipur, a stark difference is visible between students from the valley and those from the hills. This is not due to a lack of talent, but rather to limited exposure and opportunities, low levels of scientific literacy in society, and educational institutions not fully nurturing curiosity, scientific inquiry and problem-solving skills.
Scientific Literacy among Northeast India’s Tribals
Promoting scientific literacy is not just about “catching up” with other parts of India. For tribal communities, it is a matter of well-being, self-reliance and sustainability.
The districts of Northeast India where tribals reside face numerous challenges: climate change, soil degradation, water scarcity, plastic pollution, declining agricultural productivity and emerging health threats. Without scientific literacy, communities cannot make informed decisions about health, resource use or sustainable farming practices.
The consequences of this will be far-reaching. If cultivable lands become non-arable, agriculture will collapse, which is integral to their culture. Along with it, community-based practices such as collective sowing and harvesting—activities that strengthen social bonds—may disappear. This loss will go beyond economics; it will erode the very fabric of society and culture, undermining traditions that define community identity.
No doubt, traditional knowledge remains invaluable. Tribal communities have long preserved ecological and medicinal wisdom passed down through generations. However, modern problems—like plastic pollution, climate-induced diseases (in humans or crops) and changing rainfall patterns—cannot be addressed with traditional knowledge alone.
While these challenges are broadly similar across regions, the solutions must be shaped by the unique ecological, cultural and social contexts of Northeast Indian tribals.
Addressing them will require modern scientific approaches working alongside traditional knowledge, with local communities best placed to develop or guide solutions tailored to their own needs. For example, communities can look for solutions for pest management, water conservation and management, waste management, etc., specific to their community.
Scientific literacy will also help counter unscientific beliefs and harmful practices prevalent among tribal communities, especially in health and medicine.
Persistent reliance on unverified remedies slows the acceptance and spread of science in society, undermining progress and well-being. Teaching communities to differentiate between scientific and unscientific practices is critical to building resilient, healthy societies.
The Role of Stakeholders
Building scientific literacy is a collective responsibility. Government departments, educational institutions, scientists, schools, parents and community leaders must prioritise science education both inside and outside classrooms. Scientific literacy should guide daily thinking and decision-making. It should be about developing a mindset for rational thinking and problem-solving.
There is also an urgent need for research at the intersection of science, society and tribal culture. Most studies by tribal scholars in Northeast India focus on culture, language and traditions. Few explore how scientific thinking interacts with social life. Understanding this intersection is essential to designing solutions that are both scientifically sound and culturally sensitive. Dedicated research—even at the doctoral level—can help communities apply science effectively while respecting traditions.
Science as a Career Option
For many young tribals in Northeast India, the primary career aspirations have traditionally been civil services, medicine or engineering.
While these paths have yielded success, the option of pursuing scientific research has not fully caught on. Expanding career choices to include research and innovation can empower youth to tackle pressing challenges in health, the environment, agriculture and technology.
Becoming a scientist is not just a career but an opportunity to solve real problems in one’s own community and beyond. Imagine young people from Northeast India developing solutions to plastic pollution, improving agricultural productivity, mitigating climate change or advancing healthcare in their regions. What could be more motivating than solving the problems of your society—and of the world?
Views expressed are that of the author and do not reflect EastMojo’s stance on this or any other issue. The author is Professor of Zoology at the NCERT.
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