C4C 33 | Rethinking Knowledge: Vygotsky, AI Ethics, and the Call for Epistemic Pluralism with Dr. Shone Surendran

Dr. Shone Surendran's unique intellectual path began with aerospace engineering, followed by six transformative years of monastic training in India. This blend of scientific rigor and deep spiritual immersion laid the groundwork for his current role as an academic philosopher. His thinking has been profoundly shaped by non-dualist interpretations of Vygotsky, influenced by German Idealism (via Jan Derry), and rich Indian philosophies like Advaita Vedanta. These diverse influences equipped him with a framework to understand knowledge beyond the confines of traditional Western dualistic perspectives, fostering a more interconnected view of mind, world, and ultimate reality.

Working at Amrita University in Kerala, Dr. Surendran develops philosophy modules for cognitive science students, where he has observed firsthand how students from the Global South often feel their indigenous philosophical traditions are undervalued in Western-dominated academia. This phenomenon, which he terms 'epistemic exclusion,' is a central theme in his research. It extends into his work on AI ethics, particularly within NHS genomics projects, where he focuses on effectively communicating complex AI concepts to diverse patient groups and critically examining algorithmic biases, such as the 'colonial bias' embedded in large language models that can perpetuate historical inequalities.

Ultimately, Dr. Surendran critiques the 'academic hegemony' of the Global North, passionately advocating for 'philosophical diversity' and 'epistemic pluralism.' His projects, such as autobiographical writing linking superhero narratives to decolonization, exemplify his commitment to bridging diverse domains. He calls on universities to foster genuine intercultural dialogue, acknowledge varied ways of knowing including spiritual traditions, and cultivate truly inclusive learning environments. His work champions a fundamental re-evaluation of knowledge, urging a shift towards a more holistic, equitable, and globally representative approach to education and technology.

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• Further Reading List

1. Surendran, S. (2023). Inferentialism and science education: Towards meaningful communication in primary science classrooms (Doctoral thesis, University College London). https://discovery.ucl.ac.uk/id/eprint/10172785/
2. Surendran, S., George, S. A., & S, G. (2025). Personal tutoring in the face of philosophical diversity: Critical voices & international perspectives. Research Intelligence, (162), 28–29.
3. Surendran, S. (2025). Superhero representations and philosophical perspectives: From fandom to Brandom. In Y. Chen & N. Robertson (Eds.), Autobiography, fan fiction, and education (pp. 27–49). Bloomsbury Academic publishing. *Note. Publication date is 13 Nov. 2025 (ISBN-13: 978-1666969474; Available to pre-order)
4. Miller, Denise, Emma Towers, and Shone Surendran. (2022). Guest Editors. Decolonising the School Curriculum. London Review of Education. Editorial Doi: https://doi.org/10.14324/LRE.21.1.06. Official URL: https://journals.uclpress.co.uk/lre/collections/511/
5. Miller, D., Surendran, S., & Meheux, M. (2024). Guest Editors. Intersectional Identities, Education, Psychology and Social Justice Part One. Educational and Child Psychology, 41(2), 5-6. Editorial:https://gala.gre.ac.uk/id/eprint/48691/ Official URL: https://explore.bps.org.uk/content/bpsecp/41/2
6. Surendran, S., Meheux, M. & Miller, D. (2025). Guest Editors. Intersectional Identities, Education, Psychology and Social Justice Part Two. Educational and Child Psychology, 42(1), 5-https://explore.bps.org.uk/content/bpsecp/42/1/2, Official URL: https://explore.bps.org.uk/content/bpsecp/42/1
7. Bhambra, Gurminder K., Dalia Gebrial, and Kerem Nisancloglu, eds. (2018). Decolonising the University, 1st ed. Pluto Press.
8. Garfield, J. L., & Van Norden, B. W. (2016, May 11). If philosophy won’t diversify, let’s call it what it really is. The New York Times. https://www.nytimes.com/2016/05/11/opinion/if-philosophy-wont-diversify-lets-call-it-what-it-really-is.html
9. Wong, S. H. M., Gishen, F., & Lokugamage, A. U. (2021). ‘Decolonising the Medical Curriculum’: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness. London Review of Education, 19(1). https://doi.org/10.14324/lre.19.1.16
10. Derry, J. (2013). Vygotsky: Philosophy and education. John Wiley & Sons.
11. Dafermos, Manolis. 2018. Rethinking Cultural-historical Theory: A Dialectical Perspective to Vygotsky, vol. 4. Singapore: Springer.
12. Dafermos, Manolis. 2018. “Relating Dialogue and Dialectics: a Philosophical Perspective.” Dialogic Pedagogy, 6: Online. https://doi .org /10 .5195 /dpj .2018 .189.
13. Bakhurst, David. 2011. The Formation of Reason. Malden, MA: Wiley.
14. Webb, S. (2023). Interpreting Kant for Education: Dissolving Dualisms and Embodying Mind: John Wiley & Sons.
15. Brandom, R. (2009). Articulating reasons: An introduction to inferentialism. Harvard University Press.
16. Bransen, J. (2002). Normativity as the key to objectivity: An exploration of Robert Brandom's articulating reasons. Inquiry, 45(3), 373-391.
17. Guru, Nataraja. (1990). Life and Teachings of Narayana Guru. Varkala, Narayana Gurukula Foundation.
18. Guru, Nataraja (2005). Unitive Philosophy. New Delhi: D.K. Printworld.
19. Prasad, Muni Narayana. (2009). Narayana Guru: Complete Works. India: National Book Trust.
20. Yati, N. C. (2013). That Alone: The Core of Wisdom. New Delhi: D.K. Printworld.

**If you would like to learn more about Amrita University, feel free to click here.

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