Theara Thun
in Educational Philosophy and Theory, April 2026, 1–15.
Abstract: While tradition is widely recognized for its vital role in shaping individuals and collective communities, little attention has been given to traditional elements that have faded from prominence. This paper addresses this overlooked aspect by examining two forms of indigenous knowledge that, although no longer serving as primary sources of knowledge dissemination in their original form and epistemology, continue to hold significance in contemporary society. This type of knowledge, referred to as ‘residual knowledge,’ appears in various forms within textbooks that are primary learning resources for students, teachers, and other learners engaged in the Humanities and Social Sciences (HSS). The paper argues that, although residual knowledge no longer functions as an independent knowledge system, it remains influential in shaping educational practices today. Through a critical analysis of Cambodia’s HSS textbooks at the secondary and high school levels, the study explores two distinct bodies of residual knowledge: chronicle writing (baṅsāvtār) and the moral code of conduct (the cbāp). It further discusses the key roles and characteristics of these knowledge systems within the textbooks, alongside the challenges they pose to contemporary education. By highlighting the enduring importance of tradition rooted in residual knowledge, the paper calls for cautious integration of this knowledge into current and future educational frameworks, mindful of the potential for misconceptions among learners.
About the author: Theara Thun was a NUS-HYI Joint Doctoral Scholar from 2012-16.