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Culture-based Ways of Knowing
This page lists reports and resources related to different perspectives and "ways of knowing" that are derived from indigenous cultures, languages and traditions.
Learning from Place (Aboriginal Learning Knowledge Centre)
Learning is tied to place in ways that could be described as “spiritual.” As Watkins suggests, Aboriginal people’s relationship to the land is “not one of ownership per se, for we are owned more by the land, tied to it more strongly, than the land is owned by us. We are tied to it by obligations and responsibilities established by our ancestors in times far back, and we pass those obligations on to our children and grandchildren.”38 Integral to the learning process is knowledge of sacred places—such as burial sites and
traditional hunting grounds— which tie the culture to the land and remind people “of their past and their future, their ancestors and their offspring, their spirit and their obligations.” Cajete suggests that Indigenous scientific and cultural knowledge of local environments and pedagogy of place offer many opportunities for comparative research into how traditional Indigenous ways of learning and knowing can expand our understanding of basic educational processes for all students.
Key attributes of Aboriginal learning ( From Redefining Success)
To compartmentalize Aboriginal holistic lifelong learning may contradict the integrative nature of this perspective. However, such a compartmentalization is useful to help explain the perspective’s essential qualities. A review of the literature on First Nations, Inuit and Métis learning identifies several key attributes of Aboriginal learning, which are described in detail below:
· Learning is holistic.
· Learning is a lifelong process.
· Learning is experiential in nature.
· Learning is rooted in Aboriginal languages and cultures.
· Learning is spiritually oriented.
· Learning is a communal activity, involving family, community and Elders.
· Learning is an integration of Aboriginal and Western knowledge
Sacred Ways of Life: Traditional Knowledge (National Aboriginal Health Organizations)
The First Nations Centre at the National Aboriginal Health Organization (NAHO) produced a toolkit called Sacred Ways of Life: Traditional Knowledge (2005) to help define[d1] ‘traditional knowledge’ and ‘ways of knowing’. The distinction is made between western ways of knowing being rooted in academics, science and literature, which lack the lived experience that First Nations peoples emphasize.
Creating Educational Change through Applications of Two-Eyed Seeing in Teacher Education Programs (CCL Research Project) Project Lead: Lewis, Jane Institution: Cape Breton University
The Eurocentric approach dominating education in the western world fails to meet the needs of Aboriginal Canadians. Two-eyed seeing (TES) refers to bringing together Aboriginal and Western scientific knowledge and ways of knowing (or “seeing”) for the benefit of all. Cape Breton University has been using TES as both a research approach and educational methodology in its Integrative Science program for almost a decade. It will lead an initiative designed to enhance articulation and distribution of this Aboriginal perspective and approach, to facilitate systemic change at other levels of the educational system. K-12 teachers, empowered with TES knowledge will be considered critical stakeholders in the change process.
Learning from Place (Aboriginal Learning Knowledge Centre)
Learning is tied to place in ways that could be described as “spiritual.” As Watkins suggests, Aboriginal people’s relationship to the land is “not one of ownership per se, for we are owned more by the land, tied to it more strongly, than the land is owned by us. We are tied to it by obligations and responsibilities established by our ancestors in times far back, and we pass those obligations on to our children and grandchildren.”38 Integral to the learning process is knowledge of sacred places—such as burial sites and
traditional hunting grounds— which tie the culture to the land and remind people “of their past and their future, their ancestors and their offspring, their spirit and their obligations.” Cajete suggests that Indigenous scientific and cultural knowledge of local environments and pedagogy of place offer many opportunities for comparative research into how traditional Indigenous ways of learning and knowing can expand our understanding of basic educational processes for all students.
Key attributes of Aboriginal learning ( From Redefining Success)
To compartmentalize Aboriginal holistic lifelong learning may contradict the integrative nature of this perspective. However, such a compartmentalization is useful to help explain the perspective’s essential qualities. A review of the literature on First Nations, Inuit and Métis learning identifies several key attributes of Aboriginal learning, which are described in detail below:
· Learning is holistic.
· Learning is a lifelong process.
· Learning is experiential in nature.
· Learning is rooted in Aboriginal languages and cultures.
· Learning is spiritually oriented.
· Learning is a communal activity, involving family, community and Elders.
· Learning is an integration of Aboriginal and Western knowledge
Sacred Ways of Life: Traditional Knowledge (National Aboriginal Health Organizations)
The First Nations Centre at the National Aboriginal Health Organization (NAHO) produced a toolkit called Sacred Ways of Life: Traditional Knowledge (2005) to help define[d1] ‘traditional knowledge’ and ‘ways of knowing’. The distinction is made between western ways of knowing being rooted in academics, science and literature, which lack the lived experience that First Nations peoples emphasize.
Creating Educational Change through Applications of Two-Eyed Seeing in Teacher Education Programs (CCL Research Project) Project Lead: Lewis, Jane Institution: Cape Breton University
The Eurocentric approach dominating education in the western world fails to meet the needs of Aboriginal Canadians. Two-eyed seeing (TES) refers to bringing together Aboriginal and Western scientific knowledge and ways of knowing (or “seeing”) for the benefit of all. Cape Breton University has been using TES as both a research approach and educational methodology in its Integrative Science program for almost a decade. It will lead an initiative designed to enhance articulation and distribution of this Aboriginal perspective and approach, to facilitate systemic change at other levels of the educational system. K-12 teachers, empowered with TES knowledge will be considered critical stakeholders in the change process.
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Latest page update: made by dmccall
, Apr 24 2009, 11:42 AM EDT
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