Integrative Science & Two-Eyed Seeing
56
0
0
Full text
(2) Cheryl M. Bartlett, PhD Canada Research Chair in Integrative Science Professor of Biology, Cape Breton University Sydney, Nova Scotia. Murdena Marshall, MEd Mi’kmaq Elder, Eskasoni First Nation Elder Advisor, Institute for Integrative Science and Health Professor Mi’kmaq Studies (retired), Cape Breton University. Albert Marshall Mi’kmaq Elder, Eskasoni First Nation Elder Advisor, Institute for Integrative Science and Health Unama’ki Institute of Natural Resources.
(3)
(4)
(5) LESSONS LEARNED over 12+ years.
(6) LESSONS LEARNED ACKNOWLEDGE WE NEED EACH OTHER ... co-learning journey.
(7) Two-Eyed Seeing. a guiding principle for working together Mr. Albert Marshall, Mi’kmaq Elder Eskasoni First Nation.
(8) Two-Eyed Seeing “LEARN ... to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western (or Eurocentric or mainstream) knowledges and ways of knowing … and to use both these eyes together, for the benefit of all.”.
(9) Two-Eyed Seeing “LEARN ... to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western (or Eurocentric or mainstream) knowledges and ways of knowing … and to use both these eyes together, for the benefit of all.”.
(10) way of life. Knowledge.
(11) way of life. Knowledge.
(12) LESSONS LEARNED ACKNOWLEDGE WE NEED EACH OTHER ... co-learning journey. view “SCIENCE” inclusively.
(13) stories of our interactions with and within nature. Science is dynamic, knowledge..
(14) PATTERN CONCEPTUAL FRAMEWORK. natural. ideal. abstract. +2 footsteps +2 recognize pattern. transform pattern. +2. express 2 pattern.
(15)
(16)
(17)
(18)
(19) Pattern Conceptual Framework abstract ideal natural. abstract ideal natural.
(20) Pattern Conceptual Framework abstract ideal natural. way of life. life cycle. abstract ideal natural.
(21) Pattern Conceptual Framework abstract ideal natural. not as many. ?. ?. ?. abstract ideal natural.
(22) LESSONS LEARNED ACKNOWLEDGE WE NEED EACH OTHER ... co-learning journey DO ... in a CREATIVE, GROW FORWARD WAY. view “SCIENCE” inclusively.
(23) Co-learning. Go into a forest, you see the birch, maple, pine. Look underground and all those trees are holding hands. We as people must do the same. (late Mi’kmaq Chief, Spiritual Elder, and Healer Charlie Labrador).
(24)
(25) 1. 2. 3.
(26) LESSONS LEARNED ACKNOWLEDGE WE NEED EACH OTHER ... co-learning journey DO ... in a CREATIVE, GROW FORWARD WAY. view “SCIENCE” inclusively. put our values + actions + knowledges in front of us ... like an object.
(27) “See, in the Mi’kmaq world, in all Native worlds, you have to give recognition to everything: misdeeds, good deeds, past deeds, you know? Anything. You have to give that acknowledgement. Everything that you do, you have to acknowledge it.”. Murdena Marshall, Elder, Mi’kmaq Nation. Together We Heal & Grow seeing & acknowledging my deeds.
(28) “See, in the Mi’kmaq world, in all Native worlds, you have to give recognition to everything: misdeeds, good deeds, past deeds, you know? Anything. You have to give that acknowledgement. Everything that you do, you have to acknowledge it.” put our values + actions + knowledges in front of us ... like an object Iwama et al. 2007; Gaspereau Press Limited Murdena Marshall, Elder, Mi’kmaq Nation. Together We Heal & Grow seeing & acknowledging my deeds.
(29)
(30) LESSONS LEARNED ACKNOWLEDGE WE NEED EACH OTHER ... co-learning journey DO ... in a CREATIVE, GROW FORWARD WAY. view “SCIENCE” inclusively. put our values + actions + knowledges in front of us ... like an object. use VISUALS.
(31) Bringing Knowledges Together.
(32) Integrative Science. SCIENCE education, research, applications, youth and community outreach Indigenous. Western. “bringing our our our our knowledges worldviews sciences stories together”.
(33)
(34) LESSONS LEARNED ACKNOWLEDGE WE NEED EACH OTHER ... co-learning journey. WEAVE back and forth between our worldviews weave via BIG PICTURES use VISUALS. DO ... in a CREATIVE, GROW FORWARD WAY put our values + actions + knowledges in front of us ... like an object. view “SCIENCE” inclusively.
(35) 1. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our world OUR WORLDS #1 Question: What do we believe the world or cosmos to be? (ontology).
(36) 1. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our world OUR WORLDS #1 interconnective. parts & wholes. subject ... interconnective and animate: spirit + energy + matter. object ... comprised of parts and wholes characterized by systems and emergences: energy + matter.
(37) 1. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our world OUR WORLDS #1 interconnective. parts & wholes.
(38) 1. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our world OUR WORLDS #1 interconnective. parts & wholes.
(39) 2. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our key concepts & actions OUR KEY CONCEPTS and ACTIONS #2 Question: What do we value as “ways of coming to know” the cosmos? (epistemology).
(40) 2. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our key concepts & actions OUR KEY CONCEPTS and ACTIONS #2 - respect - hypothesis -. relationship reverence reciprocity ritual (ceremony) repetition responsibility. J. Archibald, 2001, Can. J. Native Ed. 25(1):1-5. (making & testing). - data collection - data analysis - model & theory construction.
(41) 2. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our key concepts & actions OUR KEY CONCEPTS and ACTIONS #2.
(42) In using tools we must be very mindful of sustainability.. images: DFO, www.dfo-mpo.gc.ca.
(43) 3. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our languages & methodologies OUR LANGUAGES and METHODOLOGIES #3 Question: What can remind us of the complexity within our ways of knowing?.
(44) 3. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our languages & methodologies OUR LANGUAGES and METHODOLOGIES #3 weaving of patterns within nature’s patterns via creative relationships and reciprocities among love, land, and life (vigour) that are constantly reinforced and nourished by Aboriginal languages. un-weaving of nature’s patterns (especially via analytic logic and the use of instruments) to cognitively reconstruct them, especially using mathematical language (rigour) and computer models.
(45) 3. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our languages & methodologies OUR LANGUAGES and METHODOLOGIES #3. Life Love Land. Math &. Instruments. vigour. WEAVING. rigour. UN-WEAVING.
(46) 3. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our languages & methodologies OUR LANGUAGES and METHODOLOGIES #3. Life Love Land. Math &. Instruments. vigour. WEAVING. rigour. UN-WEAVING.
(47) 4. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our overall knowledge objectives OUR OVERALL KNOWLEDGE OBJECTIVES #4 month.
(48) 4. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our overall knowledge objectives OUR OVERALL KNOWLEDGE OBJECTIVES #4 Question: What overall goals do we have for our ways of knowing?. from: CCL Aboriginal Learning Knowledge Centre (www.ccl-cca.ca/CCL). from: www.leads.ac.uk.
(49) 4. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our overall knowledge objectives OUR OVERALL KNOWLEDGE OBJECTIVES #4 collective, living dynamic, testable, knowledge to enable nourishment of one’s journey within expanding sense of “place, emergence and participation” for wholeness and interconnectiveness from: CCL Aboriginal Learning Knowledge Centre (www.ccl-cca.ca/CCL). published knowledge independent of personal experience that can enable prediction and control. from: www.leads.ac.uk.
(50) 4. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our overall knowledge objectives OUR OVERALL KNOWLEDGE OBJECTIVES #4 collective, living dynamic, testable, knowledge to enable nourishment of one’s journey within expanding sense of “place, emergence and participation” for wholeness and interconnectiveness from: CCL Aboriginal Learning Knowledge Centre (www.ccl-cca.ca/CCL). published knowledge independent of personal experience that can enable prediction and control. from: www.leads.ac.uk.
(51) 4. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our overall knowledge objectives OUR OVERALL KNOWLEDGE OBJECTIVES #4 from: CCL Aboriginal Learning Knowledge Centre (www.ccl-cca.ca/CCL). from: www.leads.ac.uk.
(52) 4. Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our overall knowledge objectives OUR OVERALL KNOWLEDGE OBJECTIVES #4.
(53)
(54) Bringing Knowledges Together.
(55) Two-Eyed Seeing.
(56) Megwetch Wela’lioq Merci Thank you.
(57)
Related documents
Stories guide how we value and share the world: • how we manage environmental Environment resources, and Sustainability • how we organize social systems to Society enable and
TIME AND A PLACE Environmental histories, environmental futures, and Prince Edward Island University of Prince Edward Island, Charlottetown, 13-18 June, 2010 Sunday.. Monday, Intro
Instruct the students to “become” Grandfather Sun and to tilt Mother earth away from their heads (i.e., with the North Pole pointed away from Grandfather Sun) so that they can see
Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our
First Nations Holistic Lifelong Learning Model from: Canadian Council on Learning: Aboriginal Learning Knowledge Centre http://www.ccl-cca/CCL... First Nations Holistic
Two-Eyed Seeing “Two-Eyed Seeing” “Two-Eyed Seeing” Two-Eyed Seeing learning to see with the strengths learning to see with the strengthsofofeach each&&together together our
Comparing vitamin C concentration This is a simple comparison of concentrations of vitamin C, based on An iodine indicator solution is used to compare the amount of ascorbic acid
Having published the story of the Akwesasne curriculum project many years ago, we were excited to learn last year about the integrative approach to science education currently
