Cheryl Bartlett
69
0
0
Full text
(2) Royal Roads University; Vancouver, BC 2 December 2008. Integrative Science &. Two-Eyed Seeing.
(3)
(4) Thank you / Wela’lioq Mi’kmaq Elders. Eskasoni First Nation Detachment. The support of various partners and funding agencies is gratefully acknowledged..
(5) collaboration ≈ 15 years.
(6) Elder Murdena Marshall.
(7) Artist Basma Kavanagh.
(8) Integrative Science. Indigenous. Western. “bringing our our our our knowledges worldviews sciences stories together” Artist Basma Kavanagh.
(9) Two-Eyed. Seeing Elder Albert Marshall Eskasoni community Mi’kmaq Nation.
(10) 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 LEARN to use both these eyes together, for the benefit of all.”.
(11) Indigenous. Western. The central dilemma of science education today is the teaching of science from only one cultural perspective, and in an incomplete and non-connected manner. Gregory Cajete, PhD Native American Scientist & Educator, Univ. of New Mexico.
(12)
(13)
(14)
(15) Health: Elders Aging.
(16) Forestry.
(17) SARA.
(18) new initiatives program. COLLABORATIVE RESEARCH PROPOSALS UNDER REVIEW. CURA program. community – university research alliance collaborative research and training experience. CREATE program.
(19) Canadian Aboriginal Participation Jim Hesser & Andy Woodsworth Cheryl Bartlett & Albert Marshall Dunsmuir Lodge, University of Victoria 1 December 2008.
(20) bringing together our star stories Youth Elders Educators Astronomers.
(21) LESSONS LEARNED over 15 years. 7.
(22) LESSONS LEARNED. ACKNOWLEDGE WE NEED 1. EACH OTHER ... co-learning journey.
(23) LESSONS LEARNED. Two-Eyed Seeing learning to see with the strengths of each & together. ACKNOWLEDGE WE NEED 1. EACH OTHER ... co-learning journey. 2.. Albert Marshall, Elder, Mi’kmaq Nation.
(24) LESSONS LEARNED. Two-Eyed Seeing learning to see with the strengths of each & together. ACKNOWLEDGE WE NEED 1. EACH OTHER ... co-learning journey. 2.. Albert Marshall, Elder, Mi’kmaq Nation. 3. view “SCIENCE” inclusively.
(25) stories of our interactions with and within nature. Science is dynamic, knowledge..
(26) stories of our interactions with and within nature. Science • recognition • transformation • expression. • various • various ways to connect the dots • variety in our stories.
(27) LESSONS LEARNED. Two-Eyed Seeing learning to see with the strengths of each & together. ACKNOWLEDGE WE NEED 1. EACH OTHER ... co-learning journey DO ... in a 4. CREATIVE, GROW FORWARD WAY. 2.. 3. view “SCIENCE” inclusively. 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.” 5.. put our values + actions + knowledges in front of us ... like an object Murdena Marshall, Elder, Mi’kmaq Nation. Together We Heal & Grow seeing & acknowledging my deeds.
(29) “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.” 5.. 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.
(30) the “HEALING. TENSE”. 5.. ME actions, values, knowledges. Murdena Marshall, Elder, Mi’kmaq Nation. Together We Heal & Grow seeing & acknowledging my deeds.
(31) the “HEALING. TENSE”. 5.. ME actions, values, knowledges. acknowledge being it. look at it, own it. talk to it, understand it.
(32) the “HEALING TENSE” “together we heal & grow”. 5.. ME actions, values, knowledges. acknowledge being it. look at it, own it. talk to it, understand it.
(33) “together we heal & grow”. 5.. ME & YOU actions, values, knowledges. acknowledge being it. look at it, own it. talk to it, understand it.
(34) LESSONS LEARNED 2.. ACKNOWLEDGE WE NEED 1. EACH OTHER ... co-learning journey DO ... in a 4. CREATIVE, GROW FORWARD WAY. 5.. 3. view “SCIENCE” inclusively. put our values + actions + knowledges in front of us ... like an object.
(35) LESSONS LEARNED 2.. ACKNOWLEDGE WE NEED 1. EACH OTHER ... co-learning journey DO ... in a 4. CREATIVE, GROW FORWARD WAY. 5.. 3. view “SCIENCE” inclusively. put our values + actions + knowledges in front of us ... like an object. 6. use VISUALS.
(36) 5.. put our values + actions + knowledges in front of us ... like an object. 6. use VISUALS.
(37) 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 NATURAL WORLD. 1. interconnective. constant change. parts & wholes. ongoing evolution.
(38) 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 NATURAL WORLD. 1. Question: What do we believe the world or cosmos to be? (ontology).
(39) 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 NATURAL WORLD. 1. interconnective. parts & wholes. subject ... interconnective and animate: spirit + energy + matter. object ... comprised of parts and wholes characterized by systems and emergences: energy + matter. constant change. ongoing evolution.
(40) 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).
(41) 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 -. relationship reverence reciprocity ritual (ceremony) repetition responsibility. J. Archibald, 2001, Can. J. Native Ed. 25(1):1-5. - hypothesis (making & testing). - data collection - data analysis - model & theory construction.
(42) 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. photo credit: NRC.
(43) 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) 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) 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) 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) 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.
(48) 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 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). dynamic, testable, published knowledge independent of personal experience that can enable prediction and control. from: www.leads.ac.uk.
(49) 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 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). dynamic, testable, published knowledge independent of personal experience that can enable prediction and control. from: www.leads.ac.uk.
(50) 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.
(51) LESSONS LEARNED. 7. WEAVE back and forth between our worldviews.
(52) 7 basic or fundamental. LESSONS LEARNED ACKNOWLEDGE WE NEED 1. EACH OTHER ... co-learning journey DO ... in a 4. CREATIVE, GROW FORWARD WAY. 2. 3. view “SCIENCE” inclusively 6. use VISUALS. 5.. put our values + actions + knowledges in front of us ... like an object. 7. WEAVE back and forth between our worldviews.
(53) Science: “stories of our interactions with and within nature” Indigenous and Western scientific knowledges are based in observations of the natural world.. Science is dynamic, pattern-based knowledge..
(54) Science: “stories of our interactions with and within nature” Indigenous and Western scientific knowledges are based in observations of the natural world.. Science is dynamic, pattern-based knowledge..
(55) PATTERN.
(56) Lifelong Learning Model. First Nations Holistic Lifelong Learning Model from: Canadian Council on Learning: Aboriginal Learning Knowledge Centre.
(57) First Nations Holistic Lifelong Learning Model from: Canadian Council on Learning: Aboriginal Learning Knowledge Centre.
(58) First Nations Holistic Lifelong Learning Model from: Canadian Council on Learning: Aboriginal Learning Knowledge Centre.
(59) Albert. Cheryl.
(60) Eskasoni, Unama’ki, Mi’kmaq Nation.
(61) Two-Eyed. Seeing Elder Albert Marshall Eskasoni community Mi’kmaq Nation.
(62) Aboriginal perspectives must be put forward..
(63) Knowledge is spirit. It is a gift, passed on through many people. We must pass it on..
(64) Knowledge is spirit. It is a gift, passed on through many people. We must pass it on. stars are the “time-givers” … they are the calendar.
(65) Knowledge is spirit. It is a gift, passed on through many people. We must pass it on. stars are the “time-givers” … they are the calendar.
(66) Knowledge is spirit. It is a gift, passed on through many people. We must pass it on..
(67) We are equal to, and also part and parcel of, the whole..
(68) Education towards rivers of knowledge.
(69) Wela’lioq Thank you.
(70)
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
