CO-LEARNING: Indigenous and Western sciences talking and walking together …
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(2) Journey of Life.
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(5) Cape Breton Island Unama’ki (Land of Fog).
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(7) IAPH. Mi’kmaq Elders Eskasoni Detachment.
(8) Co-Learning Journey.
(9) 10+ years: where our journey has been and continues to be …. Science. Indigenous. Western.
(10) 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, scientist & educator, Univ. of New Mexico. Indigenous. Western.
(11) 10+ years: where our journey has been and continues to be …. Integrative Science bringing together Indigenous and Western scientific knowledges and ways of knowing. Indigenous. Western.
(12) Integrative Science. Artist Basma Kavanagh.
(13) Integrative Science. SCIENCE education, research, applications, youth and community outreach. our sciences Indigenous Western our stories “bringing our knowledges together” our worldviews. Artist Basma Kavanagh.
(14) stories of our interactions with and within nature. Science: dynamic, pattern-based knowledge. the patterns that we see within nature reflect our … SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(15) Co-Learning: Indigenous and Western sciences talking and walking together … a journey with some methodology insights. 1. 2. 3. 4.. walk-talk knowledge in the land naturalized models evidence enriched.
(16) Insight #1: “WALK” as well as talk..
(17) We must become able to put the “know, do, value” aspects of our worldviews in front of us … like an object … and then we must develop the abilities to walk around them … to acknowledge them, take ownership of them, understand them, and put them beside those of another worldview … to see our mutual strengths and to begin working together in a reciprocally respectful manner..
(18) 4. “KNOW, VALUE, and DO” IT … SHARE IT … and GROW IT. 1 2 3. 4.
(19) 1. Two-Eyed Seeing our key concepts & actions - respect -. relationship reverence reciprocity ritual (ceremony) repetition responsibility. - hypothesis (making & testing). - data collection - data analysis - model & theory construction.
(20) 2. Two-Eyed Seeing our language & methodology. vigour. WEAVING. rigour. UN-WEAVING.
(21) 3. Two-Eyed Seeing our overall knowledge objective. towards resonance of understanding within environment. towards construction of understanding of environment.
(22) 4. Two-Eyed Seeing how our world is. interconnective. parts & wholes.
(23) role of the knower in the knowing. 1 2 3. 4.
(24) Insight #1: [“WALK” as well as talk.] = an extension of understandings from discussions about healing language..
(25) Mrs. Murdena Marshall BEd, MEd Elder and Spiritual Leader, Mi’kmaq Nation Eskasoni First Nation, Nova Scotia Associate Professor (retired), Mi’kmaq Studies, CBU. Marilyn Iwama, PhD.
(26) Murdena Marshall:. There’s something called the. healing tense..
(27) THE HEALING TENSE … an example. Mi’kmaq. English. Ketkiayop. I was drunk. Keskiayasanek. I was drunk.
(28) We Heal Together “… when he goes into this healing tense, then my attitude has to change … everybody in the household … everybody … has to abide with him.” Murdena Marshall.
(29) Generalize kesnukwiap – I was sick kesnukwiasnek – I was sick.
(30) Nipuktuk Wejiaql A’tukuaqnn:. From the Forest Comes Our Story. www.christopherburkett.com.
(31) How Bullfrog was Conquered.
(32) How Bullfrog Learns His Lesson Epilogue. Bullfrog: I know now that I was selfish and caused much suffering. I was wrong..
(33) The Healing Tense Heals “[Bullfrog] has taken his misdeeds and placed them in front of him and walked around them, and said yes, I was there.” Murdena Marshall … in conversation with Dr. Ivar Mendez, Director, Brain Repair Centre, Dalhousie University.
(34) Love is the main ingredient of wellness. • Murdena Marshall. We heal together … when he goes into this healing tense, then my attitude has to change … everybody in the household … everybody … has to abide with him..
(35) Love is the main ingredient of wellness. • Murdena Marshall. The voice of our language is in the land. • Albert Marshall.
(36) Insight #2: Walk and talk with the land..
(37) Our voices are in the land.. Life Love Land.
(38) We need to stay connected to the earth … … and work with Nature … … not be a “master over”. Artist: Rod Restoule from: Into the Daylight; C. Morrisseau, 1998.
(39) We are all interconnected.. from: Mi’kmaq Family and Children Services.
(40) Earth speaks: forest time.
(41) Earth speaks: health indicators.
(42) Earth speaks: wholistic health lessons.
(43) healthy young … need TLC.
(44) puppets made from the Earth.
(45) animal puppets for the Seven Teachings.
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(47) Insight #3: Walk and talk … using naturalized models and metaphors..
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(50) (by Murdena Marshall BA, MEd).
(51) Aboriginal Learning Knowledge Centre – Canadian Council on Learning.
(52) Aboriginal Learning Knowledge Centre – Canadian Council on Learning.
(53) Aboriginal Learning Knowledge Centre – Canadian Council on Learning.
(54) learn to see with the strengths of each & together Indigenous. Two-Eyed Seeing. Western.
(55) Two-Eyed Seeing how our world is Indigenous. interconnective. Western. parts & wholes.
(56) Insight #4: Walk and talk … accepting diverse styles of evidence..
(57) Social Determinants of Health: NCC-DH Think Tank (7 March 07, Halifax). What is evidence? What knowledge context?.
(58) Social Determinants of Health: NCC-DH Think Tank (7 March 07, Halifax). What is evidence? What knowledge context? Who wants this evidence? Those who want to: • develop and implement policy: objects … to be measured --------------------------------------------• heal and be healthy: subjects … with living experience.
(59) Social Determinants of Health: NCC-DH Think Tank (7 March 07, Halifax). What is evidence? What knowledge context? Whose values determine this evidence? • researchers: to “prove” is desirable; skepticism is a virtue --------------------------------------------• Aboriginal community: to “know” is OK; trust is a gift.
(60) Social Determinants of Health: NCC-DH Think Tank (7 March 07, Halifax). What is evidence? What knowledge context? Who comes together to create “social”? • Eurocentric: humans together --------------------------------------------• Aboriginal: humans together with other sentient beings. Winds of Change, Roy Thomas artist.
(61) Social Determinants of Health: NCC-DH Think Tank (7 March 07, Halifax). What is evidence? What knowledge context? What “life purpose” for this evidence? • mainstream: to participate in an economy-based society --------------------------------------------• traditional Aboriginal: to seek life … spirituality central. Winds of Change, Roy Thomas artist.
(62) Social Determinants of Health: NCC-DH Think Tank (7 March 07, Halifax). What is evidence? What knowledge context? What language for this evidence? • economic model: social capital; analytic philosophy --------------------------------------------• spirit-centric model: compassion; Indigenous philosophy. Winds of Change, Roy Thomas artist.
(63) Social Determinants of Health: NCC-DH Think Tank (7 March 07, Halifax). What is evidence? What knowledge context? Evidence seen as …. “quality of life” … marginalize • abstract, noun-based indicators: those of difference ---------------------------------------------------------------• consciousness-oriented, verb-based indicators: meaning making. Winds of Change, Roy Thomas artist.
(64) Social Determinants of Health: NCC-DH Think Tank (7 March 07, Halifax). What is evidence? What knowledge context? Evidence within what consciousness: • physical reality: objects ---------------------------------------------------------------• physical + dream realities: objects & subjects ---------------------------------------------------------------• physical + dream + unity realities: !!!!!!!!!!!!!. Winds of Change, Roy Thomas artist.
(65) RESEARCH … a Co-Learning Journey.
(66) IAPH. Mi’kmaq Elders Eskasoni Detachment.
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