Integrative Science
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(2) OUTLINE OF TALK. Conclusion Pattern conceptual framework for exploring our sciences Pattern smarts Four Big Pictures for Two-Eyed Seeing. Introduction Integrative Science within an ongoing Co-Learning Journey. Science as “pattern stories”.
(3) OUTLINE OF TALK. Conclusion Pattern conceptual framework for exploring our sciences Pattern smarts Four Big Pictures for Two-Eyed Seeing. Introduction Integrative Science within an ongoing Co-Learning Journey. Science as “pattern stories”.
(4) IAPH. Mi’kmaq Elders Eskasoni Detachment.
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(6) Cape Breton Island Unama’ki (Land of Fog).
(7) Integrative Science: a Journey of Co-Learning.
(8) 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.
(9) 12+ 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.
(10) Artist: Basma Kavanagh.
(11) Integrative Science. SCIENCE education, research, applications, youth and community outreach Indigenous. Western. “bringing our our our our knowledges worldviews sciences stories together” Artist: Basma Kavanagh.
(12) 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.
(13) Where our co-learning journey has taken us …. 11 LESSONS LEARNED: We need to learn to … 1. acknowledge we need each other 2. acknowledge we are on a learning journey 3. learn to co-learn: - simple Integrative Framework 4. help institutions to help us “legitimize” TK in the minds of youth (and many others) 5. work with living agendas 6. use other organic language 7. do … in a creative grow forward manner.
(14) Where our co-learning journey has taken us …. 11 LESSONS LEARNED: We need to learn to … 8. think knowledge gardening more than knowledge translation or knowledge transfer 9. weave back and forth between our knowledges, our world views, our stories 10. weave via awareness of BIG PICTURE understandings (knowledge orientations or maps) 11. make our knowledges, i.e. our stories, visual.
(15) Integrative Framework Co-Learn both Indigenous and Western, plus: • our roles (you and me) in “the knowing” - science as dynamic, pattern-based knowledge - visuals to facilitate cross-cultural communication. • our common ground • our differences (and respect them) • our journey … forward & together -------------------------------------------------------------------------------------------------------------------------------------. TRY HARD TO AVOID … simply Western plus bits and pieces of Indigenous.
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(17) Western Science photo credit: NRC. Periodic Table of the Elements.
(18) Indigenous Science Artist: Rod Restoule from: Into the Daylight; C. Morrisseau, 1998. artist Gerald Gloade Millbrook First Nation from: Mi’kmaq Family & Children’s Services published by: Gaspereau Press Limited.
(19) Senses.
(20) Senses + Brain. = Patterns.
(21) Senses + Brain + Mind = Patterns → Stories.
(22) Senses + Brain + Mind & Culture = Patterns → Stories → Science.
(23) Senses + Brain + Mind & Culture = Patterns → Stories → Science.
(24) Science is dynamic, pattern-based knowledge..
(25) Science is dynamic, pattern-based knowledge. stories of our interactions with and within nature.
(26) Integrative Science … a Journey of Co-Learning and Two-Eyed Seeing.
(27) To Co-Learn and use “Two-Eyed Seeing” we must TALK-WALK the “know, do, value” of our cultural strengths, differences, and common ground..
(28) We must become able to put the “know, do, value” aspects of our own science in front of us … like an object … and then we must develop the abilities to look at and walk around them … talk about them, acknowledge them, take ownership of them, understand them, and then put them beside those of another worldview … to see our mutual strengths and to begin working together in a respectful manner.. Two-Eyed Seeing. Indigenous. our SCIENCES. Western.
(29) “KNOW, VALUE, and DO” IT … GROW IT, SHARE IT. 1 2 3 4 acknowledge being it. look at it, own it. talk to it, understand it.
(30) 1. Two-Eyed Seeing our key concepts & actions - 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.
(31) 2. Two-Eyed Seeing our languages & methodologies. Life Love Land. Math &. Instruments. vigour. WEAVING. rigour. UN-WEAVING.
(32) 3. Two-Eyed Seeing our overall knowledge objectives. from: CCL Aboriginal Learning Knowledge Centre (www.ccl-cca.ca/CCL). towards resonance of understanding within environment. from: www.leads.ac.uk. towards construction of understanding of environment.
(33) 4. Two-Eyed Seeing our world is. interconnective. parts & wholes.
(34) Integrative Science 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).
(35) Integrative Science 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). Indigenous. Western.
(36) Artist: Basma Kavanagh. Science is dynamic, pattern-based knowledge.. stories of our interactions with and within nature.
(37) our science stories … draw upon our “pattern smarts” (Howard Gardner’s “multiple intelligences theory”).
(38) our science stories … draw upon our “pattern smarts” (Howard Gardner’s “multiple intelligences theory”). word smarts math smarts music smarts picture smarts. nature smarts spirit smarts. body smarts. people smarts self smarts SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(39) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer.
(40) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer.
(41) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer muin / Ursa major. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(42) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer dipper. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(43) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(44) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(45) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(46) Physical Direction and Linear Time. detached & instrumental. Western Science East (sunrise) … measurement of the time of sunrise … for each new day over the course of one full year. x y.
(47) Physical Direction and Linear Time. detached & instrumental. Western Science. x y.
(48) Quantification. detached & instrumental. Western Science. A scientist uses a liquid chromatography-mass spectrometry system to quantify toxins in biological samples. This instrument rapidly and selectively detects minute quantities of a wide range of contaminants. Analytical methods based on this technology are used in laboratories worldwide. www.nrc-cnrc.gc.ca/multimedia/picture/life/nrc-imb_natural_toxins_e.html.
(49) Categorization. detached & instrumental. Western Science.
(50) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(51) participatory & creative choice. Wjipenuk Etek Lnuimlkikno’ti - Spirit of the East East (sunrise) … a place of beginnings and enlightenment … where new knowledge can be created or received to bring about harmony or right relations..
(52) participatory & creative choice. Wjipenuk Etek Lnuimlkikno’ti - Spirit of the East -.
(53) participatory & creative choice. JOURNEY OF LIFE: Seven Sacred Gifts offered ... up to you to accept or not. Elder Murdena Marshall, MEd Mi’kmaq Elder & Spiritual Leader Eskasoni First Nation.
(54) participatory & creative choice. Indigenous Science.
(55) participatory & creative choice. Indigenous Science psychology creative thinking, transformative learning, sustainable living for. ecosystem health stewardship.
(56) PATTERN CONCEPTUAL FRAMEWORK abstract outer inner outer.
(57) PATTERN CONCEPTUAL FRAMEWORK abstract outer inner outer.
(58) Indigenous Science. biology.
(59) PATTERN CONCEPTUAL FRAMEWORK outer. X. inner. outer. June. … in honour of “Juno”, the Roman Queen of the Gods.
(60) PATTERN CONCEPTUAL FRAMEWORK outer. X. inner. outer. June. … in honour of “Juno”, the Roman Queen of the Gods.
(61) PATTERN CONCEPTUAL FRAMEWORK outer. “human health”. inner. outer.
(62) PATTERN CONCEPTUAL FRAMEWORK outer. “human health”. inner. outer.
(63) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. “human health”. Artist: Rod Restoule from: Into the Daylight; C. Morrisseau, 1998.
(64) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. “human health”. Artist: Rod Restoule from: Into the Daylight; C. Morrisseau, 1998.
(65) Indigenous Science. medicine Mother Earth. Artist: Rod Restoule from: Into the Daylight; C. Morrisseau, 1998.
(66) Indigenous Science. Mother Earth. EARLY CHILD DEVELOPMENT from: Mi’kmaq Family & Children’s Services.
(67) neocortex. limbic. diencephalon. brain stem adapted from: www.childtrauma.org.
(68) neuropsychology. www.childtrauma.org.
(69) neuropsychology. www.childtrauma.org.
(70) neuropsychology. www.childtrauma.org.
(71) neuropsychology. www.childtrauma.org.
(72) neuropsychology. Indigenous Science. from: Mi’kmaq Family & Children’s Services. Mother Earth. adapted from: www.childtrauma.org.
(73) neuropsychology linguistics. Indigenous Science. Love. Elder Murdena Marshall, MEd Mi’kmaq Elder & Spiritual Leader Eskasoni First Nation. authors: Marilyn Iwama Murdena Marshall Albert Marshall Ivar Mendez Cheryl Bartlett. published by Gaspereau Press Limited; artwork by Alan Syliboy.
(74) “human health”.
(75) International Year of Astronomy. Indigenous. Western. our astronomies “bringing our our our knowledges worldviews patterns sciences stories together”.
(76) Patterns in Stars “Reflections” artist Gerald Gloade Millbrook First Nation. Patterns on Earth.
(77) The Celestial Bear Stansbury Hagar. 1900. Journal of American Folklore Vol. 13(9).. Source. Elder Lillian Marshall Potlotek First Nation. Sana Kavanagh Cape Breton University. Mi’kmaq of Nova Scotia … specific individuals and communities unnamed.
(78) The Great Bear Muin. patterns and meta-patterns in our natural world. Polaris.
(79) Mid Spring.
(80) Mid Summer.
(81) Mid Autumn.
(82) Mid Winter.
(83) Indigenous Science. Great Bear Night Sky Story.
(84) Integrative Science.
(85) stories of our interactions with and within nature. “bringing our sciences together”.
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(87) stories of our interactions with and within nature what our “pattern stories” (re)generate. subject-subject. ecoreflexive & participatory. connectedness. subject - object. cognocentric & detached. disconnectedness.
(88) stories of our interactions with and within nature what our “pattern stories” (re)generate. subject-subject. ecoreflexive & participatory. connectedness. subject - object. cognocentric & detached. disconnectedness.
(89) stories of our interactions with and within nature. Science is dynamic, pattern-based knowledge.. PATTERNS … • spirits within ecosystem-wide minds* • ideas in brain-based minds * Sheridan, J. and Longboat, D. 2006. The Haudenosaunee imagination and the ecology of the sacred. Space and Culture 9(4), 365-381..
(90) Integrative Science.
(91) Integrative Science. “Human rights include the right to healthy ecosystems.”. Our voices are in the land..
(92) IAPH. Wela’lioq / Thank you Mi’kmaq Elders Eskasoni Detachment.
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