SCIENCE as “dynamic pattern-based knowledge”:

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(1)SCIENCE as “dynamic pattern-based knowledge”: including diverse cultures, engaging diverse learners National Planning Conference Ottawa, Ontario, 4-6 June 2008. Cheryl Bartlett, PhD Canada Research Chair in Integrative Science Professor of Biology Sydney, Nova Scotia.

(2) ABSTRACT Workshop/Presentation Outline: A view of science as “dynamic pattern-based knowledge about our interactions with and within nature” enables learner-friendly recognition and discussion of different cultures’ sciences and scientific ways of knowing. To facilitate understandings and applications of such a view, the presentation will outline human “pattern smarts” and then explore, via examples, a conceptual framework for “pattern recognition, transformation, and expression”. The presentation will emphasize the Western and Indigenous sciences. Recognizing the strengths in each and being able to use them together has come to be referred to as “Two-Eyed Seeing” by the small group of university scientists and First Nations’ Mi’kmaq Elders who have been involved in a co-learning journey in Cape Breton, Nova Scotia, for the past 12+ years. Key individuals in this group created and continue to nourish the “Integrative Science” initiative at Cape Breton University. Integrative Science brings together Indigenous and Western scientific knowledges and ways of knowing for the purposes of science education, research, applications, and outreach to youth and community..

(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) OUTLINE OF TALK. CURIOSITY Conclusion • confidence Pattern conceptual framework Introduction • creativity for exploring our sciences • critical thinking Integrative Science Pattern smarts within an ongoing Co-Learning Journey Four Big Pictures for Science as Two-Eyed Seeing “pattern stories”.

(5) IAPH. Mi’kmaq Elders Eskasoni Detachment.

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(7) Cape Breton Island Unama’ki (Land of Fog).

(8) Integrative Science: a Journey of Co-Learning.

(9) 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.

(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) 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.

(12) Some key LESSONS LEARNED over 12+ years of working together Acknowledge: it is a co-learning journey and we need to learn to …  do in a creative grow forward manner  think knowledge gardening more than knowledge translation or knowledge transfer  weave back and forth between our knowledges, our world views, our stories  weave via awareness of BIG PICTURE understandings (knowledge orientations or maps)  make our knowledges, i.e. our stories, visual.

(13) Artist: Basma Kavanagh.

(14) 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.

(15) 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.

(16) (what and variations).

(17) Artist: Basma Kavanagh. Science is dynamic, pattern-based knowledge.. stories of our interactions with and within nature.

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(22) (as cultural stories).

(23) Artist: Basma Kavanagh. Senses.

(24) Artist: Basma Kavanagh. Senses + Brain. = Patterns.

(25) Artist: Basma Kavanagh. Senses + Brain + Mind = Patterns → Stories.

(26) Artist: Basma Kavanagh. Senses + Brain + Mind & Culture = Patterns → Stories → Science.

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(29) Artist: Basma Kavanagh. Senses + Brain + Mind & Culture = Patterns → Stories → Science.

(30) Artist: Basma Kavanagh. Science is dynamic, pattern-based knowledge..

(31) Artist: Basma Kavanagh. Science is dynamic, pattern-based knowledge. stories of our interactions with and within nature.

(32) how we see “relational assemblages” (stories, things, places). NATURAL WORLD interconnective. parts & wholes.

(33) Integrative Science … a Journey of Co-Learning and Two-Eyed Seeing.

(34) To Co-Learn and use “Two-Eyed Seeing” we must TALK-WALK the “know, do, value” of our cultural strengths, differences, and common ground..

(35) “Two-Eyed Seeing” learning to see with the strengths of each & together. FOUR “BIG PICTURE” UNDERSTANDINGS. 1 2 3 4.

(36) 1. Two-Eyed Seeing our world. interconnective. parts & wholes.

(37) 2. 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.

(38) 3. Two-Eyed Seeing our languages & methodologies. Life Love Land. Math &. Instruments. vigour. WEAVING. rigour. UN-WEAVING.

(39) 4. 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.

(40) Four Big Pictures for Two-Eyed Seeing. stories of our interactions with and within nature.

(41) Artist: Basma Kavanagh. Science is dynamic, pattern-based knowledge.. stories of our interactions with and within nature.

(42) stories of our interactions with and within nature. Science. the patterns that we see within nature reflect our … Artist:: Basma Kavanagh. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.

(43) our science stories … draw upon our “pattern smarts” (Howard Gardner’s “multiple intelligences theory”).

(44) 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.

(45) “pattern smarts” sanctioned world views, methodologies, perspectives, and intelligences KNOW VALUE. DO. multiple intelligences. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.

(46) our different science stories … privilege different “pattern smarts” word smarts math smarts music smarts picture smarts. nature smarts spirit smarts. body smarts. people smarts self smarts.

(47) our different science stories … privilege different “pattern smarts” word smarts math smarts music smarts picture smarts. nature smarts spirit smarts. body smarts. people smarts self smarts.

(48) LEARNING & DOING SCIENCE … using ALL 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.

(49) PATTERN.

(50) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer.

(51) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner. outer. ideal. abstract.

(52) PATTERN CONCEPTUAL FRAMEWORK outer natural. recognize pattern. inner. outer. ideal. abstract. transform pattern. express pattern.

(53) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner. outer. ideal. abstract. transform express recognize SANCTIONED PERSPECTIVES & INTELLIGENCES: pattern pattern pattern who we are; where we are; where we were; what we know, do and value.

(54) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner. outer. ideal. abstract Ursa major muin. Artist: Basma Kavanagh.

(55) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner. outer. ideal. abstract. Big Dipper. Artist: Basma Kavanagh.

(56) PATTERN CONCEPTUAL FRAMEWORK four Murdena Marshall plant examples Mi’kmaq Elder. Sana Kavanagh, Research Assistant.

(57) natural.

(58) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Etuiwulnuksit etui + wul each side + good feel + plant nuk+ sit.

(59) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Ledum groenlandicum. ledum oriental shrub groenlandicum of Greenland.

(60) natural.

(61) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Altaqiaqwel Altaqiaq + wel creepy crawling + thing.

(62) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Lycopodium Lyco + podium wolf foot.

(63) natural.

(64) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Monotropa uniflora Mono + tropa one + turn uni + flora one + flower.

(65) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Lnuitmaqne’l Lnui + tmaqne’l People’s + pipe.

(66) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Indian pipe. Indian pipe.

(67) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract ghost plant.

(68) natural.

(69) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Gaultheria procumbens. gaultheria for J. F. Gaultier Canadian physicist. procumbens prostrate.

(70) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Kaqawejumanaqsi’l Kaqawej crow uman + aqsi’l berries + plant.

(71) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract tea berry ground tea petit thé du bois.

(72) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract wintergreen.

(73) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer.

(74) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.


(76) 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.

(77) Physical Direction and Linear Time. detached & instrumental. Western Science. x y.

(78) 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.

(79) Categorization. detached & instrumental. Western Science.


(81) 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..

(82) participatory & creative choice. Wjipenuk Etek Lnuimlkikno’ti - Spirit of the East -.

(83) 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.

(84) Journey of Life.

(85) Two-Eyed Seeing: overall knowledge objectives. Lifelong Learning (models). from: www.leads.ac.uk http://www.ccl-cca.ca/CCL/Reports/ RedefiningSuccessInAboriginalLearning/.

(86) natural world “Community as Educators” includes the Natural World. First Nations Holistic Lifelong Learning Model from: Canadian Council on Learning: Aboriginal Learning Knowledge Centre http://www.ccl-cca.ca/CCL/Reports/RedefiningSuccessInAboriginalLearning/.

(87) 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.

(88) PATTERN CONCEPTUAL FRAMEWORK abstract outer inner outer.

(89) PATTERN CONCEPTUAL FRAMEWORK abstract outer inner outer.

(90) PATTERN CONCEPTUAL FRAMEWORK outer. X. inner. outer. June. … in honour of “Juno”, the Roman Queen of the Gods.

(91) PATTERN CONCEPTUAL FRAMEWORK outer. X. inner. outer. June. … in honour of “Juno”, the Roman Queen of the Gods.

(92) Elder Murdena Marshall, MEd Mi’kmaq Elder & Spiritual Leader Eskasoni First Nation. Murdena’s Story (with permission) from: Marshall, M. 2008. Traditional Health & Healing and Women’s Roles. Workshop Module Materials..

(93) -. respect relationship reverence reciprocity ritual (ceremony) repetition responsibility. from: J. Archibald, 2001. Can. J. Native Ed. 25(1):1-5. Sacred Circle Teaching: reality passes from generation to generation via storytelling and participation in ceremony. from: Marshall, M. 2008. Traditional Health & Healing and Women’s Roles. Workshop Module Materials..

(94) Murdena is a young girl..

(95) Murdena has an Auntie..

(96) Murdena is a Grandmother..

(97) Murdena is a Grandmother whose Journey of Life has experienced many relations..

(98) Murdena is a Grandmother whose Journey of Life has experienced many relations..

(99) -. respect relationship reverence reciprocity ritual (ceremony) repetition responsibility. from: J. Archibald, 2001. Can. J. Native Ed. 25(1):1-5. from: Marshall, M. 2008. Traditional Health & Healing and Women’s Roles. Workshop Module Materials..

(100) -. respect relationship reverence reciprocity ritual (ceremony) repetition responsibility. from: J. Archibald, 2001. Can. J. Native Ed. 25(1):1-5. from: Mi’kmaq Family & Children’s Services. from: Marshall, M. 2008. Traditional Health & Healing and Women’s Roles. Workshop Module Materials..

(101) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. “human health”. Artist: Rod Restoule from: Into the Daylight; C. Morrisseau, 1998 from: Mi’kmaq Family & Children’s Services.

(102) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. “human health”. Artist: Rod Restoule from: Into the Daylight; C. Morrisseau, 1998 from: Mi’kmaq Family & Children’s Services.

(103) PATTERN CONCEPTUAL FRAMEWORK outer. “human health”. inner. outer.

(104) PATTERN CONCEPTUAL FRAMEWORK outer. “human health”. inner. outer.

(105) Indigenous Science. Artist: Rod Restoule from: Into the Daylight; C. Morrisseau, 1998. HEALTH Mother Earth.

(106) importance of. embodied experience as part of the learning process: e.g. snow loading on a roof - roofs of different slopes - snow of different weights.

(107) math smarts word smarts.

(108) body smarts.

(109) body smarts. importance of. embodied experience as part of the learning and knowing processes.

(110) International Year of Astronomy. Indigenous. Western. our astronomies “bringing our our our knowledges worldviews patterns sciences stories together”.

(111) “Reflections” artist Gerald Gloade Millbrook First Nation.

(112) Patterns in Stars “Reflections” artist Gerald Gloade Millbrook First Nation. Patterns on Earth.

(113) 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.

(114) The Great Bear Muin. patterns and meta-patterns in our natural world. Polaris.

(115) Mid Spring.

(116) Mid Summer.

(117) Mid Autumn.

(118) Mid Winter.

(119) Indigenous Science. Great Bear Night Sky Story. Life Love Land.

(120) www.eumetsat.int/groups/ops/documents/image/img_news_solstice_scheme.gif.

(121) Spring Equinox. www.eumetsat.int/groups/ops/documents/image/img_news_solstice_scheme.gif.

(122) Summer Solstice. www.eumetsat.int/groups/ops/documents/image/img_news_solstice_scheme.gif.

(123) Fall Equinox. www.eumetsat.int/groups/ops/documents/image/img_news_solstice_scheme.gif.

(124) Winter Solstice. www.eumetsat.int/groups/ops/documents/image/img_news_solstice_scheme.gif.

(125) www.eumetsat.int/groups/ops/documents/image/img_news_solstice_scheme.gif.

(126) -. respect relationship reverence reciprocity ritual (ceremony) repetition responsibility.




(130) Equinox Spring / Fall. Winter Solstice. Summer Solstice.



(133) 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”.

(134) Journey of Life.

(135) LEARNING & DOING SCIENCE … using ALL our “pattern smarts”. word smarts math smarts music smarts picture smarts body smarts. nature smarts spirit smarts people smarts self smarts. Journey of Life.

(136) LEARNING & DOING SCIENCE … using ALL our “pattern smarts”. word smarts math smarts music smarts picture smarts. nature smarts spirit smarts. body smarts. people smarts self smarts Journey of Life. ACTUA Science Camps.

(137) stories of our interactions with and within nature. ACTUA Science Camps.

(138) IAPH. Wela’lioq / Thank you Mi’kmaq Elders Eskasoni Detachment.

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