Introduction toIntegrative Science
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(2) WORKSHOP PRESENTATION Introduction to Integrative Science and Two-Eyed Seeing (abstract). Integrative Science is defined as “bringing together Indigenous and Western scientific knowledges and ways of knowing” for the purposes of science education, research, applications, and outreach to Aboriginal youth and community. It uses a view of science that enables cultural inclusivity, namely that science is “dynamic, patternbased knowledge about our interactions with and within nature”. The workshop will explain and explore the “pattern conceptual framework” developed within Integrative Science. The framework is based in pattern recognition, transformation, and expression and it explicitly seeks to enable transit of pedagogy and praxis across boundaries of methodologies, disciplines, and world views. In this regard, it enables understandings as to how the privileging of different “human pattern smarts” creates variations in the ways we assemble and transmit science knowledge. The importance of invoking an understanding of “The Learning Spirit” will also be considered..
(3) Thank you / Wela’lioq Mi’kmaq Elders. Eskasoni First Nation Detachment. The support of various partners and funding agencies is gratefully acknowledged..
(4) 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.
(5) Integrative Science. Indigenous. Western. “bringing our our our our knowledges worldviews sciences stories together”.
(6) Two-Eyed. Seeing Elder Albert Marshall Eskasoni community Mi’kmaq Nation.
(7) “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.”. Elder Albert Marshall Eskasoni community Mi’kmaq Nation.
(8) The breath of life versus the embodiment of life: Indigenous knowledge and western research WIN-HEC Journal 2007 (World Indigenous Nations – Higher Education Consortium) CINDY BLACKSTOCK Executive Director, First Nations Child and Family Caring Society of Canada Despite the diversity of Aboriginal cultures, there are several common fundamental differences between Aboriginal and western epistemologies1) Aboriginal peoples believe their ancestor were rights on most things and western peoples: believe their ancestors were either mostly wrong or their ideas could be improved upon (Assembly of First Nations,1993; Auger, 2001), 2) Aboriginal peoples believe they hold the land and life knowledge in a sacred trust for the generations to follow whereas many western peoples believe they can own land and knowledge and use it for individual benefit with little concern for future generations (RCAP, 1996; Pinto, in press), and 3) Aboriginal knowledge is situation within more expansive concepts of space and time (Auger, 2001). From these differences, flow very different concepts.. 1. 2. 3.
(9) As knowledge trustees, whose job it is to understand and relay knowledge which has been passed down by generations before us, we pay great attention to the detail of the knowledge and the values and spirit embedded in it so that we can pass it on (Auger, 2001; Bennett & Blackstock, 2006). Because knowledge needs to echo across lifetimes and generations, multidimensional standards of rigor are needed to ensure knowledge is understood within the four directions of learning: spiritual, emotional, physical, and cognitive [emphasis added] and that each teaching is situated within an interconnected knowledge web (RCAP, 1996; Auger, 2001). cognitional. physical. spiritual. emotional.
(10) Importance of Ancestors, Elders, Knowledge Holders As knowledge trustees, whose job it is to understand and relay knowledge which has been passed down by generations before us, we pay great attention to the detail of the knowledge and the values and spirit embedded in it so that we can pass it on (Auger, 2001; Bennett & Blackstock, 2006). Because knowledge needs to echo across lifetimes and generations, multidimensional standards of rigor are needed to ensure knowledge is understood within the four directions of learning: spiritual, emotional, physical, and cognitive [emphasis added] and that each teaching is situated within an interconnected knowledge web (RCAP, 1996; Auger, 2001). cognitional. physical. spiritual. emotional. “ELDER”.
(11) Science is dynamic, pattern-based knowledge.. stories of our interactions with and within nature.
(12) stories of our interactions with and within nature. Science. 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.
(13) our science stories … draw upon our “pattern smarts” (Howard Gardner’s “multiple intelligences theory”).
(14) 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.
(15) “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.
(16) 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.
(17) 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.
(18) 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.
(19) MI visual from: http://davetgc.freehomepage. com/MImapclrDef1.gif.
(20) Land of Eagle domain of the. FEAR. unknown ONE WHO SEES BIG PATTERNS. domain of the. known. “must become PATTERN-able” (Douglas J. Cardinal) architect.
(21) PATTERN.
(22) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer.
(23) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner. outer. ideal. abstract.
(24) PATTERN CONCEPTUAL FRAMEWORK outer natural. recognize pattern. inner. outer. ideal. abstract. transform pattern. express pattern.
(25) 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.
(26) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner. outer. ideal. abstract Ursa major muin.
(27) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner. outer. ideal. abstract. Big Dipper.
(28) PATTERN CONCEPTUAL FRAMEWORK four Murdena Marshall plant examples Mi’kmaq Elder. Sana Kavanagh, Research Assistant.
(29) natural.
(30) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Etuiwulnuksit etui + wul each side + good feel + plant nuk+ sit.
(31) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Ledum groenlandicum. ledum oriental shrub groenlandicum of Greenland.
(32) natural.
(33) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Altaqiaqwel Altaqiaq + wel creepy crawling + thing.
(34) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Lycopodium Lyco + podium wolf foot.
(35) natural.
(36) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Monotropa uniflora Mono + tropa one + turn uni + flora one + flower.
(37) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Lnuitmaqne’l Lnui + tmaqne’l People’s + pipe.
(38) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Indian pipe. Indian pipe.
(39) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract ghost plant.
(40) natural.
(41) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Gaultheria procumbens. gaultheria for J. F. Gaultier Canadian physicist. procumbens prostrate.
(42) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract Kaqawejumanaqsi’l Kaqawej crow uman + aqsi’l berries + plant.
(43) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract tea berry ground tea petit thé du bois.
(44) PATTERN CONCEPTUAL FRAMEWORK. outer. inner. natural. ideal. outer abstract wintergreen.
(45) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer.
(46) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(47) PATTERN CONCEPTUAL FRAMEWORK outer. inner. outer. SANCTIONED PERSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value.
(48) Physical Direction and Linear Time. detached & instrumental. East (sunrise) … measurement of the time of sunrise … for each new day over the course of one full year. x y.
(49) 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..
(50) Journey of Life. Life Long Learning.
(51) from: Aboriginal Learning Knowledge Centre Canadian Council on Learning http://www.ccl-cca.ca/ccl. First Nations Life Long Learning Model. Nourishing the Learning Spirit.
(52) from: Aboriginal Learning Knowledge Centre Canadian Council on Learning http://www.ccl-cca.ca/ccl. First Nations Life Long Learning Model. Nourishing the Learning Spirit.
(53) How? courses. MSIT.
(54) pattern recognition, transformation, expression.
(55) pattern recognition, transformation, expression.
(56) pattern recognition, transformation, expression.
(57)
(58) video of Mi’kmaq Night Sky Story (in Mi’kmaq, English, French) available at:. http://www.integrativescience.ca http://www.astronomy2009.ca/. X.
(59) Let us reconnect with our Night Sky Stories.. Reconnections will be legacies for children long after the close of International Year of Astronomy..
(60) Stories help us see the stars in new ways …. Sana Kavanagh. Gemini Observatory. as telescopes help us see the stars in new ways..
(61) southern Alberta / Blackfoot. Nova Scotia / Mi’kmaq. X.
(62) stories of our interactions with and within nature. Science. Science is dynamic, pattern-based knowledge.. PATTERNS … • spirits within ecosystem-wide minds • ideas in brain-based minds.
(63) stories of our interactions with and within nature. Science. Science is dynamic, pattern-based knowledge. Sheridan, J. & Longboat, D. 2006. The Haudenosaunee imagination and the ecology of the sacred. Space and Culture 9(4): 365-381.. PATTERNS …. • spirits within ecosystem-wide minds • ideas in brain-based minds.
(64) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner ideal. outer abstract.
(65) MI visual from: http://davetgc.freehomepage.com/MImapclrDef1.gif.
(66) PATTERN CONCEPTUAL FRAMEWORK outer natural. inner ideal. MI visual from: http://davetgc.freehomepage.com/ MImapclrDef1.gif. outer abstract.
(67) natural. http://thechive.com/wp-content/uploads/2009/01/miracle-hudson-river-plane-crash-10.jpg.
(68) natural.
(69) natural.
(70) natural.
(71) natural. http://www.cycleducation.com.au/img/Raynie_decend_Fling08.jpg.
(72) natural.
(73) natural.
(74) natural.
(75) natural. http://www.blueberrycreek.com/images/scanner_art/dandelion_seed.jpg.
(76) Thank you / Wela’lioq Mi’kmaq Elders. Eskasoni First Nation Detachment. The support of various partners and funding agencies is gratefully acknowledged..
(77)
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