Learning is a journey to discover and understand what our spirit is set to accomplish. It is a search for inner knowledge came from the connections that they made with those physical and metaphysical elements in their territories and became the source of knowing that remains the core of Indigenous knowledge.
The Aboriginal Learning and Knowledge Centre published a report called, //Moving from the Head to the Heart//. The report focuses on how to reclaim the learning spirit based on the past, present and future of Aboriginal education in Canada.
What is Indigenous knowledge?
The holistic, practical, and common knowledge that has been gathered over thousands of years of observation and interaction with the land; it is passed on from generation to generation through practice, oral stories, dance, and art.
The primary source of Indigenous Knowledge is in Indigenous languages and teachings that make every child unique in his or her learning capacities, learning styles and knowledge bases. In Indigenous Knowledge, learning is viewed as sacred and holistic, as well as experiential, purposeful, relational and a lifelong responsibility. (Battiste & Henderson, 2009)
All learners learn through thier spirit, heart, mind and body, a part of creation and have a purpose driven by their spirit (Anuik, Battiste & George, 2008)
From UNESCO: Traditional indigenous knowledge includes any knowledge that generally: (a) is or has been created, acquired or inspired for traditional economic, spiritual, ritual, narrative, decorative or recreational purposes; and (b) is or has been transmitted from generation to generation; and (c) is regarded as pertaining to a particular traditional group, clan or community of people in[Enacting country]; and (d) is collectively originated and held. traditional owners of traditional knowledge or expressions of culture means: (a) the group, clan or community of people; or (b) the individual who is recognized by a group, clan or community of people as the individual; in whom the custody or protection of the traditional knowledge or expressions of culture are entrusted in accordance with the customary law and practices of that group, clan or community. __http://www.forumsec.org.fj/resources/uploads/attachments/documents/PacificModelLaw,ProtectionofTKandExprssnsofCulture20021.pdf__
The main themes within indigenous knowledge include:
Holistic approach (Education is focused on the whole person by balancing spiritual internal capacities with external society interactions.)
Understanding the Learning Spirit
Personal relationships - Elders, family to help guide spirit, (no travels learning path alone)
Creating Networks (Creating a network of societal relationships based on mutual respect.)
Self-mastery (Based on individual skills, competencies and abilities)
Community Based Learning and Support
Learning is a Journey
References: Anuik, J.,Battiste, M. & George, P. (2010) Learning from Promising Programs and Applications in Nourishing the Learning Spirit. Canadian Journal of Native Education. 33 (1)
Barrett, Mary Jeanne (2010). Nourishing the Learning Spirit: Dialogue on Learning through Spirit. University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, Sask. and First Nations and Adult Higher Education Consortium, Calgary, Alta. Retrieved on.30/07/13 from
Battiste, M. (2002). Indigenous Knowledge and Pedagogy in First Nations Education, A literature Review with Recommendations. National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada (INAC). Ottawa.
Battiste, M.,Henderson, J., Youngblood, J. (2009). Naturalizing Indigenous Knowledge in Eurocentirc Education. Canadian Journal of Native Education. 32 (1)
Understanding the Learning Spirit -
Learning is a journey to discover and understand what our spirit is set to accomplish. It is a search for inner knowledge came from the connections that they made with those physical and metaphysical elements in their territories and became the source of knowing that remains the core of Indigenous knowledge.
The Aboriginal Learning and Knowledge Centre published a report called, //Moving from the Head to the Heart//. The report focuses on how to reclaim the learning spirit based on the past, present and future of Aboriginal education in Canada.
What is Indigenous knowledge?
The holistic, practical, and common knowledge that has been gathered over thousands of years of observation and interaction with the land; it is passed on from generation to generation through practice, oral stories, dance, and art.
The primary source of Indigenous Knowledge is in Indigenous languages and teachings that make every child unique in his or her learning capacities, learning styles and knowledge bases. In Indigenous Knowledge, learning is viewed as sacred and holistic, as well as experiential, purposeful, relational and a lifelong responsibility. (Battiste & Henderson, 2009)
All learners learn through thier spirit, heart, mind and body, a part of creation and have a purpose driven by their spirit (Anuik, Battiste & George, 2008)
From UNESCO:
Traditional indigenous knowledge includes any knowledge that generally:
(a) is or has been created, acquired or inspired for traditional economic, spiritual, ritual, narrative,
decorative or recreational purposes; and
(b) is or has been transmitted from generation to generation; and
(c) is regarded as pertaining to a particular traditional group, clan or community of people in[Enacting country]; and
(d) is collectively originated and held.
traditional owners of traditional knowledge or expressions of culture means:
(a) the group, clan or community of people; or
(b) the individual who is recognized by a group, clan or community of people as the individual;
in whom the custody or protection of the traditional knowledge or expressions of culture are entrusted
in accordance with the customary law and practices of that group, clan or community.
__http://www.forumsec.org.fj/resources/uploads/attachments/documents/PacificModelLaw,ProtectionofTKandExprssnsofCulture20021.pdf__
The main themes within indigenous knowledge include:
References:
Anuik, J.,Battiste, M. & George, P. (2010) Learning from Promising Programs and Applications in Nourishing the Learning Spirit. Canadian Journal of Native Education. 33 (1)
Barrett, Mary Jeanne (2010). Nourishing the Learning Spirit: Dialogue on Learning through Spirit. University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, Sask. and First Nations and Adult Higher Education Consortium, Calgary, Alta. Retrieved on.30/07/13 from
http://www.nald.ca/library/research/ccl/nourishing_spirit/nourishing_spirit.pdf
Battiste, M. (2002). Indigenous Knowledge and Pedagogy in First Nations Education, A literature Review with Recommendations. National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada (INAC). Ottawa.
Battiste, M.,Henderson, J., Youngblood, J. (2009). Naturalizing Indigenous Knowledge in Eurocentirc Education. Canadian Journal of Native Education. 32 (1)
Regional Framework for the Protection of Traditional Knowledge and Expressions of Culture. (2002) UNESCO. Retrieved from
__http://www.forumsec.org.fj/resources/uploads/attachments/documents/PacificModelLaw,ProtectionofTKandExprssnsofCulture20021.pdf__
Resources:
What is First Nations Pedagogy?
This is part of a power point created by June Kaminiski for a BC Moodle Moot.
Resources:
First Nations Pedagogy.com
First Nations Pedagogy.ca