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1 The following is a presentation given by the TENRM faculty at The Washington Center for the Improvement of Undergraduate Education Conference on February 22, 2002. Click the left mouse button to move forward through the presentation. Click the right mouse button to reverse. Environmental Education in a Tribal College: An Emergent Learning Community
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2 Environmental Education in a Tribal College: An Emergent Learning Community Phillip Duran, Ted Williams, Sharon Kinley, Roberto Gonzalez-Plaza, Northwest Indian College, Gigi Berardi, Lynn Robbins, Western Washington University E nvironmental Science Education is a colossal task for at least three reasons: the history of neglect and under-funding of reservation Indian education, the phenomenal changes taking place in "mainstream" science and science education and the outstanding perception that "science" is the only knowledge that describes reality coherently...
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3 The meltdown of scientific reductionism
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4 TENRM derives its essence from the personal (tribal) identity of the students, from faculty and the community advocating non-coercion and non-abandonment and from systemic, non- linear "science" learning. We hope to graduate self-reliant, psychologically independent human beings who work for the welfare of their communities.
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6 Articulation (H. Nouwen) The person who can articulate the movements of inner life, the person who can name experiences is no longer a victim of the system, psychologically, and no longer a victim of itself
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7 Coexistence & compassion Coexistence of science & Indian knowledge (in the sense of orchestrate) (“integrate”) Coexistence of spirits realized in compassion ( the source of authority)
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8 What are we doing today ? First, Phillip Duran will discuss an Indian college theory of being Second, Gigi Berardi will review the fundamental principles of the program Thirdly, Ted Williams will discuss the challenges of the program
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9 The Circle, the Powers “You have noticed that everything an Indian does is in a circle, and that is because the Power of the World always works in circles, and everything tries to be round…” -Black Elk (Oglala Lakota)
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10 The Sacred Directions East South West North
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TurtleTurtle Island
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12 The Seasons of Life Child Adolescent Adult Elder
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13 Cardinal Virtues ( Lakota ) Bravery Fortitude Compassion Wisdom
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14 The Times of the Day Sunrise Noon Sunset Night
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15 Sacred Plants Tobacco Sage Cedar Sweet Grass
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16 Four Sides of the Human Being Spiritual Emotional Physical Mental
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17 Human Development Protection Nourishment Growth Wholeness
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18 Native Science EARTH All Things RelatedEverything Has Spirit Natural Law Preeminent Change is Constant All Matter Vibrating Energy System of Cycles (Earth is our Mother respect) Renewal
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19 Western Paradigm EARTH Take more than you need Accumulation for profit Linear patterns of behavior Individualism Conquest / Control Earth a Resource (Earth is a Commodity control) Consumption Development Preeminence of written law Individualism
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20 Westward Expansion Indian Land Loss of land base Broken Treaties Depopulation Land transferred to settlers Tribal unity destroyed Native religions outlawed Children severed from parents Subsistence to dependency “Kill the Indian, save the Man”
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21 Mending the Sacred Hoop identity crisis tuberculosis unemployment poverty housing alcohol mortality invisibility short life expectancy diabetesyouth suicides sacred sites religious freedom hazardous waste sovereignty life patenting broken treaties political conflict education adoptions assimilation Indian values FAS
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22 Indigenous Education relevantholistic compassionate spiritual ecological communal experiential practical oral “All My Relations”
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23 Motherhood “[The mother] studies the family life of the birds, so exquisite in its emotional intensity and its patient devotion, until she seems to feel the universal mother-heart beating in her own breast.” -Ohiyesa (Dakota)
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24 Child’s First Lesson “In due time children take of their own accord the attitude of prayer, and speak reverently of the Powers. They feel that all living creatures are blood brothers and sisters; the storm wind is to them a messenger of the Great Mystery.” -Ohiyesa (Dakota)
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25 How Science is Changing From “Geology” to “Earth System Science” Earth a Single System (of subsystems) Quantum Theory and Views of Reality From “steady state” to expanding universe “Environmentalism” vs. Traditional Knowledge From“Unrelated” Phenomena to Complex Adaptive Systems Separate Disciplines Merging into Meta Domains of Knowledge
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26 Educational Paradoxes Non-Linear “Science” using Linear Resources Natives Fear of “Science” but not Nature Experiment vs. Experience vs. Reality Land-based Education in a Temporal Environment Tribal Graduates for a Consumer Society Tribal Identity amidst Mainstream Ideologies
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27 Returning to the Circle "Upon suffering beyond suffering, the Red Nation shall rise again and it shall be a blessing for a sick world. A world filled with broken promises, selfishness and separations. A World longing for light again. I see a time long after the skies have grown dark and dirty and the water has become bad smelling. I see a time of seven generations when all the colors of mankind will gather under the Sacred Tree of Life and one whole earth will become one circle again." - Chief Crazy Horse
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and the beginning The End…
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29 “When people live far from scenes of the Great Spirit’s making, it’s easy for them to forget his laws.” -Tatanga Mani (Stoney) “Only in reference to the earth can [the Indian] persist in his true identity.” -N. Scott Momaday (Kiowa) ~~~
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30 “There is one God looking down on us all. We are all children of the one God. God is listening to me. The sun, the darkness, the winds, are all listening to what we now say.” -Geronimo (Apache) “If you have one hundred people who live together, and if each one cares for the rest, there is One Mind.” -Shining Arrows (Crow)
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31 “We do not walk alone. Great Being walks beside us. Know this and be grateful.” -Polingaysi Qöyawayma (Hopi) “We may misunderstand, but we do not misexperience.” -Vine Deloria, Jr. (Yankton Sioux) ~~~~~
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32 “We believed in one God, the Great Spirit. We believed in our own kind of Ten commandments. And we behaved as though we believed in them.” -Vine Deloria, Jr. (Yankton Sioux) “We are related, we are all one. The Indian acknowledges this and so discovers the most liberating aspect of Native science: life renews, and all things which support life are renewable.” -Dr. Pam Colorado (Oneida)
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33 Principles and Adaptation of the Tribal Environmental And Natural Resources Management (TENRM) Model for Tribal Colleges
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34 By Gigi Berardi, Dan Burns, Phil Duran, Roberto Gonzalez-Plaza, Sharon Kinley, Lynn Robbins, Ted Williams, and Wayne Woods TENRM Is a NSF-Funded Project of the Science and Mathematics Division Northwest Indian College 2522 Kwina Road Bellingham, WA 98225 NSF Grant No. DUE-9752076 http://www.nwic.edu/tenrm
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35 SECTION I. INTRODUCTION
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36 WELCOME Background to TENRM Profile of TENRM
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37 SECTION II. FOUNDATIONS OF THE TENRM PROGRAM
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38 Mission of the Program Goals and Program Features Foundation Principles Theoretical Assumptions, and Other Guiding Principles
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39 Foundations of TENRM Program First Principle Integration of Tribal & Western Knowledge – Coarticulation and Coexistence of Knowledge Second Principle Non-Abandonment Policy and Non-Coercion Third Principle Developmental Education
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40 SECTION III. STRUCTURE OF THE PROGRAM
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41 Curriculum and Themes Courses Expected Competencies External Evaluation
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42 To Be the Eagles’ View Water Land and Land Use Oceans Making Connections, Finding a Balance Bringing It All Together (Project)
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43 Curriculum and Themes Courses Expected Competencies External Evaluation
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44 Biology Chemistry Computer Applications Economics English Humanities Mathematics Indian History and Culture Physical Geography or Geology Political Science Speech Spiritual/Cultural Study Statistics
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45 SECTION IV. LESSONS LEARNED
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46 Student Assessment Program Leadership Building Community Through Addressing Conflict Retention Best Practices
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47 SECTION V. ADAPTING THE TENRM MODEL FOR YOUR SITE
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48 Getting Started Adapting the Model Revisiting the Continuum of Possibilities
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49 CHALLENGESOf The TENRM learning community Living and teaching the coexistence and paradoxes of Western and Native knowledges Student success and encouragement (AKA Retention) Living as a whole community Program sustainability - life within the larger community
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50 Living and Teaching in two worlds What is “integration” of parallel systems of knowledge and how is it done in TENRM? How do faculty pay attention? Emergent Design The need for faculty cohesion and understanding of systems of knowledge requires significant time for faculty development and community building Rainbow Lodge!
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51 How Do we address Educational Paradoxes? Non-Linear “Science” using Linear Resources Natives Fear of “Science” but not Nature Experiment vs. Experience vs. Reality Land-based Education in a Temporal Environment Tribal Graduates for a Consumer Society Tribal Identity amidst Mainstream Ideologies
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52 The WHOLE STUDENT THE WHOLE COMMUNITY What is “retention”? – the complex lives of Indian students – the Iceberg Model How non-abandonment and non-coercion live in TENRM Implications for faculty and students – maintaining the community under difficult circumstances – conflict, life and death
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54 TENRM Within the Larger Community PROGRAM SUSTAINABILITY Fear and lack of understanding of the ecological model of education Neglect and under funding of Indian colleges vs. the cost of cohort education – moving toward sustainability Relating to and growing into the larger college and Native Community
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55 Our QUESTIONS Integrity and Sustainabilty How do we maintain the essence of the Native learning community as we grow into the larger community? How do we continue to evolve the program maintaining integrity with science, native culture and academic standards?
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56 Your Questions How do these dilemmas live at your school? What questions and comments do you have? The conversation continues - END of PRESENTATION – - Use your Browser’s BACK button to return -
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