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whakawhanaunga you know, ka whānui haere ka whānui haere” (Edwards 2004:2A,046-092). The student rule and guiding principle of ‘Kia ngākau mahaki’ brings out “some real big personality changes in a lot of people… most of them…the majority…tend to…mellow out.” (Rangihau 2004:2B,358). The students “learn to show emotions but not destroy others in the process of doing that” (Rangihau 2004:7A119). “You can’t really go past the ture…when you are talking about…the philosophies of Te Ataarangi” (Rangihau 2004:7B,101) The ture are how Te Ataarangi brings out “the wairua in people” (Rangihau 2004:1A,141). Guiding principles of the organisation include “te aroha o tetahi ki tetahi” (Te Ataarangi 2003c:11), also a rule for kaiako, it is “so important…we must show caring for…them and not…hurt” the students feelings (Hunkin 2004:1A,485). The aroha, key to your wairua, for kaiako and student alike “ties everything together” (Rangihau 2004:7B,216). The thirteen rules 18 used as a framework for teaching are based on similar core values such as respect for the student. ‘Kia ngākau mahaki’ is one of the rules for kaiako and a principle contained within the vision of the organisation (Te Ataarangi 2003c:12). Teaching strategies are reflected in the rules for kaiako. A student’s vocabulary is developed gradually by introducing words slowly and systematically, allowing for absorption time. “Because it has to get into…your innermost… whatumanawa” (Hunkin 2004:1B,586), words learnt are embedded into the subconscious minds of the students before new ones are introduced. Incorporating new words with those learnt are practiced in class and for homework. Only then, once mastered is the student’s vocabulary extended. Having fun is also an important aspect of learning within the philosophy of Te Ataarangi. Waiata, used also for katakata, are “there to liven things up, you know to be happy…it was like a pick me up…being happy and being laughy” (Rangihau 2004 7B,169). Use of waiata “lifts the spirits…it’s joyful for them” (Hunkin 2004:2B,355,380). 18 The rules for kaiako came from material given to student teachers in 2004, sourced for them from Te Ataarangi (1979) “Tuatahi; Te Tuara o te reo Maori, He ahuatanga ako i te reo Māori” Hamilton, Te Ataarangi. 40
The emblem, or tohu, symbolic of the overarching philosophy of Te Ataarangi features a tree with it’s roots as much in the whenua as it’s branches are in the heavens. This is the symbolic tree of knowledge, showing a balanced connection between the two planes of existence, spiritual and physical. “Te rakau on the top, ko tatou and kei roto tatou i te Ao Marama, but if you look down, the roots go into Papatuanuku …and where do we get our strength from mai ngā Tipuna kua hoki atu ki roto i a Papatuanuku” (Hunkin 2004:1B,274). 41
Page 1 and 2: Wairua and the relationship it has
Page 3 and 4: Contents: 2 Karakia 4 Candidates St
Page 5 and 6: ‘Ko te reo te poutāwha e iri ai
Page 7 and 8: Acknowledgements: I firstly wish to
Page 9 and 10: Background: There are a number of m
Page 11 and 12: Methodological approach: Ethnograph
Page 13 and 14: Material from course readers 8 prov
Page 15 and 16: past are not comfortable with the r
Page 17 and 18: spent discussing language loss, how
Page 19 and 20: Literature Review, Acquisition: Man
Page 21 and 22: Literature Review, Perception: Ethn
Page 23 and 24: (Bohm 1980:36,40,41) is possible. A
Page 25 and 26: Māori practices in the past, where
Page 27 and 28: Discussion, Wairua and Learning: Th
Page 29 and 30: Te Tāhuhu o te Whare nei: Most stu
Page 31 and 32: into the unconscious, coming out th
Page 33 and 34: The student described the changes i
Page 35 and 36: Te Papa o te Whare nei: The ‘Disc
Page 37 and 38: The journey to te taha whenua, wher
Page 39: Discussion, Wairua and Teaching: Th
Page 43 and 44: Glossary: A belonging to Āhei enab
Page 45 and 46: Timatanga beginning Tinana body Tī
Page 47 and 48: Glossary supported by; Kāumatua (2
Page 49 and 50: ***********************************
Page 51 and 52: Appendix 3 51
Page 53 and 54: References: Agar M. (1980) “The P
Page 55 and 56: Christensen I. (1993) “Māori Lan
Page 57 and 58: Goldman J. (1992) “Healing Sounds
Page 59 and 60: Lievegoed B. (1979) “Phases: Cris
Page 61 and 62: Patrick A. (1998) “A Communicativ
Page 63 and 64: Ryan G. & Bernard H. (2000) “Data
Page 65 and 66: Sykes J.B. (1976) (ed) “The Conci

Wairua and the relationship it has with learning te reo ... - Clear Net

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