Integrative Science / Toqwa'tu'kl Kjijitaqnn: the story of our journey in ...
Integrative Science / Toqwa'tu'kl Kjijitaqnn: the story of our journey in ...
Integrative Science / Toqwa'tu'kl Kjijitaqnn: the story of our journey in ...
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<strong>Integrative</strong> <strong>Science</strong> / Toqwa’tu’kl <strong>Kjijitaqnn</strong>:<strong>the</strong> <strong>story</strong> <strong>of</strong> <strong>our</strong> j<strong>our</strong>ney<strong>in</strong> br<strong>in</strong>g<strong>in</strong>g toge<strong>the</strong>r Indigenous and Westernscientific knowledgesCheryl Bartlett, PhDCanada Research Chair <strong>in</strong> <strong>Integrative</strong> <strong>Science</strong>Pr<strong>of</strong>essor <strong>of</strong> Biology, Dept <strong>of</strong> BiologyTa’n Wetapeksi’k (Understand<strong>in</strong>g From Where We Come);Workshop for <strong>the</strong> Mi’kmawey Debert Cultural Project,Debert, NS, 19-21 October 2005
<strong>Integrative</strong> <strong>Science</strong> / Toqwa’tu’kl <strong>Kjijitaqnn</strong>:<strong>the</strong> <strong>story</strong> <strong>of</strong> <strong>our</strong> j<strong>our</strong>ney<strong>in</strong> br<strong>in</strong>g<strong>in</strong>g toge<strong>the</strong>r Indigenous and Westernscientific knowledgesSpiritFEAR <strong>of</strong> <strong>the</strong> East
<strong>Integrative</strong> <strong>Science</strong> / Toqwa’tu’kl <strong>Kjijitaqnn</strong>:<strong>the</strong> <strong>story</strong> <strong>of</strong> <strong>our</strong> j<strong>our</strong>ney<strong>in</strong> br<strong>in</strong>g<strong>in</strong>g toge<strong>the</strong>r Indigenous and Westernscientific knowledgesPresentation Outl<strong>in</strong>e● what, why, how● structure● growth
<strong>Integrative</strong> <strong>Science</strong> / Toqwa’tu’kl <strong>Kjijitaqnn</strong>:<strong>the</strong> <strong>story</strong> <strong>of</strong> <strong>our</strong> j<strong>our</strong>ney<strong>in</strong> br<strong>in</strong>g<strong>in</strong>g toge<strong>the</strong>r Indigenous and Westernscientific knowledges“science”= stories about <strong>our</strong><strong>in</strong>teractions with nature
“two-eyed see<strong>in</strong>g”IndigenousWesternAlbert Marshall, ElderMi’kmaq Nation, Eskasoni
IndigenousWestern<strong>Science</strong>: stories about <strong>our</strong><strong>in</strong>teractions with nature
IndigenousWestern
Artist Basma Kavanagh
Toqwa’tu’kl <strong>Kjijitaqnn</strong><strong>Integrative</strong> <strong>Science</strong>IndigenousWestern<strong>our</strong> knowledges“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”Artist Basma Kavanagh<strong>our</strong> world views
IndigenousWesternArtist Basma Kavanagh
Artist Basma Kavanaghexample
Artist Basma Kavanaghexample
Why?Native Council <strong>of</strong> Nova ScotiaMi’kmaq Language ProgramArtist: Michael J. Mart<strong>in</strong>
Why?universities <strong>in</strong>traditional territory <strong>of</strong> Mi’kma’ki… almostno Mi’kmaq students <strong>in</strong> science------------------------------------------------same pictureo<strong>the</strong>r Aborig<strong>in</strong>al studentsand universities across CanadaNative Council <strong>of</strong> Nova ScotiaMi’kmaq Language ProgramArtist: Michael J. Mart<strong>in</strong>
Why?… and many youth
Why?IndigenousWesternThe central dilemma <strong>of</strong> scienceeducation today is <strong>the</strong> teach<strong>in</strong>g <strong>of</strong>science from only one culturalperspective, and <strong>in</strong> an <strong>in</strong>completeand non-connected manner.Gregory Cajete, PhD, Univ. <strong>of</strong> New Mexico
Why?IndigenousWestern
“Due East” is where<strong>the</strong> sun rises on twospecial days eachyear:• Fall Equ<strong>in</strong>ox(22 Sept 2005)• Spr<strong>in</strong>g Equ<strong>in</strong>ox.EastOn <strong>the</strong>se two days<strong>the</strong>re are equalperiods <strong>of</strong> light anddark.
Wjipenuk Etek Lnuimlkikno’tiSpirit <strong>of</strong> <strong>the</strong> EastEastArtist Basma Kavanagh
Wjipenuk Etek Lnuimlkikno’tiSpirit <strong>of</strong> <strong>the</strong> EastThe East is, throughits association with<strong>the</strong> sunrise, a place<strong>of</strong> beg<strong>in</strong>n<strong>in</strong>gs andenlightenment, and aplace where newknowledge can becreated or receivedto br<strong>in</strong>g aboutharmony or rightrelations.Artist Basma Kavanagh
IndigenousWesternArtist Dozay Christmas
As a scientist, I want my imag<strong>in</strong>ationrek<strong>in</strong>dled. I want to be shown how tolook at th<strong>in</strong>gs <strong>in</strong> new ways; I believe mycapacity for <strong>in</strong>novation and creativity <strong>in</strong>my own discipl<strong>in</strong>e will grow as a result.(Arthur J. Carty, National <strong>Science</strong> Advisor to PM)(2000 Conference on Creativity <strong>in</strong> <strong>the</strong> Arts and <strong>Science</strong>s)We (scientists) can learntransformational consciousnesstowards th<strong>in</strong>k<strong>in</strong>g <strong>in</strong> new ways.
We (scientists) can learntransformational consciousnesstowards th<strong>in</strong>k<strong>in</strong>g <strong>in</strong> new ways.
Why?How?Artist Basma Kavanaghuniversity science education- new approach -
4 yr <strong>Science</strong> Degree Program-MSITsciencec<strong>our</strong>ses
4 yr <strong>Science</strong> Degree Program1) core2) concentrationMSIT -sciencec<strong>our</strong>ses3) electives4) work placements
4 yr <strong>Science</strong> Degree Program2) concentration-MSITsciencec<strong>our</strong>ses
How?education------------------------------------------------------lived ● book-basedspirituality---------------------------------------------------central ● absentemphasis---------------------------------------------------------------changewholeness ● partsbalance1 st(unique)challenges!today’s studentsvery familiar withcomputers, butnot with nature
How?<strong>in</strong>tegrative framework“<strong>in</strong>tegrative” … both, plus• role <strong>of</strong> me and you <strong>in</strong> “<strong>the</strong> know<strong>in</strong>g”• <strong>our</strong> common ground• <strong>our</strong> differences• <strong>our</strong> j<strong>our</strong>ney forward, toge<strong>the</strong>r-------------------------------------------------------------------------------------------------------------------------------------NOT … simply Western, plusbits and pieces <strong>of</strong> Indigenous
How?1Mi’kmaq community Elders,res<strong>our</strong>ce people & organizations,TK events <strong>in</strong> community6TK literature5Western science: cosmology-physicschemistry-geology-biology-consciousness423studentsout-<strong>of</strong>-doorsAborig<strong>in</strong>al concepts& pedagogy
How?pattern recognition6from: Handbook for culturallyresponsive science curriculum;S. Stephens, 2000; U <strong>of</strong> Alaska
How?IndigenousPATTERNSWesternBIG PATTERN UNDERSTANDING
“two-eyed see<strong>in</strong>g”how <strong>our</strong> world is<strong>in</strong>terconnectedparts & wholesBIG PATTERN UNDERSTANDING
“two-eyed see<strong>in</strong>g”<strong>our</strong> overall knowledge objectivestowards resonance<strong>of</strong> understand<strong>in</strong>gwith<strong>in</strong> environmenttowards construction<strong>of</strong> understand<strong>in</strong>g<strong>of</strong> environmentBIG PATTERN UNDERSTANDING
“two-eyed see<strong>in</strong>g”<strong>our</strong> language & methodologyvig<strong>our</strong>rig<strong>our</strong>WEAVING UN-WEAVINGBIG PATTERN UNDERSTANDING
“two-eyed see<strong>in</strong>g”<strong>our</strong> key concepts & actions- respect- relationship- reverence- reciprocity- ritual- repetition- responsibility- hypo<strong>the</strong>sis(mak<strong>in</strong>g & test<strong>in</strong>g)- data collection- data analysis- model & <strong>the</strong>oryconstructionBIG PATTERN UNDERSTANDING
How?creativity& patterns• numbers• language------------------• music• body• art• o<strong>the</strong>r people• self• naturalist------------------• spiritual
J<strong>our</strong>ney <strong>of</strong> Lifeuniversity degree
4 yr <strong>Science</strong> Degree Program
44 Years321
4Fall termsW<strong>in</strong>ter terms321
4Each term= 5 c<strong>our</strong>ses321
4Christmasbreak321
43MSITsciencec<strong>our</strong>ses21
GrowthCape BretonUniversity1999-2005-----------------------≈ 100 Mi’kmaqstudents <strong>in</strong>1 st year science
Growth2004-2005:Mi’kmaq sciencestudents (approx.)• 1 st yr: 10• 2 nd yr: 12• 3 rd yr: 6• 4 th yr: 6--------------------------• grads: 6(total)
GrowthIndigenousWestern“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”Artist Basma Kavanagh
Growthresearch projectsMi’kmaqElders“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthresearch projects“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthyouth outreachToqikutimkToge<strong>the</strong>r weare grow<strong>in</strong>g“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthyouth outreachToqikutimkToge<strong>the</strong>r weare grow<strong>in</strong>g“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthyouth outreach“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthyouth outreachToqikutimkToge<strong>the</strong>r weare grow<strong>in</strong>gchildren learnabout growthand TLC andcommunity via… a “sunflowerproject”“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthcollaborative projects“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthcollaborative projectsAbout You:Eskasoni YouthNemi’simkDr. Nancy Comeau(& Doreen Stevens)“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthcollaborative projects“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Growthresearch projectsPATTERN RECOGNITIONenrich<strong>in</strong>g <strong>the</strong> common ground<strong>in</strong> br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> knowledges toge<strong>the</strong>r forscienceeducation“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
PATTERN: CONCEPTUAL FRAMEWORKnatural ideal abstractouter <strong>in</strong>ner outerrecognize patternexpress pattern
PATTERN: CONCEPTUAL FRAMEWORKnatural ideal abstractouter <strong>in</strong>ner outervia expressionobserve <strong>in</strong>terpret share
pattern expression smarts“Western”“Aborig<strong>in</strong>al”
We areall <strong>in</strong>terconnected.from: Mi’kmaq Familyand Children Services“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Rod Restoulefrom: Into <strong>the</strong> Daylight;C. Morrisseau, 1998We need tostay connectedto <strong>the</strong> earth …… and be ableto workwith Nature …… not be a“master over”.“br<strong>in</strong>g<strong>in</strong>g <strong>our</strong> stories toge<strong>the</strong>r”
Artist Basma Kavanaghscience educationscience researchscience applications
Two-Eyed See<strong>in</strong>g educational and knowledgeposters and booklet available
Artist Dozay Christmas
Thank you - Wela’lioq
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