1 the following is a presentation given by the tenrm faculty at the washington center for the...
TRANSCRIPT
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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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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
Environmental 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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The meltdown of scientific reductionism
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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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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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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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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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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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The Sacred Directions
East
South
West
North
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Turtle Turtle Island
Turtle Island
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The Seasons of Life
Child
Adolescent
Adult
Elder
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Cardinal Virtues (Lakota)
Bravery
Fortitude
Compassion
Wisdom
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The Times of the Day
Sunrise
Noon
Sunset
Night
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Sacred Plants
Tobacco
Sage
Cedar
Sweet Grass
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Four Sides of the Human Being
Spiritual
Emotional
Physical
Mental
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Human Development
Protection
Nourishment
Growth
Wholeness
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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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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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Westward Expansion
Indian LandIndian Land
Indian Land
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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Mending the Sacred Hoop
identity crisis
tuberculosis
unemployment
poverty
housing alcohol mortality
invisibility
short life expectancy
diabetes youth suicides
sacred sites
religious freedom
hazardous waste
sovereignty
life patenting
broken treaties
political conflict
educationadoptions
assimilation
Indian values
FAS
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Indigenous Education
relevantholistic
compassionate
spiritual
ecological
communal
experiential
practical
oral
“All My Relations”
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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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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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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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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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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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“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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“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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“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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“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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Principles and Adaptation of theTribal Environmental
And Natural Resources Management(TENRM) Model for Tribal Colleges
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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 DivisionNorthwest Indian College
2522 Kwina RoadBellingham, WA 98225
NSF Grant No. DUE-9752076
http://www.nwic.edu/tenrm
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SECTION I. INTRODUCTION
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•WELCOME
•Background to TENRM
•Profile of TENRM
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SECTION II.FOUNDATIONS
OF THE TENRM PROGRAM
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•Mission of the Program
•Goals and Program Features
•Foundation Principles
•Theoretical Assumptions, and Other Guiding Principles
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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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SECTION III.STRUCTURE OF THE PROGRAM
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•Curriculum and Themes
•Courses
•Expected Competencies
•External Evaluation
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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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•Curriculum and Themes
•Courses
•Expected Competencies
•External Evaluation
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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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SECTION IV. LESSONS LEARNED
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•Student Assessment
•Program Leadership
•Building Community Through Addressing Conflict
•Retention
•Best Practices
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SECTION V.ADAPTING THE TENRM MODEL FOR YOUR SITE
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•Getting Started
•Adapting the Model
•Revisiting the Continuum of Possibilities
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CHALLENGES Of 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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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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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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The WHOLE STUDENTTHE 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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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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Our QUESTIONSIntegrity 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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Your Questions
• How do these dilemmas live at your school?
• What questions and comments do you have?
The conversation continues
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