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Integrative Science University of Toronto Mississauga

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1 Integrative Science University of Toronto Mississauga
bringing together Indigenous and Western scientific knowledges and ways of knowing University of Toronto Mississauga 8 November 2007 Cheryl Bartlett, PhD Canada Research Chair in Integrative Science (Dept of Biology)

2 IAPH Wela’lioq / Thank you Mi’kmaq Elders Eskasoni Detachment

3 Co-Learning Journey

4 Integrative Science 10+ years: where our Co-Learning
Journey has been and still is … Integrative Science bringing together Indigenous and Western scientific knowledges and ways of knowing Indigenous Western

5 Why our journey started …
1 2 3 reasons Indigenous Western

6 Why? 1

7 Why? 1

8 Why? 2 … and many, many youth

9 Why? 3 The central dilemma of science
education today is the teaching of science from only one cultural perspective, and in an incomplete and non-connected manner. Gregory Cajete, PhD, scientist & educator, Univ. of New Mexico Indigenous Western

10 Integrative Science “bringing our knowledges together” our sciences
education, research, applications, youth and community outreach Indigenous Western “bringing our knowledges together” our sciences our stories our worldviews

11 How? Become PATTERN-able. How?
Aboriginal Policy Research Conference, Ottawa, March 2006

12 Become PATTERN-able. Science

13 Paula Underwood Spencer: Hawk and Eagle, Both are Singing
Become PATTERN-able. Science Paula Underwood Spencer: Hawk and Eagle, Both are Singing

14 Co-Learning Journey

15 … to Co-Learn, we must “WALK” our “know, do, value” = an insight … coming via extension of understandings from discussions about healing language

16 Mrs. Murdena Marshall BA, MEd
Elder and Spiritual Leader, Mi’kmaq Nation Eskasoni First Nation, Nova Scotia Associate Professor (retired), Mi’kmaq Studies, CBU Marilyn Iwama, PhD

17 There’s something called the healing tense.
Murdena Marshall: There’s something called the healing tense.

18 THE HEALING TENSE … an example
Mi’kmaq English Ketkiayop I was drunk Keskiayasanek I was drunk

19 The Healing Tense Heals
… he has taken his misdeeds [actions] and placed them in front of him and walked around them, and said “yes, I was there” Murdena Marshall … in conversation with Dr. Ivar Mendez, Director, Brain Repair Centre, Dalhousie University

20 We Heal Together “… when he goes into this healing tense,
then my attitude has to change … everybody in the household … everybody … has to abide with him.” Murdena Marshall

21 We must become able to put the “know, do, value” aspects
of our worldviews in front of us … like an object … and then we must develop the abilities to walk around them … to acknowledge them, take ownership of them, understand them, and put them beside those of another worldview … to see our mutual strengths and to begin working together in a reciprocally respectful manner.

22 “KNOW, VALUE, and DO” IT … SHARE IT … and GROW IT
1 2 3 4

23 learning to see with the strengths of each & together
“Two-Eyed Seeing” learning to see with the strengths of each & together Indigenous Western Mr. Albert Marshall, Mi’kmaq Elder Eskasoni First Nation

24 our key concepts & actions
1 Two-Eyed Seeing our key concepts & actions respect relationship reverence reciprocity ritual (ceremony) repetition responsibility - hypothesis (making & testing) data collection - data analysis model & theory construction

25 our language & methodology
2 Two-Eyed Seeing our language & methodology UN-WEAVING WEAVING vigour rigour

26 our overall knowledge objective
3 Two-Eyed Seeing our overall knowledge objective towards resonance of understanding within environment towards construction of environment

27 4 Two-Eyed Seeing how our world is interconnective parts & wholes

28

29

30

31 Integrative Science “bringing our knowledges together” our sciences
education, research, applications, youth and community outreach Indigenous Western “bringing our knowledges together” our sciences our stories our worldviews

32 4 yr Science Degree Program
CREDITS: 48 Science: PCS (3 core) Topics: perspectives* & skills* 18 1) core 15 2) concentration CREDITS: 42 Science: university & applied (tech) 42 3) electives CREDITS: 30 Science: all, some, none 30 4) work placements max.105 CREDITS: 0 Science: experience min. 60 (18+42)

33 4 yr Science Degree Program
2) concentration CREDITS: 24 Science MSIT courses (core) 24 credits -

34 Science PATTERN conceptual space shifting

35 Science PATTERN conceptual space shifting

36 4 Years

37 Fall terms Winter terms

38 Christmas break

39 Each term = 5 courses

40 MSIT science courses

41 MSIT science courses PCS courses

42 Science

43 common ground Both Indigenous and Western scientific
knowledges are based on observations of the natural world.

44 common ground = PATTERN-BASED STORIES PATTERN RECOGNITION
Both Indigenous and Western scientific knowledges result from the same intellectual process of creating order out of disorder. = PATTERN-BASED STORIES

45 stories of our interactions with and within nature
Science Science is dynamic, pattern-based knowledge. = PATTERN-BASED STORIES

46 stories of our interactions with and within nature
Science PATTERN recognition transformation expression various pattern smarts various ways to connect the dots variety in our stories

47 Science stories of our interactions with and within nature
the patterns that we see within nature reflect our … SANCTIONED PERPSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value

48 sanctioned world view, methodologies, perspectives, and intelligences
“pattern smarts” sanctioned world view, methodologies, perspectives, and intelligences KNOW VALUE DO multiple intelligences theory (H. Gardner, Harvard Univ.)

49 draw upon our “pattern smarts”
our science stories … draw upon our “pattern smarts” word smarts math smarts music smarts nature smarts picture smarts spirit smarts body smarts people smarts self smarts

50 our different science stories … privilege different “pattern smarts”
word smarts math smarts music smarts nature smarts picture smarts spirit smarts body smarts people smarts self smarts

51 our different science stories … privilege different “pattern smarts”
word smarts math smarts music smarts nature smarts nature smarts picture smarts spirit smarts body smarts people smarts self smarts

52 our different science stories … privilege different “pattern smarts”
word smarts math smarts music smarts nature smarts picture smarts spirit smarts body smarts people smarts self smarts

53 FEAR “must become PATTERN-able” unknown known Land of Eagle
domain of the unknown FEAR ONE WHO SEES BIG PATTERNS domain of the known “must become PATTERN-able” (Douglas J. Cardinal) architect

54

55

56 Traditional Aboriginal Knowledge Collective (Elder Murdena Marshall BA, MEd)

57 Aboriginal Knowledge Learning Centre – Canadian Council on Learning

58 Aboriginal Knowledge Learning Centre – Canadian Council on Learning

59 PATTERN CONCEPTUAL FRAMEWORK
outer inner outer

60 PATTERN CONCEPTUAL FRAMEWORK who we are; where we are; where we were;
outer inner outer muin / Ursa major In order to compare these names and there connnections to the fern, we will use a pattern conceptual framework which looks at three types of pattern. First, there is natural pattern, for example, footsteps on the beach. Natural pattern can be perceived by the sense, for example, we could see the foodsteps, heard the feet crunching in the sand, touch the footprints, even smell the earthy smells released by the footstep. In this first stage of the pattern conceptual framework, we recognize natural pattern. And, it is outside ourselves, so it is an outer pattern. If we recognize that pattern out there, and then idealize it in our minds, we have an idea pattern. An idealization of the pattern of footsteps in the sand might look like this, see here are two footsteps. This is idea pattern. At this stage of the conceptual framework we transform the pattern because we draw it inside the mind and idealize it. If we were to express that pattern, we could do it in many ways, for example, we could do it geometrically, with each box representing a right of left footstep, or we could express the same pattern in a more culturally significant form, such as this richly woven tapestry which shows four pairs of footsteps, or ven by telling a story. We call this abstract pattern because it is abstracted from the mind when it is expressed outside the self. Therefore it is an outer understanding. SANCTIONED PERPSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value

61 PATTERN CONCEPTUAL FRAMEWORK who we are; where we are; where we were;
outer inner outer Big Dipper In order to compare these names and there connnections to the fern, we will use a pattern conceptual framework which looks at three types of pattern. First, there is natural pattern, for example, footsteps on the beach. Natural pattern can be perceived by the sense, for example, we could see the foodsteps, heard the feet crunching in the sand, touch the footprints, even smell the earthy smells released by the footstep. In this first stage of the pattern conceptual framework, we recognize natural pattern. And, it is outside ourselves, so it is an outer pattern. If we recognize that pattern out there, and then idealize it in our minds, we have an idea pattern. An idealization of the pattern of footsteps in the sand might look like this, see here are two footsteps. This is idea pattern. At this stage of the conceptual framework we transform the pattern because we draw it inside the mind and idealize it. If we were to express that pattern, we could do it in many ways, for example, we could do it geometrically, with each box representing a right of left footstep, or we could express the same pattern in a more culturally significant form, such as this richly woven tapestry which shows four pairs of footsteps, or ven by telling a story. We call this abstract pattern because it is abstracted from the mind when it is expressed outside the self. Therefore it is an outer understanding. SANCTIONED PERPSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value

62 PATTERN CONCEPTUAL FRAMEWORK who we are; where we are; where we were;
outer V SANCTIONED PERPSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value

63 PATTERN CONCEPTUAL FRAMEWORK who we are; where we are; where we were;
outer inner V SANCTIONED PERPSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value

64 PATTERN CONCEPTUAL FRAMEWORK who we are; where we are; where we were;
outer inner outer V SANCTIONED PERPSPECTIVES & INTELLIGENCES: who we are; where we are; where we were; what we know, do and value

65 participatory & creative choice
Wjipenuk Etek Lnuimlkikno’ti - Spirit of the East - participatory & creative choice East (sunrise) … a place of beginnings and enlightenment … where new knowledge can be created or received to bring about harmony or right relations.

66 detached & instrumental
Physical Direction detached & instrumental East (sunrise) … measurement of the time of sunrise … for each new day over the course of one full year. x y

67 PATTERN CONCEPTUAL FRAMEWORK
abstract outer inner outer

68 PATTERN CONCEPTUAL FRAMEWORK
outer inner outer X June … in honour of “Juno”, the Roman Queen of the Gods

69 PATTERN CONCEPTUAL FRAMEWORK
outer inner outer Attu’tuejualu millefolium 1000 X Yarrow Old English X

70 PATTERN CONCEPTUAL FRAMEWORK
outer inner outer Mtèskmwaqsil Fiddlehead fern

71 what our “pattern seeing” (re)generates
subject-subject subject - object eco- reflexive & participatory cogno- centric & detached disconnectedness connectedness

72 stories of our interactions with and within nature
Science Periodic Table of the Elements

73 parts & wholes stories of: towards construction of understanding
of environment

74 stories of our interactions with and within nature
Science Life Love Land

75 interconnectiveness stories of: towards resonance of understanding
within environment “all my relations”

76 Integrative Science

77 stories of our interactions with and within nature
Science Science is dynamic, pattern-based knowledge. PATTERNS … spirits within ecosystem-wide minds ideas in brain-based minds

78 stories of our interactions with and within nature
Science Sheridan,J. & Longboat, D. The Haudenosaunee imagination and the ecology of the sacred. Space and Culture 9(4): PATTERNS … spirits within ecosystem-wide minds ideas in brain-based minds

79 IAPH Wela’lioq / Thank you Mi’kmaq Elders Eskasoni Detachment

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