Recommendation #4: Valuing the voices of experts

Science and FPPL

Western knowledge tends to organize itself into content areas like arts and science, whereas Indigenous knowledge considers knowledge as holistically interconnected and cannot be separated into parts (Michell et al., 2008).  Science is contextualized within the scientific method framework and the objective observer, while Indigenous knowledge uses symbols and stories to connect the understanding of the universe to the learner. These two perspectives may seem at odds, but they do not need to be approached as such.  Science and FPPL both value inquiry, experiential learning, reflective thinking and the knowledge of experts. Finding opportunities to show both perspectives of knowledge will help students see that understanding can be formed from different ways of knowing.

Example: The Cascadia Earthquake & the Orphan Tsunami of 1700

Understanding the seismic history of the Pacific Coast has been enriched with the oral history of the coastal Indigenous communities. Long before the understanding of plate tectonics was theorized, stories of the Thunderbird and Whale and accounts of communities wiped out by great floods or ground-shaking were passed down to younger generations.  Though scientific methods have been used to date the ghost forests created by the Cascadia Earthquake, the oral histories of multiple Indigenous communities have confirmed these dates and show how large and devastating the effects of this earthquake was. In fact, the Cascadia Earthquake was confirmed to be the cause of the Orphan Tsunami that devastated Japan.

Encouraging students to see, hear and read the collective knowledge on this event allows them to recognize how different sources of knowledge can work together to provide greater understanding.  Educators can also use this example to start a discussion that asks students to consider how our understanding/knowledge can affect our view of the land (and environment) and how we interact with it?  As Michell et al., state “Inclusion of traditional Aboriginal philosophies and practices encourages students to explore relationships between land and culture, sense of Place, earth and cosmos, multi-cultural perspectives and concepts of the sacredness of nature.” (2008, p.40)

Other Cascadia Earthquake resources:

What educators can do?

  • Environment and ecology are great starting points because it directly connects with the FPPL focus of relationships and sense of place. 
  • Take scientific concepts and connect them to the real-world applications or examples. Have students reflect on how this knowledge impacts them, the world around them or the future. Have them also consider what they can do to create positive change with this knowledge. I.e. What is my responsibility with this knowledge?
  • Call on experts to share their knowledge or passion.
    • Consider bringing in an elder to share with the class. Connect with a district aboriginal education department or contact a local First Nations friendship center or cultural center to connect with an ambassador or knowledge bearer.  Be sensitive to cultural protocols.
    • Skype-a-scientist helps teachers to connect with scientists who are happy to share the research they are working on
  • When possible, use the place-based learning approach and get into the natural world.  When this is not possible, supplement with videos and pictures to help students situate their learning and develop that sense of place.
  • FNESC has developed teacher resources on how to integrate FPPL into science units and lessons:

First People’s Principles of Learning Evident in this Activity:

  • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
  • ​Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
  • Learning involves recognizing the consequences of one’s actions
  • Learning recognizes the role of indigenous knowledge
  • Learning is embedded in memory, history, and story

Possible Connections to Curricular Competencies in the BC Curriculum:

Science 7-10 

  • Make observations aimed at identifying their own questions about the natural world
  • Experience and interpret the local environment (also Sci K-6)
  • Apply First People’s perspective and knowledge, other ways of knowing and local knowledge as sources of information(also Sci K-6)
  • Seek patterns and connections in data from their own investigations and secondary sources 
  • Use scientific understandings to identify relationships and draw conclusions 
  • Consider social, ethical, and environmental implications of the finding from their own and others’ investigations
  • Express and reflect on a variety of experiences and perspectives of place (also Sci K-6)