5. Aboriginal worldviews and PBL - a comparison

 

I accidentally found the above printed resource while I was reading another document, and decided to check it out as I thought I could link it to my blog content. It did not disappoint. This is a 200+ page pdf published by Alberta Education and had 7 chapters dedicated to helping teachers connect with First Nations, Métis and Inuit learners. I wanted to explore aboriginal educational philosophies, from a First Nations point of view. This blog post will speak, in particular, to aboriginal world views, how they compare to Western PBL ideas.

The authors identify common threads that run through many Aboriginal cultures are can therefor be referred to as foundational worldviews. These are:

• a holistic perspective
• the interconnectedness of all living things
• connection to the land and community
• the dynamic nature of the world
• strength in "power with"

Furthermore, Aboriginal education is based on spirituality, relationships and the expression of traditional values, and within each learning activity, 4 aspects are touched upon in a cohesive activity: the spiritual, physical, emotional and mental spheres. Of course, this in contrast to Western education, where students have gym class for physical literacy, religious studies, either inside or outside of school, etc.

For this post, I will look at the first common thread, a holistic perspective.

As we know, Western education tends to separate learning into different subject areas: science, art, languages, etc. where students are encouraged to be analytic. I have often felt that this approach was fragmented and created missed opportunities for students to make links between subjects and solidify their learning. I think this is why I have made it a priority to try to make more PBL unit plans that incorporate guests from the community as teachers. 

In contrast, the authors of Our words, Our ways, approach education with other overarching goals. For example, it is said that the whole person (mental, physical, emotional and spiritual dimensions), should always be related somehow, to all living things, that all living things are interconnected and that the survival of each is dependent on the survival of all the others. They assert that all life is sacred, and interconnected, and that humans exist within a circle of life. This circle of life does not place humans in a more important position than any other living thing, as everything that exists in the circle is one unity, one heart. 

The authors make suggestions for fostering this perspective in the classroom. Here a few I chose to share today: 

• engaging students by using meaningful and interesting (to them) topics and activities
• looking for ways to make connections amongst different subject areas
• inviting local Aboriginal community members in to teach whenever possible, to encourage relationship building between the school and the community
• being flexible in scheduling to allow for more learning opportunities
• looking for opportunities to include traditional, visual symbols in activities

Now let's look at the concept that surround PBL activities, just to see how they are similar and different (Buck Institute for Education, n.d.).

So, this is interesting because it seems to mirror SOME PBL characteristics. For example, both look to make learning an authentic experience for students, which would be sustained, over a longer period, to allow for more learning across subject areas, and to encourage reflection and thought. I'd say the similarities end there though, as the other PBL characteristics seem a lot more focused on developing 21st century skills (critical thinking, public product), and pushing very Western values, such as working towards "progress" . In contrast, an Aboriginal worldview supports more connection to tradition and the world around students, as well as connection to all parts of themselves (physical, mental, emotional, spiritual). I feel our Western students would benefit mentally and emotionally, if sometimes the goals of PBL were changed to allow for exploration of a subject using an Aboriginal worldview, which would emphasize the connection of the student to the world and all of their spheres of being (mental, emotional, physical and spiritual). I sense that the students might view such an approach as balanced and beneficial, as so many students nowadays struggle with anxiety, depression, etc.

Aboriginal Services Branch and Learning and Teaching Resources Branch. (2005). Our Words, Our Ways. Alberta Education.

The Buck Institute for Education. (n.d.). What is PBL? PBLWorks. Retrieved July 30, 2022, from https://www.pblworks.org/what-is-pbl