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The Pedagogy of the Sakha Heroic Epic Olonkho Within the Educational Process

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The Pedagogy of the Sakha Heroic Epic Olonkho Within the Educational Process The Pedagogy of the Sakha Heroic Epic Olonkho within the Educational Process EKATERINA CHEKHORDUNA, NINA FILIPPOVA, AND DIANA EFIMOVA TRANSLATED BY JENANNE K. FERGUSON Abstract: This article discusses the normative and legal foundations, laws, principles, approaches, means and methods of organizing the educational process and analyzing the content of the authors’ ethno­ pedagogical program—Olonkho pedagogy. The article relies on the aspiration of ethnic groups to preserve their own distinctiveness and maintain their ethnic and cultural identity despite the current cir- cumstances of globalization. By basing its approach on the Sakha heroic epic tradition—the Olonkho—the article describes how this tradition can introduce children to ethnocultural traditions, customs, and ceremonial rituals. The article examines manifestations of civic and ethnic identity among students, as well as their values and at- titudes toward their native language and the cultural and historical heritage of their ethnic group. Keywords: ethnodidactics, Olonkho, Olonkho pedagogy, Olonkho values, Sakha, spiritual and moral development n the Republic of Sakha (Yakutia), one of the promising areas of ethnocultural education over the past two decades has been the intro- Iduction of the Olonkho—the Sakha heroic epic—into the educational system. During this time, the pedagogy of the Olonkho has not lost its depth or relevance; on the contrary, every year the interest of children, youth, and adults in the inexhaustible riches of their native language and native culture grows. This is evidenced by a steady increase in quality in the ways the epic is used in various spheres of society. The Sakha heroic epic Olonkho is an ancient genre of oral folk art. As the founder of ethnopedagogy G. N. Volkov (2000: 326) wrote, “the Sibirica Vol. 17, No. 3, Winter 2018: 44–59 © Berghahn Books doi: 10.3167/sib.2018.170305 ISSN 1361-7362 (Print) • ISSN 1476-6787 (Online) The Pedagogy of the Sakha Heroic Epic Olonkho within the Educational Process Olonkho is the most concentrated expression of the spiritual life of the Sakha people. If, according to Plato, Homer brought up Hellas, then the Olonkho raised the Sakha people. It really can be compared with the ancient Greek epic—in strength, harmony, scope and beauty. What a vastness of thoughts and feelings!” As with other epics, the conscious- ness of ethnic group is reflected in the Olonkho. The entire process of the formation of personhood is the result of the integration of various values, and therefore “the Olonkho is a valuable legacy of spiritual cul- ture, which is of great importance in the patriotic, combative and moral education of the people” (Mordinov 2010: 301). The use of pedagogical, axiological, and aesthetic potentials of the heroic epos of Olonkho in the teaching and upbringing process is today characterized as “Olonkho pedagogy.” We suggest taking advantage of the rich spiritual and moral potential of the epic to reinforce basic ethnic values in the educational process, and instill an understanding of the following values: natural (solar heat, celestial bodies, earth, water, etc.); ethical (goodness, hon- esty, morality, loyalty to duty); aesthetic (five categories of aesthetics); life (health, love for loved ones); economic (objects of labor, tools of production, material wealth); and social (material culture, freedom, equality, justice, ritual traditions). Mastering the native language, too, is considered a spiritual and moral value, and the language of Olonkho serves as a means of understanding the life-affirming power of language. It is through the language of Olonkho that children are introduced to ethnocultural traditions, customs, and ceremonial ritual. The pedagogy of Olonkho is a method for the transmission of the life-affirming ideals of the Sakha epic to the current and future gener- ations through the modern forms and methods of raising children; it is based on the best traditions of popular pedagogy, the technologies used in modern education, moral and ethical ideals, and ways of understand- ing the world present in the Olonkho. The system of Olonkho pedagogy involves the transformation of worldview, a holistic picture of the world, the transference of moral and ethical values, and the translation of key words and concepts of the Olonkho epic into modern forms and edu- cational methods. The goal of this article is to describe the regulatory and pedagogical conditions for the introduction of Olonkho pedagogy in the educational system of the region. In the following sections, we: (1) Identify the basic ethnopedagogical values of Olonkho that are necessary for the spiritual and moral development of the individual. Winter 2018 45 Ekaterina Chekhorduna, Nina Filippova, and Diana Efimova (2) Analyze the practical experience of introducing the Olonkho pedagogical system into educational organizations. (3) Promote the development of the native language, the self- develop ment of children and the ethnocultural education of parents. (4) Formulate the didactic laws and principles of the Olonkho pedagogical system on the basis of lived experience. Our research methods for this work included the analysis of normative and legal documents related to the education system of the Russian Federation and the Republic of Sakha (Yakutia), as well as the analysis of the didactic laws and principles of Olonkho pedagogy. This was com- plimented by pedagogical and sociological experiments, also discussed in Chekhorduna et al. (2013, 2016) and Chekhorduna (2012, 2014). The Legal Basis for the Pedagogy of Olonkho The Olonkho pedagogical system has a solid regulatory framework. The Constitution of the Russian Federation (Article 68) and the Constitution of the Republic of Sakha (Yakutia) (Article 49) stipulates that each ethnic group has the right to preserve and develop their native language and national culture. For instance, Chapter 2 (Article 12:1) of the Federal Law No. 273-F3 “On Education in the Russian Federation” states The content of education shall promote mutual understanding and cooperation between peoples and ethnic groups regardless of race, nationality, ethnicity, religion or social affiliation, take into account the diversity of worldview approaches, promote the realization of the right of learners to freely choose opinions and beliefs, ensure the development of the capabilities of each person and the formation and development of their personality in accordance with spiritual, moral and sociocultural values accepted in the family and society. (2015: 18) “The concept of spiritual and moral development and education of the personality of a citizen of Russia” (2009), which is the meth- odological basis of the Federal State Educational Standard, sets the main characteristics of the organization of the educational process in a modern school, and provides a system of basic national values. Sources of morality and humanity—areas of social relations, activities, consciousness, that a person relies on to resist the destructive influences of the modern world—were chosen as criteria for the systematization 46 Sibirica The Pedagogy of the Sakha Heroic Epic Olonkho within the Educational Process of those values. The federal state standard of general education estab- lishes that all education, training, and socialization should be aimed at the spiritual and moral development of children on the basis of their involvement in national Russian (Federal) values, the values of their ethnic, confessional and cultural groups, as well as common human values in the context of forming their identity as a citizen of Russia. According to the provision of the Federal State Educational Standard, the school, when developing the Programs of the institution, has the right to introduce additional values that do not contradict the prin- ciples established in the concept and promote a fuller disclosure of the ethnic educational ideal within the educational process. Taking into account the age and individual characteristics of students, their needs and parents’ requests, regional conditions and other specifics of the educational process, the educational institution can then focus on the education of special groups of basic ethnic values. Basic values are for- malized in the target program of education and the socialization of schoolchildren, which is divided into subprograms according to the corresponding value system. Each of the basic values is then converted into a key educational task. Since the end of the twentieth century in the Republic of Sakha (Yakutia), a number of normative and legal acts have been adopted to preserve and revive ethnocultural traditions, including the basic republic-wide program “Erkeeji” (1994). “The concept of renovation and development of national schools” (1991) is recognized as one of the strategic lines in the development of the national education of the republic. The fundamental principle of the concept is the education and upbringing of children in their native language. The concept promoted “the introduction of the younger generation in the process of obtaining education to their ethnic culture, to the customs and traditions of their people, and to its spiritual and moral and ethical values” (Zhirkov 1992: 70). The Law 677-3 N 219-IV “On the Protection and Preservation of the Epic Heritage of the Indigenous Peoples of the Republic of Sakha (Yakutia)” (2009) defined measures for the preservation and protection of the epic heritage of the indigenous peoples of the Republic of Sakha (Yakutia), while the
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