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Blackfoot Ceremony Blackfoot ceremony : a qualitative study of learning by Donald Duane Pepion A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education Montana State University © Copyright by Donald Duane Pepion (1999) Abstract: This study utilizes qualitative research methodology to ascertain the process of learning the ceremonial practices of the Blackfoot Native people in Montana and Southern Alberta, Canada. The literature on adult learning reveals that little is known of how Native Americans learn. Fifteen Blackfoot ceremonialists were interviewed following the general interview guide approach of qualitative research methodology. The study participants were selected as a representative group of ceremonialists known to the researcher. The interview findings are presented in a case study format that provides insight into the naturalistic context of how this group of Blackfoot ceremonialists perceives ceremonial learning processes. The findings were analyzed using the illuminative model of naturalistic research, which identifies recurring trends, incidences and issues as they emerge from the data. The findings were grouped into seventeen categories according to commonalities, patterns, and relationships. The conclusions are presented with interpretive comments based on the common perceptions and views of the study participants. Several recommendations are made relevant to each of the seventeen categories identified in the findings. The results of the research concluded that the ceremonial learning process of the Blackfoot included the following elements: a) divination process of learning, b) motivational process of learning, c) memory association learning process, d) visual and auditory learning process, e) mentoring and facilitation learning process, f) rite of passage learning process, g) participant-observation learning process, h) process of learning how to leant, i) inductive reasoning process of learning, j) cognitive process of learning, k) environmental process of learning, 1) self-directed/interactive learning process, m) socialization process of learning, n) learning process through symbolism, o) perceived barriers to learning process, p) effects of spirituality on learning process, q) structural synthesizing of learning process, r) effect of language usage on learning process, and s) effect of Blackfoot way of knowing on learning process. BLACKFOOT CEREMONY: A QUALITATIVE STUDY OF LEARNING by Donald Duane Pepion A thesis submitted in partial fulfillment of the requirements for the degree ■ of Doctor of Education MONTANA STATE UNIVERSITY-BOZEMAN Bozeman, Montana December 1999 © COPYRIGHT by Donald Duane Pepion 1999 All Rights Reserved 11 APPROVAL of a thesis submitted by Donald Duane Pepion This thesis has been read by each member of the thesis committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the College of Graduate Studies. Dr. Robert Fellenz / - / f - 6>0 Date Date Approved for the College of Graduate Studies Dr. Bruce McLeod f t ) Date LI >1 STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a doctoral degree at Montana State University-Bozeman51 agree that the Library shall make it available to borrowers under the rules of the Library. I further agree that copying of this thesis is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Requests for extensive copying or reproductions of this thesis should be referred to University Microfilms International, 300 North Zeeb Road, Ann Arbor, Michigan 48106, to whom I have granted “the exclusive right reproduce and distribute my dissertation in and from microfilm along with the non-exclusive right to reproduce and distribute my abstract in any format in whole or in part.” Signature y / 7 / Z f r g - s IMMW I iv ACKNOWLEDGEMENTS It is with sincere appreciation that the researcher acknowledges the ceremonialists and elders who gave their time and knowledge to this study. I am thankful for the support and encouragement of Dr. Robert Fellenz, committee chairperson, who guided me through the sometimes difficult tasks related to the research. The assistance and guidance of doctoral committee members. Dr. Nate St. Pierre, Dr. Wayne Stein, Dr. Bonnie Sachatello-Sawyer and Dr. William Farr, is appreciated. Appreciation is extended to President Carol Murray and the Board of Trustees of Blackfeet Community College, who provided sensitivity and support as my employer. A special thanks to John and Carol Murray, whose discussions are very much a part of this study. Thanks for the positive encouragement and support provided by my co-workers, friends and community members. Thanks to George G. Kipp, III for inspiration. It is with heartfelt appreciation that I acknowledge my parents, LeRoy and Eileen Pepion, for their perseverance and loving dedication in helping their eight children become successful. I wish to extend my gratitude to my wife Debbie, daughter Maja, and grandson Dylan, for their patience, love, kindness and generosity. Finally, I am very grateful for the work of Dana Pemberton, who dedicated much of her personal time in word processing and editing. The editing work of Barbara Weathered and Barbara Planalp is appreciated. TABLE OF CONTENTS ■ Page 1. ABSTRACT............................................................................................................viii 2. INTRODUCTION......................................................................................................I Background.................................................................................................................I The Blackfeet People.................................................................................... 3 Statement of the Problem........................................................................................... 5 Purpose....................................................................................................................... 7 Research Question..................................................................................................... 7 Significance of the Study........................................................................................... 8 Delimitations.............................................................................................................10 Definitions............................................................................................................... 11 2. LITERATURE REVIEW........................................................................................ 20 The Blackfoot People............................................................................................... 20 Learning Opportunities in Blackfeet Cultural Ceremonies..................................... 32 Related Concepts of Adult Learning........................................................................ 39 Learning Principles.................................................................................................. 49 Learning in Traditional Blackfeet Society............................................................... 51 3. METHODOLOGY........................................................:........................................ 53 Design..............................1......................................................................................53 Procedures................................................................................................................ 56 Related Case Studies................................................................................................ 60 Description of the Study Environment................ 64 Research Interview Participants............................................................................... 64 4. FINDINGS............................................................................................................... 72 Introduction................................................................................................ 72 Learning from Visions and Dreams......................................................................... 73 Learning from the Origin Stories............................................................................. 82 Learning from the Elders......................................................................................... 91 -------------------- :--------------- T ------------------------------- -- ' ' "t --------------------u ------------------L_ ___________________ '-LI__ ’ I I___________________ I I . vi TABLE OF CONTENTS - Continued Page Rite of Transfer.......................................................................................................102 Experiential Learning............................................................................................ 110 Developmental Learning.........................................................................................119 Holistic Concept......................................................................................................126 Critical Thinking.............. 128 Environmental Learning.........................................................................................130 Protocols and Taboos..............................................................................................132 Extended Family and Community..........................................................................137
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