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Look to the Mountain : an Ecology of Indigenous Education / Gregory Cajete ; Introduction by Vine Deloria, Jr

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Look to the Mountain : an Ecology of Indigenous Education / Gregory Cajete ; Introduction by Vine Deloria, Jr DOCUMENT RESUME ED 375 993 RC 019 826 AUTHOR Cajete, Gregory TITLE Look to the Mountain: An Ecology of Indigenous Education. First Edition. REPORT NO ISBN-1-882308-65-4 PUB DATE 94 NOTE 244p. AVAILABLE FROMKivaki Press, 585 E. 31st St., Durango, CO 81301 ($16.95). PUB TYPE Books (010) Information Analyses (070) Reports Descriptive (141) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS American Indian Culture; *American Indian Education; Art; Community Influence; *Cultural Context; *Educational Philosophy; Educational Principles; Elementary Secondary Education; Environmental Education; Ethnology; *Foundations of Education; *Holistic Approach; Mythology; Nonformal Education IDENTIFIERS *Culture Based Education; Environmental Ethic; *Indigenous Knowledge Systems; Spirituality ABSTRACT This book explores the nature of indigenous education, outlining key elements of American Indian perspectives on learning and teaching. It advocates dev.iloping a contemporary, culturally based, educational process fc,inded upon traditional tribal values, orientations, and principles, while simultaneously using the most appropriate concepts, technologies, and content of modern education. Environmental relationship, myth, visionary traditions, traditional arts, tribal community, and nature-centered spirituality have traditionally formed the foundations of American Indian life for discovering one's true face (character, potential, identity), one's heart (soul, creative self, true passion), and one's foundation (true work, vocation), all of which lead to the expression of a complete life. Indigenous education is a process of education grounded in the basics of human nature. It can provide new ways of educating for ecological thinking and environmental sustainability, and has the potential, not only for the transformation of what is misnamed "Indian education," but also for profound applications toward transforming modern American education. Chapters explore the spiritual, environmental, mythic, visionary, artistic, affective, and communal foundations of indigenous education. A final chapter discusses ethnoscience, and relates seven core courses for an indigenous science curriculum to the seven cardinal directions honored by all indigenous peoples. An appendix lists 24 principles applicable to the holistic presentation of any content to any age level. Contains 119 references. (SV) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** "PERMISSION TO REPRODUCETHIS GRANTED BY U DEPARTMENT Of EDUCATION MATERIAL HAS BEEN Office o Educational Research andimprovement EDUCATIONAL RESOURCESINFORMATION IA/. CENTER (EPIDI rZ947.7 firs document has beenreproduced as received from the person ororganilatiOn originating it mad* to improve O Minor changes have been reproduction Quality TO THE EDUCATIONALRESOURCES this dlcu- Points of view or opmOnS staled in INFORMATION CENTER(ERIC)." ment do not neceSainlyrepresent othael OE RI position or policy CO CNI CO CT Tv. CZ, Ct. 9 BEST COPY AVAILABL ea LOOK TO THE MOUNTAIN AN ECOLOGY OF INDIGENOUS EDUCATION LOOK TO THEMOUNTAIN AN ECOLOGY OF INDIGENOUSEDUCATION QREQORY CAIETE, PH.D. 411:0 Introduction by Vine Deloria, Jr. teon KARIG PRESS Cover Painting of The Asking Copyright C. 1994 Gregory A. Cajete The cover illustration is inspired by the tradition of Huichol Indianyarn painting, and represents the first act in the journey toward understanding, that of Asking. Looking to the "inner form" ofan archetypal mountain, the human form asks for and receives understanding, with the trickster, in the form of a spider monkcy, and four kokopeli looking on. As the "flower and song" of the human touches the face of the great mystery, the human connects toa great "rainbow of thought and relationship which brings illumination and true understanding of the "ecology of relationship" and of the inherent truth, "We are all related!" Cover Photos of The Asking and Gregory Cajete by Linda Montoya Cover Photo of Santa Fe Baldy by Gregory Cajete Cover & Book Design by Olive Charles Copyright (0 1994 by Gregory A. Cajete All rights reserved. No part of this work may be reproducedor transmitted in any form or by any electronic or mechanical means, including information storage and retrieval systems, except for brief reviews, without permission in writing from the publisher. Kivaki Press 585 East 3Ist Street Durango, Colorado 81301 303-385-1767 Publisher's Cataloging in Publication Cajete, Gregory A. Look to the mountain : an ecology of indigenous education / Gregory Cajete ; introduction by Vine Deloria, Jr. 1st ed. p. cm. Includes bibliographical references. ISBN 1-882308-65-4 1. Indians of North America -- Education-- Philosophy. 2. Human ecology - -North America. 1. Title. E96 C35 1994 370%8997 QB194-295 First Edition First Printing, 1994 Printed in the United States of' America 2 3 4 5 6 98 97 96 95 4 A WISE ELDER AMONQ MY PEOPLE the Tewa Pueblo Indiansfrequently used the phrase Pin 171 obi, look to the mountaintop.' I first heard it when I was seven years old, as I was practicing for the first time to participate in relay races we run in Pueblo country to give strength to the sun father as he journeys across the sky. I was at one end of the earth track which ran east to west, like the path of the sun. The old man, who was blind, called me to him and said: "Young one, as you run, look to the mountain top," and he pointed toTsikOmo, the Western sacred mountain of the Tewas. "Keep your gaze fixed on that mountain, and you will feel the miles melt beneath your feet. Do this, and in time you will feel as if you can leap over bushes, trees, and even the river.'" Alfonso Ortiz San Juan Pueblo, 1972 ACKNOWLEDQMENTS THERE ARE A NUMBER OF PEOPLEwhose advice, encouragement, and technical assistance were instrumental in bringing this book to completion. First, I wish to acknowledge the inspiration and support of family, friends, and various members of the Indian community too numerous to mention. The nurturing spirit of these special people provided the rooted ecology that made this work possible. I wish to extend my deepest gratitude to my mother, Clara Cajete, and my grandmother Maria Cajete for their special presence, love and guidance in my life. Also, special thanks to my wife, Patsy, E.nd son, James, for their patience and love. I extend deep gratitude to Phillip Foss for his expert technical and editorial assistance with critical phases in the production of this book. I also wish to acknowledge Vine Deloria, Edward T. Hall, Simon Ortiz, Roger Buffalohead, Michael Mooris, Elisabet Sahtouris, Peggy Macintosh, Tomas Atencio, Lloyd New, Rina Swentzel, Dolores LaChapelle, Alfonso Ortiz, Dave Warren, Gloria Emerson and Naomi Tuttle for their support and invaluable advice regarding portions of this work. Finally,I would like to recognize the hundreds of Native American students that I have encountered over the last twentyyears of teaching, learning, and creating. Indeed, this work is a co-creation with them and through them. This work is also a reflection of the good thoughts as well as the trials and tribulations of the many Indian and non-Indian people I have encoun- tered who can' about Indian education and the continuance of the essential spirit of Indian thought and traditions. Gregory Cajete Santa Fe, 1994 I FOR ALL MY RELATIONS AND CHILDREN EVERYWHERE: LOOK TO THE MOVNTAIN! ANC) BE WITH LIFE S. LIST OF ILLUSTRATIONS * The Asking 24 The Ebb and Flow of Tribal Education 38 The Mimbres Hunter of Good Heart 59 The Connected Rings of Indigenous Visioning , 71 Tracking Concentric Rings of Relationship 123 Water Jar Boy Petroglyph At La Cienega, New Mexico 124 The Cardinal Orientations of Indigenous Creativity 160 A Tree of' Life and Indigenous Artistic Expression 163 An Indigenous Curriculum Mandala For Science From A Native American Perspective 203 The Sun Dagger: An Ancient Metaphor For A Contemporized Indigenous Education 207 The Indigenous Stages of Developmental Learning 210 9 0 CONTENTS List of Illustrations 8 Foreword 11 Preface: About Parameters and Process 17 I Introduction: Modern Education frorri A Tribal Perspective 25 II Finding Face, Finding Heart, and Finding A Foundation An Overview of Tribal Indigenous Education 33 III For Life's SakeThe Spiritual Ecology of American Indian Education 42 IV Singing WatersThe Environmental Foundation of Indigenous Education 74 V Living Our MythsThe Mythic Foundation of American Indian Education 115 VI Seeing the Voices of Our HeartThe Visionary/Artistic Foundation of American Indian Education 141 VII We Are All RelatedThe Affective/Communal Foundation of American Indian Education 164 VIII Living the VisionIndigenous Education for A Twenty-First Century World 186 IX Final ThoughtsIndigenous Education and Its Role In Individual Transformation 208 Appendix: An Outline of Perspectives On Indigenous Teaching and Learning 222 Notes To the Text 228 Bibliography 237 .t.0 .40, FOREWORD VINE DELORIA, JR. ROM THE BEGINNING OF CONTACTwith European culture until the present, education has been a major area of conflict and concern. Early'efforts by the Spanish were directed at transforming the Indian culture into an exact replica of church-dominated, administratively-controlled villages,cities and provinces that could be understood as an improved version of EuropeanSpanish society. The French saw their task as creating a new society,half
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