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Traditional Education in Micronesia: a Case Study of Lamotrek Atoll with Comparative Analysis of the Literature on the Trukic Continuum

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Traditional Education in Micronesia: a Case Study of Lamotrek Atoll with Comparative Analysis of the Literature on the Trukic Continuum UNIVERSITY OF CALIFORNIA Los Angeles Traditional Education in Micronesia: A Case Study of Lamotrek Atoll with Comparative Analysis of the Literature on the Trukic Continuum A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Eric Harold Metzgar 2 Copyright © 1991, 2008 Eric Metzgar All Rights Reserved. 3 The dissertation of Eric Harold Metzgar is approved. Michael Moerman Professor, Department of Anthropology Val D. Rust Professor, Graduate School of Education John N. Hawkins, Committee Chair Professor, Graduate School of Education University of California, Los Angeles 1991 4 REVISED DISSERTATION The 1991 original manuscript has been revised here for digital internet access in the Portable Document Format (PDF). There is no substantial difference between the original information given and this revised version, but some technical changes have been made to make the text more readable and searchable via computer by the reader. I have updated the pagination in the Table of Contents and elsewhere in the body of the text to conform to the changes that have been made to the manuscript. This has been done to avoid confusion that would otherwise result from mismatches between the page numbers given in the original Table of Contents and other cross-referenced information. In addition, the original 12pt. text size in the original has been increased to 14pt. to allow for greater clarity on-line in the PDF format. The Chapter Notes section in the original manuscript has been removed. The annotations which formerly appeared at the end of the original manuscript have been converted to footnotes which now appear in the body of the text. This has been done to avoid the inconvenience of having two copies of the manuscript open on the computer screen in order to read both the main text and the annotations at the same time. Appendix A has been added to include the indigenous chants that formerly appeared in the Chapter Notes section. An Index of Song and Chants has been added as well as an Index for Myths, Legends, and Folktales. In a few cases passages have been rewritten for clarity. None of the names used for islands in the original manuscript have been updated. For example, the spellings for Truk (now called Chuuk) and Puluwat (now Polowat) have not been changed. Neither have social-cultural developments after 1990 been discussed. For instance, since the revival of the pwo ceremony for navigators reported on in Chapter 6, there have been six additional pwo initiation rituals for traditional navigators that have been performed in the Caroline Islands to date. These events and others like them are significant with regard to the revitalization of traditional educational practices in Micronesia but these developments have not been examined here. Eric Metzgar Camarillo, California October 28, 2008 5 TABLE OF CONTENTS Page List of Maps .....................................................................................…….. 7 List of Figures ..................................................................................…….. 7 List of Tables ...................................................................................…….. 8 Acknowledgements ...........................................................................……. 9 Abstract .............................................................................................……. 12 Preface ..............................................................................................…….. 14 Chapter 1. Background ...................................................................…… 17 The Problem .......................................................…… 22 Theoretical Perspectives .....................................…… 27 Research Methods ..............................................…… 35 Research Problems .............................................…… 49 2. Traditional Reepiy Secular Knowledge ................................ 56 Practical Skills Education ...................................…… 57 Social Skills Education .......................................…… 68 Summary ......................…....................................….. 85 3. Traditional Rong Sacred Knowledge ...........................……. 87 Spirit-Knowledge Connection ............................…… 88 Epistemology of Sacred Knowledge ..................…… 95 Sacred Knowledge Education ............................…… 142 Summary ............................................................…… 161 6 4. Traditional Reepiy-Rong Knowledge Nexus ...........……… 163 Social Context of Education .............................……. 164 Behavioral Context of Education .....................……. 172 Summary ..........................................................……. 187 5. Traditional Rong Knowledge Systems ...................………. 189 Specialized Occupations ..............................………. 190 Professional Occupations .............................………. 207 Summary ................................................................... 228 6. Schools of Navigation .................................................…… 230 7. Schools of Weather Control ......................................…….. 315 8. Schools of Divination ................................................…….. 352 9. Other Schools ...................................................................... 370 Schools of Martial Arts ............................................. 370 Schools of Canoe and House Restoration ..........…… 377 Schools of Healing by Massage ................................ 378 Schools of Canoe Building ........................................ 382 10. Summary and Conclusions ................................................. 388 Appendix A: Songs and Chants in Vernacular with Translations …….. 400 Appendix B: Literature Review of Rong References …………………. 413 Appendix C: Literature Review of Rong Ranked Highest ……………. 417 Appendix D: Literature Review of Rong Cognates ………………........ 419 Index of Myths, Legends, and Folktales ……………………………….. 432 Index of Songs and Chants ………………………………………...…… 433 References Cited ...................................................................….……….. 434 7 LIST OF MAPS Page 1. Western Pacific Ocean .........................................................……… 18 2. Lamotrek Atoll ...................................................................………. 19 3. Culture Areas in the Pacific ..................................................…….. 21 4. Trukic Continuum Language Area ........................................……. 40 5. Lamotrek Village ................................................................……… 78 LIST OF FIGURES 1. La Belle's Model of Formal, Nonformal and Informal Educational Relationships ..............................…………. 34 2. Traditional Reepiy and Rong Knowledge Domains ........................ 163 3. Traditional Reepiy and Rong Knowledge Macrosystem .……........ 389 8 LIST OF TABLES Page 1. Reepiy Cognates: reepiy = secular knowledge .......................….. 59 2. Rong Cognates: rong = to hear ............................................……. 97 3. Rong Cognates: rong = office ..............................................……. 103 4. Taurong Cognates: taurong = specialist in sacred knowledge …. 108 5. Rong Cognates: rong = taboo ...............................................……. 111 6. Rong Cognates: rong = fence ................................................……. 126 7. Navigation School Rankings by Mr. N Before and After the Pwo Ceremony on Lamotrek in 1990 ...............………... 262 8. Navigation School Listings on Lamotrek in 1909 and 1990 .......... 265 9. Navigation School Listings on Fais in 1909 and on Lamotrek in 1990 ..................................................……………. 269 10. Navigation School Rankings and Associated Magical Rites on Ngulu in 1909 ...................................…………. 280 11. Frequency of Navigation School Cognates ..............................….. 288 12. Divination Knot Combinations and Spirit Names on the "Canoe of Destiny" ........................………… 364 9 ACKNOWLEDGEMENTS The research for this dissertation could not have been done without the generous assistance of many people. A special debt of gratitude goes to John Hawkins, my committee chair, whose encouragement over the years has contributed immensely to the depth and scope of this study. After I had returned twice from the field and was in the process of compiling my data, the opportunity to return to Lamotrek and observe the ancient pwo rites of passage for navigators presented itself. When other advisors would have said, "enough is enough," Professor Hawkin's recognition of the significance of this event allowed me to return to Lamotrek "one more time." Professor Hawkins and the other readers on my committee, Professors Michael Moerman and Val Rust, have made invaluable suggestions which have contributed to quality of this manuscript. In addition, Professor Moerman was instrumental in helping me to obtain materials by Japanese scholars who have published studies pertinent to the literature review for this study. Tomoya Akimichi at the National Museum of Ethnology in Osaka, Japan sent copies of these materials to Professor Moerman for which I am deeply grateful. Judith A. Takata and Hideotoshi Takehana deserve special recognition for providing the translation of these articles into English. Partial financial support for this study was granted by the School of the Pacific Islands, Inc. which made it possible for me to travel to Lamotrek to observe
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