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Principles of Learning
8-23-2016
Soon students all across the province will be returning to school. It promises to be an exciting time as this year all elementary schools must fully implement BC’s new curriculum and next year all secondary schools must do likewise. The new curriculum focuses on student-directed learning and emphasizes inquiry, critical thinking, and relationships. But it also fully embraces the idea that learning is cultural and that a sense of place matters. This is meaningfully expressed through the embedding of aboriginal content and ways of learning throughout every subject at every grade level. Canada is a magnificent country, home to people from all over the world, but sometimes we overlook the rich heritage of our country’s original citizens: our First Nations.
One fascinating document prepared by FNESC, The First Nations Education Steering Committee, a provincial organization that supports education, is the “First Peoples Principles of Learning”. In very clear language, the multifaceted nature of learning is explained. Nine components are listed – each one leading to deeper reflection.
1. “Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.” Learning is not an ends in itself. It leads to well-being, beginning with the individual and rippling out to include everything: present, past, and future.
2. “Learning is holistic, reflexive, reflective, experiential, and relational - focused on connectedness, on reciprocal relationships, and a sense of place.” Learning is internal and external. There must be time for discussion and reflection, for trying things out in private and in front of others. A balance of inner/outer aspects is crucial to retention of knowledge and mastery of skills.
3. “Learning involves recognizing the consequences of one’s actions.” Often we think of learning, at least in formal settings, as simply acquiring knowledge and skills. From the First Nation’s perspective, everything we do, or not do, can lead to learning if we choose to be aware of the feedback we naturally receive based on our actions.
4. “Learning involves generational roles and responsibilities.” Western schools are structured on a ratio of 1 adult to 20-30 children or youth. Although students and teachers often form deep and meaningful bonds, the organization of modern schools discount the power of intergenerational relationships that traditional First Nations’ societies cherished.
5. “Learning recognizes the role of indigenous knowledge.” Current textbooks are heavily reliant on a European, Judaic-Christian, post Industrial Revolution foundation. The idea of incorporating indigenous knowledge, although intriguing, is an alien and unsettling concept to most teachers and many parents.
6. “Learning is embedded in memory, history, and story.” As an English teacher, this principle gives me hope and affirmation. Our personal stories mix with those around us. We examine our multiple histories. We curate what to enshrine in memory and what to forget. And ultimately, we enlarge our lives and others.
7. “Learning involves patience and time.” Teachers often express frustration over having to “cover the curriculum”. Parents get worried when workbooks come home at the end of June with undone pages. Students feel pressured to learn a topic before the looming test date. The gift of patience and time is heartily welcomed.
8. “Learning requires exploration of one’s identity.” Schools are becoming more comfortable celebrating diversity and individual expression. This can be uncomfortable as values questioned, differences revealed, and boundaries explored. When teachers and students honour multiple and developing identity formation, harmony happens. When people become defensive of their stance, stress stifles.
9. “Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.” Of all the principles, this one will probably be the most cumbersome for schools to implement. There is a sense of entitlement around seeking and gaining knowledge. Our curiosity knows no bounds, but we’re not always willing to put in strenuous effort to reach the level of admittance. Some esoteric notion catches our attention, we immediately do an Internet search, and then feel that we know all the secrets of the topic. The First Nation’s approach recognizes that not everything should be shared openly on a website.
The beauty of studying the “First Peoples Principles of Learning” is that it compels each of us to examine our own thoughts about learning, both at the personal level and societal level. To me it would be fascinating if other groups followed their lead. I wonder what a “Muslim Principles of Learning” list would include? What do we believe about how to educate our youth and ourselves? Something to think about.
More information about the new curriculum can be found here https://curriculum.gov.bc.ca/. Zainab Dhanani can be reached at z_dhanani@yahoo.ca
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