PLAR: Applications for an Aboriginal Model of Holistic Learning
In the winter/spring of 2001-02, four PLAR sessions with an Aboriginal cultural
perspective were delivered in Saskatchewan (co-sponsored by Saskatchewan
Learning, the Saskatchewan Labour Force Development Board and several post-secondary
institutions). These sessions focused on integrating PLAR and portfolio development
into a model of holistic education based on traditional Aboriginal cultural
knowledge and the Aboriginal definition of holistic learning.
To find out more about applications for an Aboriginal model of holistic
learning, please visit: http://www.fnti.net/prior/prior.shtml
This site contains a transcript of proceedings of one of these sessions
(a one day seminar) delivered by Diane Hill at Joe Duquette High School,
in Saskatoon, Saskatchewan.
EXCERPTS FROM THE SESSION:
“From our Native psychology, we understood that learning was about
seeing, feeling, knowing and doing, and that these four abilities created
a learning cycle that you as human being would repeat every day of your life.
These aspects of yourself can’t be separated from each other; one
affects the other. (page 14)”
“In working with people, I advise educators by saying, “Don’t
try to mystify anybody or dazzle them with fancy language.” At
work, we try to design tools and activities that give the learners power.
We try not to dis-empower learners by using language they do not understand.
(page 27)”
“After working through a portfolio process, they can often tell
us without a doubt, what they know, and can do, and the portfolio often
contains the proof that they can do what they say they can do. (page 38)”
“We say to the students, we want you to develop a portfolio for the
purpose of PLAR. And so, this task presented an initial problem to the Native
learners who started the portfolio development process because when they
hit the painful parts of their lives, they gave up trying to complete the
portfolio. For many of them, reviewing one’s life experiences was often
just too painful, and they felt that there was no one to help them. To address
this issue, we had to implement a healing process into the program’s
curriculum to help Native learners to carry on. (page 23)”
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