Integrating Indigenous Epistemology: An Inclusive Teaching Philosophy
“As a result of the epistemological principle of holism, Indigenous pedagogies focus on the development of a human being as a whole person. Academic or cognitive knowledge is valued, but self-awareness, emotional growth, social growth, and spiritual development are also valued.” (Antonie et al., 2018). While reading this document about curriculum development, this quote resonated with me. This quote is a summary of how I feel about education. It is so important as educators to recognize that our students are a whole human being, not a variable to be accounted for, but a complex and multi-faceted being. We also have to be aware that these learners will continue on into the world, to become productive members of society. As such, we have to educate them in such a way as to create well rounded human beings. By fostering the well being of the student as a whole, and prioritizing relationship building and personal development in the classroom, we create well adjusted students who are equipped to succeed in the world.
Obviously the curriculum is an important part of teaching, but when focusing on an Indigenously inspired teaching philosophy, the curriculum can sometimes take a back burner. The prescribed content is how we shape our lessons, but the core of the classroom comes in the relationships we form there, and that is the framework with which we deliver the curriculum. By fostering problem solving skills and social interactions, we not only encourage learning, but also personal development and life skills.