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In Medicine Wheel for the Planet , building on sacred stories, field observations and her own journey, Dr. Grenz invites readers to share in the teachings of the four directions of the medicine wheel: the North, which draws upon the knowledge and wisdom of elders; the East, where we let go of colonial narratives and see with fresh eyes; the South, where we apply new-old worldviews to envision a way forward; and the West, where a relational approach to land reconciliation is realized. Eloquent, inspiring and disruptive, Medicine Wheel for the Planet circles toward an argument that we need more than a singular worldview to protect the planet and make the significant changes we are running out of time for
Confronted with the complex environmental crises of the Anthropocene, scientists have turned to interdisciplinarity to grapple with challenges that are at once social and ecological. Indigenous knowledge holders have contributed critical observations and understandings and in doing so, have gained global recognition. Most recently, several arenas are calling for co-producing new knowledge by bringing together Indigenous knowledge and science.
Indigenous naturopathic doctor Nicole Redvers pairs evidence-based research with traditional healing modalities, addressing modern health problems and medical processes. Modern medical science has finally caught up to what traditional healing systems have known for centuries. Many traditional healing techniques and medicines are often assumed to be archaic, outdated, or unscientific compared to modern Western medicine.
As a leading researcher in the field of biology, Robin Wall Kimmerer understands the delicate state of our world. But as an active member of the Potawatomi nation, she senses and relates to the world through a way of knowing far older than any science. She intertwines these two modes of awareness--the analytic and the emotional, the scientific and the cultural--to ultimately reveal a path toward healing the rift that grows between people and nature.
Gregory Cajete initiates the reader into a timeless tradition of understanding, experiencing, and feeling the natural world. He explores and documents the Indigenous view of reality--delving into art, myth, ceremony, and symbol, as well as the practice of Indigenous science in the physical sphere. He examines the multiple levels of meaning that inform Indigenous astronomy, cosmology, psychology, agriculture, and the healing arts.
As a botanist, Robin Wall Kimmerer is trained to use the tools of science to ask questions of nature. As a member of the Citizen Potawatomi Nation, she embraces plants and animals as our oldest teachers. Drawing from her experiences as an Indigenous scientist, Kimmerer demonstrated how when we listen to the languages of other beings—from strawberries and witch hazel to water lilies and lichen—we are capable of understanding the generosity of the earth and learn to give our own gifts in return in her best-selling book Braiding Sweetgrass.
Baxter writes about Anishinaabay life before European contact, his childhood memories of trapping, hunting, and fishing with his family on traditional lands in Treaty 9 territory, and his personal experience surviving the residential school system. Examining how Anishinaabay Kih-kayn-daa-soh-win (knowledge) is an elemental concept embedded in the Anishinaabay language, Aki-wayn-zih explores history, science, math, education, philosophy, law, and spiritual teachings, outlining the cultural significance of language to Anishinaabay identity.
An overview of why traditional knowledge and wisdom should be included in the science curriculum, a window into the science and technologies of the Indigenous peoples who live in Northwestern North America, Indigenous worldview, culturally responsive teaching strategies and curriculum models, and evaluative techniques. Rich examples and cases, combined with the resources listed in the appendices, will enable teachers and students to explore Indigenous Science examples in the classroom.
A window into the vast storehouse of innovations and technologies of the Indigenous peoples who live in Northwestern North America. It is our hope that the Indigenous Science examples, research, and curriculum models will inspire deep reflection regarding the under-representation of Aboriginal students in the sciences. It is intended that the rich examples and cases, combined with the resources listed in the appendices, will enable teachers and students to explore Indigenous Science examples in the classroom, and in addition, support the development of curriculum projects in home places.
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