First Nations Holistic Lifelong Learning Model

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Living DRAFT Last Updated: June 6, 2007

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First Nations Holistic Lifelong Learning Model

S About the First Nations DE I Holistic Lifelong Learning Model GU The First Nations G Holistic Lifelong Learning Model
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Describing the Model
parents The First Nations learner dwells in a world of continual re-formation, where interactive cycles, rather than disconnected events, occur. In this world, nothing is simply a cause or an effect, but the expression of the economic interconnectedness of life. These relationships are circular, teachers rather than linear, holistic, and cumulative rather than compartmentalized. The mode of learning for First Nations people re ects and honours this understanding.

Living DRAFT Last Updated: June 6, 2007

represents the link between First Nations lifelong learning and community well-being, and can be used as a framework for measuring success in lifelong learning.

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For First mentors Nations people, the purpose of learning is to honour and protect the earth and ensure the longterm llective well-b eing co Lifelong learning for First Nations peoples is grounded The First Nations learner experiences the various sustainability of life. To illustrate the organic and self in experiences that embrace both indigenous and elders relationships within indigenous and Western knowledge regenerative nature spiritual of First Nations learning, the Holistic counsellors individu spiritual and Western knowledge traditions, as political in the trees traditions through theirs of the mental, al depicted emotional, Lifelong Learning & cultural a stylistic graphic of a Model uses ng trees extended branches, which i root system, Sources and Domains of Knowledge. Just physical dimensions. The living tree. The tree depicts the cycles of learning for g r l learning tiona nin as the tree draws nourishment through its roots, the represent the individualsrharmony and well-being, depict an individual and identi es the in uences that a ect r ne a e a erg i le First Nations person learns from and through the natural the development ofntthese experiences. The individuals g individual learning and collective well-being. earning rnin ace l lea rkpl world, language, traditions and ceremonies, and the well-being supports thewocultural, ucation political and ed social, ult dary ad con world of people (self, family, ancestors, clan, community, economic Collective Well-Being,y represented by the four The First Nations Holistic Lifelong Learning Model is a -se education st ndar po languages nation and other nations). Any uneven root growth can clusters of leaves. eco result of ongoing discussions among First Nations y/s ar g de-stabilize the learning system. The root system also learning professionals, community practitioners, rnin lea other depicts the intertwining presence of indigenous and Just as leaves provide nourishment to the roots and researchers and analysts. For a complete list of traditions spi l a nations r Western knowledge, which forms the tree trunks core, support the trees foundation, thelcommunitys collective individuals and organizations that have contributed io n wes ow & ceremonies n develops. know k where learning well-being rejuvenates the individuals learning cycle. to the development of this learning model, visit of sour Learning guidesmentors, counsellors, parents, teachers, www.ccl-cca.ca. ain s c es a nd d om nation A cross-sectional view of the trunk reveals the Learning and Eldersprovide additional support and opportunities Rings of the Individual. At thenatural are the four for individuals to learn throughout their lifespan. rings core world dimensions of personal developmentspiritual, emotional, physical, and mentalthrough which learning clan is experienced holistically. The trees rings portray how learning is a lifelong process that begins at birth and ancestors progresses through childhood, youth and adulthood. community

Learning opportunities are available in all stages of First Nations life. They can occur in both informal and formal settings such as in the home, on the land, or in the school. The stages of learning begin with the early childhood phase and progress through elementary, secondary and post-secondary education, to adult skills training and employment. Intergenerational knowledge is transmitted to the individual from the sources within the roots.
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Informal Learning

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Formal Learning

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First Nations Adult & Higher Education Consortium

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