ABSTRACT

Indigenous Knowledge Systems and their underlying ethical qualities guide social interaction and the process by which Indigenous children learn what it means to be a person within family and community life. Using the Learning by Observing and Pitching In (LOPI) framework as a starting point, this paper explores a case study of a death in the Cowichan Tribes community to illuminate four ethical qualities (relationality, reciprocity, responsibility, respect) associated with (1) the social organization of the community guided by a sense of community consciousness and (2) Indigenous concepts of time and space. Using the social organization of the community and Indigenous concepts of time and space as broad themes, we aim to illustrate how culturally determined ethical qualities guide every social interaction and thus inform human development and learning, broadly. By including ethics that guide social relationships in the LOPI framework, educators and researchers may gain a deeper understanding of how children learn in communities and how their participation in community activities informs their sense of self.

摘要

土著知识系统及其潜在的道德品质指导社会互动和土著儿童了解在家庭和社区生活中成为一个人意味着什么的过程。本文以观察和投入学习 (LOPI) 框架为起点，探讨了一个考伊琴部落社区死亡案例研究，以阐明与 (1) 相关的四种道德品质（关系、互惠、责任、尊重）以社区意识和（2）土著时空观念为指导的社区社会组织。以社区的社会组织和土著的时间和空间概念为广泛的主题，我们旨在说明文化决定的道德品质如何指导每一次社会互动，从而广泛地为人类发展和学习提供信息。通过将指导社会关系的伦理学纳入 LOPI 框架，教育工作者和研究人员可以更深入地了解儿童如何在社区中学习，以及他们对社区活动的参与如何影响他们的自我意识。