An Interview Study of Native American Philosophical Foundations in Education.

Autor/in	Delgado, Vivian
Titel	An Interview Study of Native American Philosophical Foundations in Education.
Quelle	(1997), (175 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; American Indian Culture; American Indian Education; American Indians; Beliefs; Cultural Context; Cultural Influences; Educational Philosophy; Indigenous Knowledge; Interviews; Nonformal Education; Oral Tradition; Relevance (Education); Spirituality; Values; World Views + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; American Indian; Indianer; Belief; Glaube; Cultural influence; Kultureinfluss; Bildungsphilosophie; Erziehungsphilosophie; Interviewing; Interviewtechnik; Non-formal education; Non formal education; Nichtformale Bildung; Oral history; Mündliche Überlieferung; Relevance; Relevanz; Spiritualität; Wertbegriff; World view; Weltanschauung
Abstract	Beginning with the question "How would you define wisdom?" interviews with five Native elders focused on Native American world views or philosophies. Four themes emerged: the concept of respect, spirituality as a cultural principle permeating all aspects of life, family relationships including extended family, and various educational approaches that have influenced Native philosophy. Chapter 1 of this dissertation introduces the study by discussing indigenous world views related to Native education, the need for the study as a way to facilitate Native education, study purpose and design, background and rationale, limitations, organization, and operational definitions. Chapter 2 presents methodology and data collection techniques. Chapter 3 describes the context and background of the participants, including setting, environmental/geographical identity, cultural influences, relationships, and formal and informal teaching. The stories of the five participants are told in relation to their experiences of learning, knowledge acquisition, and development of their distinct philosophical backgrounds. Chapter 4 presents the four major themes and discusses them in relation to the literature and to the education of Native Americans. Chapter 5 summarizes the study, reflects on the need for oral Native American world views to complement formal educational philosophies, concludes that western and Native philosophies must be shared, and discusses limitations and educational recommendations. Appendixes contain supporting documents and 49 references. (SAS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC