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The Principles are as follows: Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
- First Peoples Principles of Learning - FNESC
Learning involves recognizing that some knowledge is sacred...
- First Peoples Principles of Learning - FNESC
Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. These principles were first articulated by a diverse team of Indigenous educators, scholars and knowledge-keepers during the development of English 12 First Peoples.
This principle refers to the understanding that ultimately, the primary purpose of learning is for well-being. Teaching should support the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • Learning ultimately supports the well-being of the self.
The course was born from two separate but complementary foundations of learning. First, it was based on the principles below, common to all BC curriculum at the time: Learning requires the active participation of the student. People learn in a variety of ways and at different rates.
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one‘s actions. Learning involves generational roles and responsibilities.
In response to the Truth and Reconciliation Commission of Canada: Calls to Action, I am committed to a pedagogy of practice that acknowledges the harm caused to Indigenous Peoples in Canada, and the opportunity First Peoples Principles of Learning provides to enrich the educational paradigm.
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Jun 6, 2011 · Before contact with Europeans, Indigenous peoples educated their youth through traditional means — demonstration, group socialization, participation in cultural and spiritual rituals, skill development and oral teachings.
