Planning and Sustaining Partnerships in Native American Learning Paradigms

规划和维持印第安人学习范式中的伙伴关系人们对印第安人的学习传统或土著语言中包含的复杂知识和技术知之甚少。从最一般的意义上讲，该项目将寻求理解美国土著语言中包含的交流和信息过程，语言所激发的多样化学习过程，以及如何以及何时将这些过程适当地转化为新的学习环境。该项目将探索如何利用不同学者和传统的合作和对话来实现这种学习转变。它将探讨如何建立伙伴关系，以及新的研究如何能加深对美洲土著学习的理解。美国土著青年出生在一个他们必须在双认知环境中生存和学习的世界。这种双认知体验被描述为生活在两个世界或生活在一个“分裂的头意识”中。缺乏对学习中这种双认知过程的认识或理解反映在印第安学生的低成功率上。过去二十年产生了第一代成熟的美洲原住民学者。该项目旨在确定这一代成功的美洲原住民学者的实践和策略，以了解并最大限度地发挥他们独特的教育成就。过去的研究已经证明，通过关注美洲土著语言中包含的传统理解、意义和目的来创造强化学习的好处。该项目旨在将跨文化探索和研究转化为学习。它还将努力发展与各种印第安人、多数文化和发展学习范式和实践之间的关系，并维持它们之间的对话。这一探索对于发展成功的学习生态，进一步促进美国原住民青年在当代教育和生活中的成就具有直接意义。这一催化剂研究的焦点将是一系列传统的、跨文化的对话（谈话圈），这些对话在印第安人和不同学科的多数文化学者之间进行，其目的将是接近印第安人和当代学习系统之间的差异的和解。这些对话的一个中心目标是创造一种关于理解和改善美洲原住民学习的可持续话语，其最终目标是稳步增加和维持美洲原住民对其选择的生计的参与。研究人员将得到美洲原住民学会（NAA）的合作团队的协助。NAA是一个由美洲原住民教授、长老和知识保卫者组成的大陆联盟，致力于在人类活动的各个方面，特别是在科学领域，维护土著知识。作为有成就的知识分子，他们受过体制和有机的教育，他们正在探索当代知识和学习与印第安人遗产、知识和学习之间的界面。该学院代表了跨学科和学科领域和机构的融合。

Planning and Sustaining Partnerships in Native American Learning ParadigmsLittle is known or understood about Native American learning traditions or the complex set of knowledge and technologies embedded in Native languages. In its most general sense, the project will seek to comprehend the communicative and informational processes enfolded in Native American languages, the diverse learning processes that are animated by the languages, and how and when these processes can be appropriately translated into new learning environments. The project will explore how this learning transformation occurs using the collaborations and dialogues of diverse scholars and traditions. It will explore how to enable partnership building and how new studies can lead to deeper understandings of Native American learning.Native American youth are born into a world in which they have to exist and learn in a bi-cognitive context. This bi-cognitive experience has been characterized as living in two worlds or living with a "split head consciousness." The lack of awareness or understanding of this bi-cognitive process in learning has been reflected in the poor success rates of Native American students. The last two decades have produced the first generation of mature Native American scholars. This project seeks to identify the practices and strategies of this successful generation of Native Americans scholars in order to understand and maximize their unique educational achievement. Past studies have demonstrated the benefit of creating enhanced learning through focusing on the traditional understandings, meanings and purposes that are enfolded in Native American languages. This project seeks to transform transcultural exploration and study into learning. It will also work to develop a relationship with, and sustain a discourse between, the varied Native American, majority-cultural, and developmental learning paradigms and practices. This exploration has direct implications for developing successful learning ecologies to further Native American youths' achievement in contemporary education and life.The focal point of this catalyst study will be a series of traditional, trans-cultural dialogues (talking circles) among Native American and majority-cultural scholars in a variety of disciplines, the aim of which will be to approach the reconciliation of differences between Native American and contemporary systems of learning. A central goal of these dialogues is to create a sustainable discourse on understanding and improving Native American learning, with the ultimate objective of steadily increasing and sustaining the participation of Native Americans in livelihoods of their choosing.The investigators will be aided by the established team of collaborators of the Native American Academy (NAA), a continental consortium of Native American professoriate, Elders and knowledge keepers committed to maintaining Indigenous knowledge in all aspects of the human endeavor, particularly in the sciences. As accomplished intellectuals, both institutionally and organically educated, they are exploring the interface between contemporary knowledge and learning and Native American heritage, knowledge, and learning. The Academy represents a convergence of transdisciplinary and disciplinary fields and institutions.