\n- Why are enriching environments foundational to encouraging students to participate in being, doing, knowing, across two knowledge systems (Indigenous and scientific)?<\/li>\n
- How can educators bridge the reductionist content of science and transform their teaching and learning approaches to include holistic understandings of nature held by Indigenous students?<\/li>\n
- Where in schools and communities can we create a system for including youth\/adults who have gifts more in tune with Indigenous wisdom while learning and applying Euro-American academic subject content, and achieving on assessment indicators?<\/li>\n
- What are some essential culture-based performance indicators of holistic place-based learning that may be complementary to, integrated into, or independent of the content and context of learning; including applications to new ways of discovery in a world of rapidly changing knowledge and innovative technologies?<\/li>\n
- What education contexts (school administration, community, state departments of education, national priorities) enhance place-based learning through intergenerational lifelong learning, which leads to readiness for college, a career, and contributing to one\u2019s community?<\/li>\n
- What features of current education contexts (school administration, community, state departments of education, national priorities) stifle place-based learning?<\/li>\n
- What metaphors help you create useful definitions of holistic education in STEM or STREAM (science, technology, reading literacies, engineering, arts AutoCAD creative media integration, and math)?<\/li>\n
- What strengths are foundational to a shift from our current education system to one that is intergenerational, nurtures lifelong-learning, and is ever evolving; a shift that will require a cyclical process of connecting our ways of teaching and learning along the continuum of past, present, and future; as well as past-to-future continuums of systems not yet developed?<\/li>\n
- Why do we need to transform ourselves, our schools\/communities, and our nations into where we want to be?<\/li>\n
- How do we do it?<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"
Strand Leader: Glen Aikenhead, Verlie-Ann Malina-Wright Strand Support: Amethyst First Rider Strand Synthesizer: Pam Woodis Webinar: August 14 Driving Questions: Why are enriching environments foundational to encouraging students to participate in being, doing, knowing, across two knowledge systems (Indigenous and …<\/p>\n
Holistic Education<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"http:\/\/www.neatoeco.com\/iwise3\/wp-json\/wp\/v2\/pages\/37"}],"collection":[{"href":"http:\/\/www.neatoeco.com\/iwise3\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/www.neatoeco.com\/iwise3\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/www.neatoeco.com\/iwise3\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.neatoeco.com\/iwise3\/wp-json\/wp\/v2\/comments?post=37"}],"version-history":[{"count":9,"href":"http:\/\/www.neatoeco.com\/iwise3\/wp-json\/wp\/v2\/pages\/37\/revisions"}],"predecessor-version":[{"id":238,"href":"http:\/\/www.neatoeco.com\/iwise3\/wp-json\/wp\/v2\/pages\/37\/revisions\/238"}],"wp:attachment":[{"href":"http:\/\/www.neatoeco.com\/iwise3\/wp-json\/wp\/v2\/media?parent=37"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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