Module X: Connecting back to the beginning

Howard Luke teaching students about the river. Photo Courtesy: Amelia Ruerup

How can digital resources and effective teaching methods be used to integrate Alaska Native ways of knowing and Western scientific methods in order to create greater understanding of, and interest in, geosciences for students?

Objective:

Students will gain a better understanding of the connections between Alaskan Native ways of knowing and Western scientific methods in studying the Earth.

The Project:

The project that I am envisioning would actually be done in smaller units and milestone checkpoints in an Alaskan Climate class. The students would be responsible for presenting their research at the end of the semester in lieu of a final exam. Each of the modules in this course would be broken up into one and a half week units. The Western methods would be presented in class on each topic along with appropriate in class laboratories. However, there would be an out of class component which will be the core of this project. At the school I teach at there are students from many different parts of Alaska. I have students who have ties to Yupik, Inupiaq, T'lingit and many Athabascan villages. The students would be responsible for contacting elders from their originating village. Even if they no longer had grandparents or relatives in those communities I would help them to communicate with an elder from there.

Elders mending nets with students. Photo Courtesy: Wayne Horine

Students who aren't of native descent would still be required to contact an elder in their life. Whether the elder once lived completely off of the land or not, their life experiences are an extremely valuable resource.

Students would then compare the elders opinions on the unit to the Western philosophies studied. This would then be compiled into an ongoing digital presentation. When the students present their findings to the class at the end of the semester they will help each other develop a much broader understanding of the science of Alaska through the eyes of elders across the state and Western methods.

Goals/Rationale:

The goal is to have students make connections. By contacting elders on an almost weekly basis this would hope to be a continuing conversation between the students and their elders that goes beyond the length of the course. Too many elders are passing on without instilling their life histories onto the younger generations. Many students end up leaving their home villages to go to school which often cuts off this communication. Science isn't only about bookwork and methods. It needs to have a foundation in real life experiences to tie it all together.

Howard Luke passing on life knowledge to a student. Photo Courtesy: Wayne Horine

Resources/Links:

Google Earth

Teacher's Domain

Explore Alaska!

Alaska Native Knowledge Network

Blog Reviews

Review 1

I decided to review Bill-Alaska Geoscience. I could enjoy just looking at all of the pictures. They really add to what is being discussed. I really liked the blog about volcanoes and earthquakes. He chose to add an image of a piece of art done by Katsushika Hokusai which depicts a tsunami. It really captures the terror that can be associated with an earthquake when it is situated near island locations. I also like the use of google earth snapshots throughout his blogs. It definitely includes the use of technology by bringing in actual images of the locations being discussed.

Another aspect of Bill's blogs is his incorporation of his life experiences. I like that he is able to make connections from his home in Wisconsin to Alaska and the topics being discussed. The discussion in the terrestrial ice unit on how the last ice age carved much of the land of Wisconsin really makes you think about how much the landscapes have been affected over time.

Review 2

I also chose to review Geo-Integrations. Jennifer is an absolute wealth of knowledge. You can definitely see that she truly loves the field of science. Her explanations and discussions are contagious and make me want to learn more. There are a number of personal experiences which she adds to her discussion which make reading her blogs entertaining. This structure offers a better connection to the reader because it doesn't lecture in textbook fashion.

I think one of my favorite mentions in Jennifer's blog is the volcano discussion in which she mentions volcanos made out of vinegar and baking soda. I agree that this model is way overused and it isn't even an accurate model of the science behind a volcano. This is just one example in which a concept in science is used for another concept when they aren't even related! I'm glad to see that there are people trying to help develop the study of science for young students into something that actually helps them to formulate their own opinions of the world rather than just do canned studies on something that the teacher wants them to learn.

Module IX: Climate, Terrestrial Ice and Alaskan Indigenous Cultures

Photo Courtesy of http://www.swisseduc.ch

How are climate, terrestrial ice and Alaskan indigenous cultures all connected?

An amazing 70% of Earth's fresh water ice and 91% of the world's total ice is located in Antarctica. This ice is extremely different from the ice in the Arctic because it is located on top of actual land. The Antarctic ice is not floating as the Arctic ice does. If it were not for the ice shelves around Antarctica the glaciers and ice on the land would migrate out to sea at a much quicker rate. The shelves act as a kind of dam. This is a good thing or else some coastal towns in the United States might actually be places to go fishing in the ocean! In the "Information is Beautiful" link it is a little disturbing to see that if the ice all melted into the ocean that most of Alaska would be under water!

Antarctica receives very little solar warmth in the southern hemisphere summer months. The angle of impact is no where near as strong as the almost perpendicular connection that the sun makes along the equator. Combine this with the solid white sheet of snow and ice crystals in the air almost all of the solar heat is reflected away from the Earth.

Google Earth has a couple of great installs that give an interactive view of Antarctica. There are pictures, videos and audio clips of events involving work being done in the name of science. The picture below is just one of the many that can be seen in the "90 Degrees South: Interactive Experience of Antarctica" add on by Andrea Polli, Sha Sha Feng and Michael Ray Medina.
Antarctica is not the only source of terrestrial ice. There are also glaciers in the Northern hemisphere, seasonal ice and permafrost over much of Alaska and a good part of North America in general. If all of the glaciers around the globe melted other than the glaciers of Antarctica the sea level would rise roughly twenty feet. Although this could have some serious effects on life around the planet it would not be nearly the impact that the potential of thawing permafrost has on Earth. Permafrost holds a large amount of methane and carbon dioxide. These two are greenhouse gases which have increased since substantially in the last 250 years. In a study seen at physicalgeography.net it is calculated that Methane has experienced a 152% increase in concentration in the atmosphere and that carbon dioxide has increased by 34%. The increase is not just from thawing permafrost, it is speculated that it is also coming from an increase in cattle farming and rice cultivation around the world.

Why should Alaskan students care about any of this? Everything mentioned above can have a direct effect on the way of life of those living in Alaska. If global warming continues and is truly influenced by man-made pollution then an increase in temperature will melt more arctic ice during the summer months and thaw more permafrost. This thawing will release methane and carbon dioxide which will further increase the temperature of the Earth. If the average temperature of the Earth increases it could lead to more melting and destruction of the ice shelves in Antarctica. If the shelves are gone, then Antarctic glaciers will travel towards the oceans at a faster pace. The ice will then melt into the ocean and raise the sea level across the globe. If Antarctica melts, Alaska will be gone. This can be seen in the top right of the diagram seen below from informationisbeautiful.net. All ways of life in Alaska whether it be rural or urban will no longer be able to be sustained. Through natural causes this would not happen for centuries, but if artificial influences speed up this process it could lead to disastrous living conditions for future generations. This can be easily related to the Fairbanks area. There is a lot of research being done at the University of Alaska Fairbanks. However, it's not just them who are doing research. Popular Science mentioned Fairbanks in an article about climate in a February 2nd, 2009 issue. It talks about the annual temperature average to be between 23 and 28 degrees Fahrenheit, but that the average temperature could increase by about 4 degrees by 2050 if current permafrost thawing trends continue. However, the temperature could raise by 12 degrees depending on how different things play out. Although it can take a little more time in planning lessons it is good to bring in these images and ideas because it helps the students to see that things that are happening around the world even in Antarctica could end up changing the way of life for us here in Alaska. Just ask those in Shishmaref.

Photo Courtesy of http://www.popsci.com

Module VIII: Arctic Sea-Ice, Climate and Culture

Photo Courtesy of http://georgecrossfader.com

How are Arctic sea-ice, climate and culture all connected?

Arctic sea-ice, climate and culture are all intertwined. Since we have discussed climate and culture quite a bit and that arctic sea-ice is a new topic I'll go over some behaviors and characteristics of it first.

Arctic sea-ice does a lot of things for the planet. It reflects a good portion of solar heat back into space and it provides a habitat from which polar bears and seals can use as a base camp for hunting. The ice can also help to cool the planet. As we've looked at before there are ocean currents that cycle warmer water to cooler areas and then back to be reheated. This thermohaline circulation keeps Earth's climate fairly moderate. Moderate in the sense that according to quest.nasa.gov the temperature on Mars can range from a high of 70 degrees Fahrenheit at the equator to -225 degrees Fahrenheit at the poles. This is a much larger extreme than Earth's range. It is good to have this circulation so that much of Earth is hospitable enough to support life. However, this cooling process creates other issues.

As the Arctic ocean absorbs the traveling warmth from currents it melts the sea-ice. As the sun helps to melt the ice it creates more open ocean which retains solar heat instead of reflecting it back into space. The ocean heats up more and melts more ice. This feedback cycle is fairly dangerous to the amount of sea-ice in the Arctic waters during the summer months. If not for the cooler winter months to replenish the amound of ice and frequent cloud cover the sea-ice would completely disappear in the summer months. However, scientists are predicting that sea-ice could completely disappear during the summer months by the next century. The image to the right (http://maps.grida.no) shows the amount of arctic sea ice measured during September in 1982 and 2007. The others are predictions for the rest of the century. This could have serious effects on the climate in the future. If the ice continues to disappear this creates more opportunity for the ocean to absorb solar heat. Since the ocean has the ability to hold onto the heat longer this in turn increases the temperature of Earth's climate.

As seen in the teachers domain resource "Global warming threatens Shishmaref" this would greatly reduce the ability for polar bears and seals to access fish that is further out from the coast. The indigenous peoples in the arctic have noticed this trend and that the climate and Earth are changing which can affect their way of life. This is why the Indigenous Peoples' Global Summit on Climate Change was organized. They want the rest of the world to acknowledge that there are things happening which can't be ignored. If the current trends continue it could make life for indigenous peoples look completely different then today. The resources that they looked to for subsistence could disappear making it harder to survive in areas that are already a challenge to live in. As Will Steger notes in a National Geographic story that many Inuits have noticed seeing animals that were never seen so far north because of changing temperatures. They also note that ice formations that have been used for generations as landmarks for traveling are shifting and changing. In an article for Orion Magazine they mention that in the winter of 2001-2002 the ice went out on March 18th when it normally would go out in July. Not having the ice on the coast makes the land erode much more quickly due to ocean waves. Eroding coast lines quickly encroach upon villages and put their homes in danger. Shishmaref is an example of this happening right now. Having temperatures so warm also makes it difficult to hunt whales because the meat spoils too quickly after pulling the whale out of the ocean.

So how are they all connected? Fairly simply if the Arctic sea-ice disappears for a longer stretch of time every year it will raise the temperature of the Earth, changing the climate. This change has drastic direct and immediate effects on those living near the shore. Absence of ice wears down the coast quickly by ocean waves which can destroy homes by erosion. It also changes the subsistence patterns that indigenous people have been following for as long as people know about their past generations. Whether or not we can shift these changes back the other way can only be done if more people work together on understanding the behaviors of the Earth and our influence on it.

Photo Courtesy of http://www.greenpeace.org/

Module VII: Earth's climate, biology, geology and culture

How is Earth's climate connected to its geological, biological and cultural systems?

This is probably the most intense module so far in this class. It has definitely added to my growing awareness of climate and its affects on human life as well as vice versa. There is definitely some controversy surrounding the topic of climate change and whether or not man made contributions are altering the behavior of Earth's climate. Even morning radio personalities have opinions on whether global warming is occurring or not. Just last week I was listening to the radio and the two people on were adamant that global warming wasn't happening because it was colder than usual on the east coast and throughout the mid-west.

Survival on Earth for all living creatures including people depends on the climate being hospitable enough to support it. Regardless whether or not we are affecting it, it is important to understand the patterns and behavior of our climate to be prepared for anything that could be unforeseen or dangerous to our survival.

The past couple days I have been trying to think of ways to get younger people more interested in going into the sciences after high school in order to someday help Alaska. The best way is to make it relevant to the students. However, just telling them that villages are being washed away by the ocean or that many water sources are becoming contaminated aren't enough. I was fortunate enough to work with La'ona Dewilde this past summer. She helped out with a program to help high school students become interested in and attend college after graduating. The students were able to see first hand how water is tested for contaminants and then analyzed to make some conclusions about the results. Although a few of the students were eager to help out and followed the steps I'm not sure how much they retained or understood about the importance of the testing. The majority of the students at the camp were primarily city kids and weren't directly exposed to changing climate on a daily basis like those in more rural communities. There are many young people out in remote villages who do want to help understand their world because they are hearing from their elders that many of todays happenings are unlike what their ancestors experienced before them. However, the reality is that many won't go on to seek higher education. There definitely needs to be more outreach to students in rural places to help guide them towards obtaining the skills they need to return to their homes to research the causes of climate change and to help direct courses of action.

Fortunately, as more people get the education they need to make a difference in Alaska and around the world they become sources of inspiration for current and future students. This is why I teach. I want to see the students I teach go on to get their college degrees and then go back and put their energy into bettering Alaska (and the rest of the world too if there is time).

As Fran says in her blog scientists may find us a new planet to live on and it won't matter what happens to this one, but I would also like to figure out how to better manage our CO2 outputs to become more neutral in our impact on the planet. If we could figure out how to store and reuse it like in the image below life would be much simpler. (at least in knowing that we have less impact on the planet than natural occurances)

Picture courtesy of http://hubpages.com/hub/How-To-Reduce-CO2-By-Planting-Trees

Module VI: The Earth, the Atmosphere and Culture

How are the Earth, atmosphere and cultures all connected?

The short answer is that culture is sandwiched between the Earth and the atmosphere while the atmosphere surrounds everything. However, this fails to even remotely describe the complex interactions that do occur. In my last blog I tied culture into the other components last. Here I feel that culture is more directly affected by the conditions and behaviors of the atmosphere.

Many cultures in the northern hemisphere have long depended on their environments for survival. In the past century the arctic has gained a haze that is due to pollution created further south by factories (as seen in the picture above (www.comicrevolution.net/Factory-Pollution.htm) and other sources. Besides creating a haze that gives the sky a slight reddish tint it brings up other hazards. Often the pollution contains low levels of polychlorinated biphenyls (PCBs). These aren't dangerous in small amounts, but they don't disperse easily which makes them dangerous. As it settles into the arctic environment it is absorbed by small animals. The PCBs aren't digested and are simply stored in the fat of an animal which is called bioaccumulation. This causes the PCBs to be passed up the food chain and develop into large stores in animals at the top of the food chain. As people eat animals that contain PCBs it is stored into their fat. Some of the effects could be responsible for low birth weight, lowered IQ's, poor short-term memory, and lowered performance in memory and behavioral tests. These effects were directly observed in women who were exposed to PCBs in upstate New York. Similar behaviors could also be seen in rats exposed to PCBs. The arrival of the PCB's are likely due to pollution produced by southern Asia as shown in the image to the left (http://www.theglobaleducationproject.org). If this type of pollution continues to funnel into the arctic it could eventually have a devestating effect of making the northern regions uninhabitable.

The other possibility of what can happen to the arctic regions is made possible by the haze that accumulates in the north. As seen in the Arctic Haze video on teacher's domain it is more than apparent that the haze isn't a natural phenomenon. This haze helps to insulate the Earth by trapping warmth near the ground. This helps to thaw the permafrost in northern areas. As it thaws, methane is given off which could contribute to an eventual increase in global temperature. Research is being continually done on the topic now. There are also attempts at helping reduce the output of pollution in developing countries.

Only time will tell if industrialized cultures in southern areas produce enough pollution to drive cultures out of their northern habitats making the land and air useless in the arctic.

Wayne's Blog Awards!

Now it's time to award this weeks Blog awards. They were chosen based on some very specific criteria that is too complicated to post here in this blog.

Best Star Wars Reference: This goes to Brenda (http://brendasexplorealaska.blogspot.com/p/module-vi-atmospheric-systems-climate.html). Anyone who references Star Wars in their blog I consider to be awesome!

Best Inclusion of Personal Experience: This goes to Dan's Alaska Connections. (http://dansalaskaconnections.blogspot.com/) for sharing some great personal connections.

Greatest Variation in Text Sizes and Colors: Kate's Blog (http://mygustavusblog.blogspot.com/). Need I say more?

Scariest Intro: Franklin's Kobuk River Valley People blog (http://franklin-northwestarctic.blogspot.com/) for including an adult content warning page. I didn't know what I was getting into.

Best to the Point Blog: alaskaZgal's blog (http://lisazalaska.blogspot.com/) for being clear without saying more than needs to be said.

Module V: Ocean Systems

How are climate, cultures and oceans all connected?

Considering that the oceans cover more than 70% of the worlds surface, it is probably safe to say that the oceans will have a huge impact on climate and culture. About half of the world's population lives within fifty miles of the coastline. This shows how important the oceans are as a resource to groups all around the world. Before connecting culture to climate and oceans it is good to see how the oceans and climate are connected.

The oceans are not all the same temperature. The temperature of the Pacific Ocean near the equator won't be the same as the temperature of the Pacific Ocean near the Bering Sea. This is due to the tilt of the Earth's axis as it rotates around the sun. As seen in the image to the left (http://dcweather.blogspot.com/2005_12_01_archive.html) the oceans near the equator are hit with the energy from the sun at a perpendicular angle which causes the oceans to absorb more energy than other locations. The Bering Sea gets more sun during the summer months, but it is at more of an angle and much of the energy is reflected back into space. The oceans maintain their temperature due to the heat capacity of water. Water is able to absorb heat easily and not change its overall temperature substantially. This can be seen in the NASA/JPL video "Oceans of Climate Change". This ability to not change temperature easily creates an unbalance that makes up the oceans currents. Warm temperatures move towards cooler temperatures as can be observed by opening a door to a home in the wintertime. The same is true for ocean temperatures. As seen in the picture to the right (http://blue.utb.edu/paullgj/geog3333/lectures/physgeog.html) the currents can be seen. As water is heated near the Gulf of Mexico it circulates north east where it cools and then travels south again. The reason why the currents are clockwise in the northern hemisphere and counter-clockwise in the southern hemisphere is due to the coriolis effect. As the Earth rotates, the equator is spinning the fastest. Objects traveling near the equator have this energy. Things that travel north from the equator will tend to drift eastward because the further north traveled the Earth doesn't spin as fast. Currents traveling south from the equator will drift westward.

It is due to these changes in the ocean temperature which helps drive the Earth's climate. As air is heated in some parts of the world and other parts are cooling due lack of direct sunlight it creates a pressure difference which seeks balance. As the air moves it also brings moisture and warmth from the oceans to other parts of the globe. This causes precipitation in all sorts of forms.

Oceans have a huge affect on culture and people. In the modern age they are primarily used to provide food and for a method of transportation. In the past and for some cultures still today they provide food, clothing, tools for survival and transportation. The precipitation that is generated by ocean currents are what generally dictate where people live. Areas with little to no precipitation tend to be the least populated because of the difficulty in obtaining fresh drinking water. In places where precipitation is great and rivers and lakes are in abundance there tends to be an abundance of populations. Water is one of the key elements for life on Earth. Without it, humans can't survive. All cultures depend on the oceans even if not directly living on a shore. Without the oceans and temperature differences there wouldn't be any method of getting water further inland which would make it impossible for people to survive on.

The digital resources in this module can be a great tool for teaching this content to students. A lecture and worksheets may be able to teach some students, but not all are completely auditory learners. By bringing in some of these videos about the heat capacity of water and the ocean currents it opens up the learning to visual learners. It can be opened up even further by having the students conduct in class activities to gain hands on experience to cater to the tactile and kinesthetic learners. If I were to teach this material in class I would take it a step further and invite elders in from the community to discuss what they know of their time and their ancestors time about climate. This would bring the material full circle by giving it relevance to the students. It is important to deliver scientific information using relevance to make the material understood and retained better.

Photo courtesy of http://467troutman.com/

Module IV: Cataclysmic Events

Essential Question: How do stories of cataclysmic events help inform students about geosciences and cultures?
Cataclysmic events occur regularly around the world. It is through descriptions of the personal experiences during these events that much of the knowledge is passed on to future generations. After the 9.2 magnitude earthquake hit near Anchorage in 1964 it decimated many buildings and killed 131 people. As a result buildings began being designed to withstand large magnitude earthquakes. The Trans-Alaska Pipeline was specifically designed to shift and flex when it passes over fault lines. The series of strike-slip faults along the west coast of North America that meet the Eastern portion of the Pacific plate combined with the subduction zone in South Alaska create forces that have the potential of massive destruction. Although the initial earthquake was what devastated Anchorage it was the ensuing tsunami's that inflicted the most damage. Many coastal villages were either heavily damaged or completely destroyed.

In order to show students the scope of damage an earthquake can cause more is needed than only maps. Google Earth is a great program to bring up the affected areas damaged by an earthquake, but the devastation can't be seen. In order to see the damage done, photographs taken during or after the earthquake need to be seen. Although not every event is well documented with photos there are many archives online that hold history in image form. The 1964 earthquake damage can be seen online at www.alaskastock.com. The photo to the right is one photo from the archive that shows the damage done in Anchorage.

Being able to see the destruction gives the students something to connect to. If students are able to see the photos of either the Anchorage earthquake in 1964 or photos from the earthquake that affected Haiti in 2010, they can understand the devastation that occurred. Once this is achieved the stories of events that happened long before cameras were invented can be better understood.

How any particular indigenous group reacts to a cataclysmic event can tell a lot about their culture. Although there are many instances where a tsunami will decimate an area and kill or injure many people they will usually overcome their setbacks and go on to continue thriving and surviving. Culture is often never destroyed by a natural cataclysmic event. Hurricane Katrina devastated New Orleans, but the city was eventually rebuilt with the culture remaining intact.

The best way to ensure that students learn about geosciences and culture from cataclysmic events is to make it relevant to them. Once a student can place themselves at the center of the earthquake, in the path of the tsunami or into the vicinity of an erupting volcano they will be able to understand their effects on the planet and the many different cultures around the world.Panoramic view of Poas volcano crater with fumarole activity. Poas National Park, Alajuela, Costa Rica. Owner: Mariordo Mario Roberto Duran Ortiz: en.wikipedia.org/wiki/Poás_Volcano_National_Park

Module III: The Landscapes of Life

Essential Question: How are landscapes formed and how, in turn, are cultures shaped by their landscapes?
Landscapes are formed by a variety of methods. One such method is by the shifting of tectonic plates. This can be seen in the photo below.

As you can see, the plate below the Aleutian chain is being driven underneath the plate north of the chain. This subduction zone forces the magma below the plates to be driven up to form volcanoes and islands which make up the chain. I am specifically looking at St. George Island which is marked with a yellow pin in the picture above. It is located on the edge of another convergent boundary. Other than nearby St. Paul Island, it is completely isolated from any other land mass. This would mean that the local natives would be almost completely reliant on the resources of the ocean. Anything taken from the ocean would have to be used for food, clothing, shelter and any other daily necessities. There is a strong Russian Orthodox culture on the islands. The local natives were placed there likely during the 1700s by Russians as slaves for hunting purposes. My grandfather was born on St. George Island, but was moved by the military during World War II to Southeast Alaska. Although he resides in Anchorage today he still maintains a close identity with the Russian Orthodox church. The church in St. George can be seen to the right. Photo courtesy of "St. George Island", Alaska Magazine, Tom Walker, January 2006.

Google earth is an excellent tool for establishing connections between peoples and places. It eliminates the need to house maps in the classroom or to check out maps from a university or library. You can quickly look at a three dimensional representation of the area being studied and quickly identify what resources are available to the indigenous peoples. As scary as it may seem, the internet is actually a great tool in identifying how landscapes are formed. A quick search in google yields how plate tectonics work, how earthquakes are measured and other geologic forces which shape our lands. When I was in school, the internet was extremely limited in what was available for research online. Now you can find encyclopedia entries without having to flip through 20 volumes of books. As more and more books are being converted to digital copies you eventually will never have to visit a library again except for nostalgic purposes.
Having instant access to information that answer questions I have has been highly valuable to me. Even during this class if I see a reference or a word that I haven't seen before I just do a quick web search and find several definitions or examples. I've seen how erosion and deposition can literally move mountains, how glaciers are formed and also carve deep scars into mountains, how volcanoes are forced upward creating islands and mountains and how weathering breaks down rock and decayed organic matter into a mixture that can sustain life.

Culture may be influenced by landscapes, but I don't believe that landscape forms culture. Traditions across Alaska look extremely different from one end of the state to another. Whether you are looking at the Unangan people who rely almost entirely on survival from the ocean or the Athabascan people in central Alaska who rely on the land and fishing from rivers there is one common theme. They all have a deep respect for the land and everything that contributes to their survival.

I do believe that culture has a direct connection to how we interact with the landscapes and environments that surround us. In many rural communities they respect the land and do everything they can to ensure it remains in a condition that will continue to support them. In some urban environments there is a culture that does not value the landscape and surrounding area. Those living in the city do not depend on the land for their survival and therefore do not have the respect for it that others do.

In a way cultures are shaped by their landscapes and environments. Maybe not too much from one rural area to another, but there is definitely a gap in knowledge of the land from rural to urban cultures.

Module II: Connecting it all

Essential Question: How is everything connected from the perspectives of indigenous peoples and Western scientists? What are the advantages to knowing both ways?

It is going to be quite some time before traditional ways of knowing and modern science cohesively work together to form one way of learning our environment. However, many of the ways of the indigenous peoples have disappeared and it becomes harder to learn from their methods.

The main difference between traditional methods and western science is that the traditional methods have been in practice for far longer than western science. Fortunately, there is one common link that binds the two together. Both view the world as having many interdependent variables that affect our surroundings. Nothing is separate. This is what makes them invaluable to each other. The traditional ways of knowing the Earth have been around for much longer than a lot of western science. However, in our current day there are many new human created variables that could affect the health of the planet. In order to understand the health of the planet a mixture of the two is necessary.

An elder native in Fairbanks, Howard Luke, often speaks about why we're having trouble with the Earth. He says that man is going against nature by not respecting the land. What he is saying is that if we only worry about harvesting and not keeping things in balance that the resources won't be there for us later when we need them.

This is happening all over the state of Alaska. http://ngm.nationalgeographic.com/ngm/0605/feature1/text2.html This link discusses the situation near Nuiqsut.

Photo: Nuiqsut c/o http://www.co.north-slope.ak.us

When Alpine began drilling for oil in 2000 near Nuiqsut it was supposed to be a high-tech low impact way of obtaining oil. However, it boomed into a much larger operation that quickly began to interfere with the traditional ways the villagers were used to. Rather than continue fighting the expansion, they have taken jobs in the oil industry and negotiate use of land. Although these two groups are working together to maintain the peace it will be a long time before the balance of nature is restored.

Western influence has distracted many indigenous cultures from their traditional ways with alcohol, drugs and other addictions. Many of the elders who lived off the land entirely have passed on. Very few are left and it is becoming harder to document the traditional ways of knowing.

Traditional ways of knowing and western science is like the analytic mind coming together with the global brain. While it's good to have a systematic approach to discover the behavior and operations of nature it is necessary to maintain the global view of how everything fits together.