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Students are introduced to the Indigenous idea of two-eyed seeing, learning to see from one eye with the strengths of Indigenous knowledge and ways of knowing and from the other eye with the strengths of Western knowledge and learning to use both these eyes together, for the benefit of all. (Elder Albert Marshall)
In this activity, students identify the differences and similarities between Indigenous Peoples’ ways of knowing and Western ways of knowing and the relationship between both ways of thinking. They decide how using both knowledge systems can help us live well with water. Students suggest how two-eyed seeing might help us live in a good way with water.
These materials were created with guidance from Indigenous educators, subject matter experts and thought leaders to help draw upon essential teachings, learnings, and Indigenous perspectives.
Throughout the activity, teacher could consider how well students:
This activity provides an opportunity to open the discussion regarding Indigenous Peoples’ ways of knowing and viewing their perspectives and knowledge as sources of valuable information. Our water use must be carefully considered with a view towards not just the immediate need and impact but the needs and perspectives of future generations. The resource suggests activities to modify or extend the learning by providing students with other critical environmental issues and describing how two-eyed seeing might help address the issue (e.g., climate change, conserving water, logging of old-growth forests)
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