Four Steps of Learning

Four Steps of Learning – First Nations Cultures

Listening

When listening to Indian Legends there are four categories of legends; each with their own purpose.
1. Entertainment legends are often about the trickster character who has different names in different tribes. In First Nations Blackfoot it is ‘Napi’, Cree it is ‘Wisakedjak’, Ojibway it is ‘Nanabush’, Sioux it is ‘Iktomi’ and in other tribes it is ‘Coyote’, ‘Tarantula’ or ‘Raven’.
Trickster plays tricks on others and sometimes they play tricks on him.
The stories amuse, entertain and educate on aspects of Aboriginal Culture, buffalo hunts, natural world, rituals and the relationship between people and animals.
e.g. Coyote and Mouse, Iktomi and the Buzzard, Coyote Goes Walking

2. Instructional or Teaching legends are stories that explain things about the universe; often using animal motifs. They are a response to a child’s question or enquiry about the passing of seasons or why animals behave the way they do.
e.g. The Loon’s Necklace, Crow Fox and other animal legends, How the First Rainbow Was Made

3. Moral legends are used to suggest a change in attitude or action and teach ideal behaviours. The listener is supposed to make the connection between the animal’s behaviour in the story and their own behaviour. The onus is on the listener to apply story to themselves if appropriate.
e.g. Niwechihaw I Help, The Lost Children, Shi-Shi-Etko, The Legend of The Bluebonnet

4. Sacred or Spiritual legends are told only by elders or tribal approved individuals. It is considered a form of worship and their transmission from generation to generation was carefully safeguarded. After listening, selected individuals would master the story and then pass it on with the liberty of changing it to suit their tastes. The characters and setting might change but the theme would remain the same.
e.g. The Return of the Buffaloes, Dream Wolf, The Mystic Horse

All levels of stories listed above are part of the listening category of learning.

Observing

When an elder finds a youthful listener ready to observe certain cultural customs or rituals they are invited to observe the events. The events of every-day-living also provided many opportunities for a young child to observe and learn from elders about their culture. While giving thanks for the first ripe berry picked, healing plants found in the forest and game for the hunter nothing is taken for granted. All is blessed as a gift from the Creator.

Participation

While ‘learning by doing’ each person learns his or her own journey in life. A mentoring process occurred in which a younger person would work with an elder, engaging all five senses in the process, and the elder’s presence added a sixth level – spiritual awareness. The sweat lodge ceremony often indicated the student’s readiness to learn. Uneasiness or illness was a sign the student did not yet have the right attitude.

Teach

What you have learned must be of benefit to the community. In giving back to the community the circle of life is fulfilled. Sharing the gifts of knowledge, elders continue to be responsible to the needs of the community and are a valued asset. Mentoring is a key to the learning process in this style of learning.