Indigenous ways of knowing universally emphasize the interconnectedness of all elements within a larger context, recognizing that they cannot be detached or isolated. The Medicine Wheel has become a widely utilized Indigenous Knowledge framework for distinguishing those interconnections, whilst simultaneously representing balance and holism. Among countless other relationships that can be expressed in sets of four, the Medicine Wheel identifies four interlinked dimensions of knowledge: intellectual, physical, emotional, and spiritual. You can find an excellent graphic representation of the Medicine Wheel on the Curve Lake First Nation Cultural Centre’s website. 

These four dimensions are considered inseparable, and, in terms of pedagogy, the comprehensive development and well-being of learners involves acknowledging and appreciating each of them. In fact, holistic instruction can cultivate a more authentic and well-rounded educational experience that benefits learners in their academic pursuits and beyond. As evidenced by many contemporary Indigenous educators, it may also be a means of increasing student engagement (which has been at the forefront of recent discourses in higher education) in the following ways: 

• Meaningful learning experiences: Holistic instruction emphasizes real-world relevance and application of knowledge. By connecting course learning to practical experiences, students can see the value and purpose of what they are learning, which can lead to higher engagement levels.  

• Personalized approach: Holistic instruction recognizes that each student is unique and has different learning styles, strengths, and interests. When instruction is tailored to individual needs (or gifts), students feel valued and are more likely to be actively involved in their learning. 

• Community and collaboration: Holistic instruction promotes a sense of community and collaboration among students. By fostering a supportive and inclusive learning environment, instructors can help students feel connected to their peers and instructors, enhancing their engagement through group projects, discussions, sharing circles, and common learning experiences. 

• Experiential learning opportunities: Holistic instruction encourages hands-on and experiential learning opportunities. By engaging in practical experiences, such as land-based learning or community-based research, students can apply their knowledge in real-life situations, which enhances their motivation and engagement. 

• Integration of arts and creativity: Holistic instruction recognizes the importance of arts, creativity, and imagination in the learning process. When visual art, music, drama, and other creative outlets are incorporated into course design and assessment, students can explore different forms of expression and engage in activities that resonate with their interests. 

• Focus on well-rounded development: Holistic instruction aims to produce well-rounded students as it focuses not only on academic achievement but also on character development, ethical values, and personal growth. When students feel that their education addresses their holistic development, they are more likely to be engaged and invested in their learning journey.  

When designing curricula that integrates holistic ideologies, consider all of the following aspects of your course design, as proposed in fuller detail in BCcampus’ “Pulling Together: A Guide for Curriculum Developers”: 

• Goals: Do the course goals include the holistic development of the learner? 

• Learning outcomes: Do the learning outcomes emphasize intellectual, physical, emotional, and spiritual development? 

• Learning activities: Do the learning activities encourage students to explore how different areas of knowledge are interrelated and how they influence each other? Have you included hands-on and experiential learning activities that allow students to engage with the subject matter on a deeper level. 

• Assessment: Is the assessment holistic in nature? Are there opportunities for self-assessment that allow students to contemplate their own growth? Have you encouraged reflective practices such as journaling, group discussions, or guided reflections to help students connect their personal experiences with the learning content? 

Remember that creating an Indigenized holistic approach requires ongoing consultation and collaboration with Indigenous communities, knowledge keepers, and professionals. It is important to respect Indigenous protocols, obtain appropriate permissions, and ensure cultural sensitivity throughout the process. Be mindful that Indigenization is a long and ongoing journey. Much like reconciliation, it requires taking many small and deliberate steps over the full course of your career, rather than making a sudden, solitary change or addition. Take your time, and know that  the CTL’s Education Developer for Indigenous Pedagogy can help guide you every step of the way. 

References 

Antoine, A., Mason, R.A.., Mason R.O, Palahicky, S., & Rodriguez de France, C. (2018). Pulling together: A guide for curriculum developers. BCcampus. https://opentextbc.ca/indigenizationcurriculumdevelopers/  

Bell, N. (2014). Teaching by the medicine wheel. Education Canada, 54(3), 14-16. https://www.edcan.ca/articles/teaching-by-the-medicine-wheel/ 

Curve Lake First Nation Cultural Centre (n.d.). Medicine Wheel. http://www.curvelakeculturalcentre.ca/culture/medicine-wheel/ 

Written by Mitch Huguenin 

Edited by Dana Capell