Mtis Holistic Lifelong Learning Model

er Ord l ra
Family:
Extent to which family is engaged in early learning

Living DRAFT Last Updated: June 6, 2007

tu Na

Land People
Traditional Practices:
Knowledge of traditional medicines and herbs

Na tur

al

Or de r

Imagination:

Access to opportunities that foster individual thinking and creativity

Self

Languages & Traditions

Language:

Knowledge of Michif and other traditional languages

A st-secondar & Po yE ry du a d ca ntary Educati e n m on o ti le c E o Se n ldhood Le

arn hi yC in rl g Ea y & Social R

rning Ring Lea dult Learning s

Legend

Co m

Le a

it el a un m ing from F rn
al phys nt

Sources of Knowledge & Knowing

Level of knowledge

s on ti ily am

al emot ic

Person Mtis Identity

nal spi io

COLOUR KEY
Informal Learning

Formal Learning

Social Environment Economic Environment Political Environment

l tua me ri

Physical Environment

Indigenous Knowledge & Values

Spirituality

Health Care

Balance & Harmony

Sacred Act of Living a Good Life

Mtis Holistic Lifelong Learning Model

er About the Mtis Holistic Ord l Lifelong Learning Model ra tu a N Lifelong Learning Model represents the The Mtis Holistic Family:

Living DRAFT Last Updated: June 6, 2007

Describing the Model

COLOUR KEY
Informal Learning

The Mtis learner, like the tree, is a complex, living entity needs certain conditions for optimum growth. As Peoplethat Extent to which family conditions change throughout the natural cycle, so will link between Mtis lifelong learning and community is engaged in early the regenerative capacity of the tree. The health of the tree, well-being, and can be usedlearning as a framework for or the Mtis learner, impacts the future health of the root measuring success in lifelong learning. system and the forest of learners. Imagination: learning in the context of the The Mtis understand Access to opportunities that foster individual Mtis people view lifelong learning as part of a Sacred Act of Living a Good Life, a perspective that thinking and creativity Self regenerative, living systemthe Natural Order that incorporates learning experienced in the physical governs the passage of seasons and encompasses a world and acquired by doing, and a distinct form of community (or forest) of learners. Within this organic knowledgesacred laws governing relationships system, relationships are interconnected, and balance and within the community and the world at largethat harmony are maintained. comes from the Creator. To symbolize these forms of ng R i n i n knowledge and their dynamic processes, the Mtis r g Lea dult Learning s The trees roots represent the individuals health and A Holistic Lifelong Learning Model uses a stylistic graphic e c s o t n s dary & Po Ed ry a u y well-being (social, physical, economic, spiritual, etc.) and tar Educat ca of a living tree. nd men ion ti co Ele o Sources of hood Lea Se n hild rn provide the conditions that nurture lifelong learning. The yC i l ng r a o c Knowledge & S ia l R E ity el root base of the tree represents the indigenous knowledge a The Mtis Holistic Lifelong Learning Model is a result un m & Knowing ing from n F and values that provide stability for the Mtis learner. of ongoingr discussions among First Nations learning Person professionals, community practitioners, researchers Mtis Identity A cross-sectional view of the trunks Learning Rings and analysts. For a complete list of individuals and depicts how learning occurs holistically across the organizations that have contributed to the development individuals life cycle. At the trunks core are the spiritual, of this learning model, visit www.ccl-cca.ca.
s on ti ily am

Land

ur of the Mtis emotional, physical and mental dimensions al O self and identity. Intergenerational knowledge and rd values Traditional r Practices: are transmitted through the processes that rst in e uence Knowledge of the individuals developmentlearning from family, and traditional medicines and herbs learning from community and social relations (represented by the two rings surrounding the core). The four outer Language: rings illustrate the stages of lifelong learning, from early Knowledge of Michif Languages & and other childhood through to adulthood; they depict thetraditional dynamic languages Traditions interplay of informal and formal learning that occurs at di erent rates and stages, as represented by the extent of growth across each ring.
Extending from the trunk are the branchesSources of Knowledge and Knowing such as self, people, land Legend and language and traditions. The clusters of leaves on each branch represent the domains of knowledge. The intensity of their colour indicates the extent of individual understanding in any knowledge domain. The leaves of Level of knowledge knowledge eventually fall to the ground, signifying how knowledge transmission enriches the foundations of learning and produces more knowledge (more vibrant leaves).

Na t

Co m

Le a

al phys nt

al emot ic

nal spi io

Formal Learning

Social Environment Economic Environment Political Environment

l tua me ri

Physical Environment

Indigenous Knowledge & Values

Spirituality

Health Care

Balance & Harmony

Sacred Act of Living a Good Life

First Nations Adult & Higher Education Consortium