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Words from Haytilwit [Mary Hillaire] on the Symbolization: The Emerging Individuals course
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extracted text
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My GREETINGS to -each and every one of you and my THANKS to you for being with us for this
TIME when we gather to listen, perform, question and symbolize important human relation\____ ships that will in the future direct and determine education OUTCOMES that are required
to validate the rational for a mutually shared education authority needed to show proof
that it will take alternative learning models in a parallel system of Cross Cultural
Exchange to both adequately recognize· the fact that 'there exists between people significant difference (value, cuiture & attitude)' and respect the idea that each and every
person has a right to the use of education resources and opportunities.
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Several things are happening today that hav<~ important directional qualities for EDUCATION
including deep conviction that ~s people we are in great trouble, concern that part of the
trouble is to identify problems, however, with no one willing or able to make the personal
commitment to wean one's self from the problem and to shift to opening up human potential
as an education model. This would require a complete examination of the education process,
the development of a rationa~for learning alternatives, establishing a process or cluster
of process alternatives, maintaining direction and identification of OUTCOMES. As most of
us look at education historically, work with what seems out-dated models and see the real
damage ·that is being done in the name of education~we can hardly wait for CHANGE required
so that education can serve more people better. I guess each of us vlair-che teacher for the
student, the student for the teacher.-yet nothing seems to form and days come and J~o.
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For two of the three quarters allocated for the study titled 'SYMBOLIZATION: The Emerging
Individua!Jx..re have talked of relationships that form the composition of LIFE and we have
talked of evaluation that defines the outcomes of life that fot~ the process of LIVING
that provides alternative s.election and promotes change by choice which is the destiny of
h•1ma.n beings.. During this time we have tried to explore just ~vha t effect and affect
important human relationships have on the development of JSienU ty, {iroup ~yalty and
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ersonal/(tuthorityJessential elements in the direction and determination of human development of EXCELLENClf"(individual contribution in community and academic cc.bievement) and
the standards (OUTCOHES) taken by the student (learner-teacher) as pro of of ·compatibility
with the students expectations or objectives, the community demands and t he academic
requirements . of the college needed for a working and workable educatioa partnership.
This type of learning and understanding will require competence (nati ve proficiency) on
the part of individuals at every level in our society. I have foun~ no better words to
summarize my hope as an ouetome·• of this year's study titled 'SYNBOL$ZATION: The Emerging
. Individual 1 than t.hese \..rorks from John W. Gardner 1 s book titled EXCELLENCE 11 Frec men must
c:\ set their mm goals. There is no one to tell them what to do; they must do it for themselves. They must be quick to apprehend the kinds of effort and perforn1ance their society
needs, and they must demand that kind of effort and performance of themselves and of their
fellows. They must cherish what tfuitehead called 'the habitual vision of greatness'. If
they have the wisdom and courage to demand much of themselves--as individuals and as a
society--they may . look forward to long continued vitality. 11
11 There is nothing more arduous than the apprenticeships in libert/~ 1••••••••• DeTocqueville.
And to continue with \..rords of John . W. Gardner "the apprenticeship is unending --- the
unchanging requirement of a free society's survival is that each generation rediscover
this truth. The focus" of rediscovery is based on open education that will provide for
each and every student to understand where . he/sh~ has been, where he/she is noh' and where
he/she is going . -as. each student addresses the questions: What do I want to do? How will
r do it? What \vill I learn? and What difference will that make?, as it promotes
reason.
r feel that
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has been covered during these two quarters and I would like to thank
each and every _student who has participated in the class sessions held on the TESC
campus on HONDAYS. Glad to see each and every one of you.
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PERS~L EDUCATION OUTCOMES:
Many people 'Jeducators and students alik~~ ha v e tried to visualize the ultimate OUTCO:t-lE
of a school of thought such as NATIVE AHERI!.;AN STUDIES and I feel as the academic year
' 973-74 marked year one for academic programs~l978-79 is year one for OUTCOMES that
eem to demonstrate the competence that registers the presence of the capability to
reason in the (ta king from Carl Rogers) person to person problems of being human. This
education course is less traveled by and requires a working partnership between the .
the student, his/her community · and the collef?~· Because the student ' is in constant
self discover~ society it s eems must prepar.:.:'< opportunity within which the student can
realize his best self in becoming a constructive part of his/her community.
For White People)the Public Education Process has provided to some degree this opportunity.
For many 1+Ao)because they are L: om different and differing culture~the Public Education
Process does not provide this opportunity (here to fore called employment) so these
students must not only p~epare they have had to design opportunities suited to their new
competence that at times goes o'eyond doing a job · even to termination , .30 that talents
WORKED in the demands of society· can start looking at usual needs in unusual ways that
will serve More people BETTER. For many years NON-WHITE PEOPLE have been forced to suit
themselves to roles and positions that were not designed for them prepare d with skills
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that were foreign to their interests and talen~' as a measure to equalize opportunity.
The result-UNEMPLOYED, UNDEREMPLOYED and UNDEREDUCATED people searching for some personal
sat-isfaction that pushed them to continue in um.rorkable situations until soo_n they found
four or five generations had resulted in abject Poverty,t.Dat ~ociety used'~''ts; LIFE-SUPPORT
SYSTEM for cultural death symptoms (education, employment, money and power)to produce as
Kennedy said "Never in the his tory of man has so many people been t~ken care of by so fe\v,"
As a result of the Civil Rights Movement, s e veral poverty programs ,that included the
Indian Self Determi~ation Act)several people from cul t urally different groups of people
(Black People, Native Americans, Asians etc.) got fr e e by seeing a usual thing J1AND-OUT
n an unusual way not only to be"free, but to free others. Much difficulty
came of this
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and the opening began to closet owever, as usualJno one kno\vS lol.!'ii·
'wt..U·c
the ONES who got away
went, who they are and what they are capable of. The re is now need for these people to
stand up a nd be counted for now the children of the four and five generations are moving
toward change that will seem tol"fadical except to those who have chang0<4 the system by
understanding that there exists between people significant difference5(value, culture and
attitude) that requires alternative approache~ · to · the division o£. resol!J;:J::e~_:_ f;or ·human
de~eloP.ff~t. N
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.4 ~-<~ ~:1.;,_._, n-o-c-~ -+ ~ .~(.~~ . -·-h~ "11Ct,~i17"- .
--+-0-n~e-of the tasks of the academic year 1978-79 is to hy to document "SYHBOLIZATION: The
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Emerging Individual" by the recognition of the achievement, accomplishment and personal
participation in the developing nations movement (identification and use of resources
by different minority groups to prepare for fuller participation in citizenship in a
plural society))~Q gain self direction and self determination for people caught in the
curriculum and ·kept out of the classroom.
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Students now)from a few months to several year s )continue to develop a histori c al nega tive
that does not r it th e picture of abject pove r ty yet has not developed a workable working
credential allow< \vorkers to apply fundamental princ iples · in different and differing
situations and context. The learner/educator who is the student of the future will have
to understand and apply the following conce pts e cology, equivalence, economy, education
and exchange t~ acco~plish self location and design a course of action for a healthy
way of life.
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Many of the students \vho have graduated have made big strides in this area and I \vill
~ention a few:
Hazel D. Pete who went from Native American Studies to complete her
'-/education at the University of Washington (Masters Degree) now is developing a learning
system designed for all ~ges composed from the traditional teachings she pulled from the
\ past with her head (memory), her heart (keeping . the faith with her cultural heritage)
\ her hands (keeping the art of basketry alive).
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-<fanet McCloud . wlw- has kept up a very full ,pchedJ:IltP of important meetings with · many
Cpeopl-et:liroughout the state -and nationj 'r~ij'dv~.l to the planned endurance of Native
~erican People. Whb' has written several small publications on important issuesatn the
~ ife and future well-being of Native American People.
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~Ars
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T. McQui~n who keeps up work in three _main areas-education, community development
in the Makah Territory, regular employment a~ state plus natio~l activities with church
work in the Presbyterian Church. Also Mary 'f ..,..McQuiJ.len keeps up knowledge, ability and
skills in the areas of Indian Music and Indian Dance. An out~tanding performe~ she keeps
up her art in the application of knowledge by doing and teaching.
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( Pauline R. Hillai~has given m~ch time to developing family history and in research 9e~h
~1c and actrcJrl dealing with the important political issues concerned with the
treaties between the Indian People and the Federal Government. Pauline has brought some
of her thoughts together in a small publication.
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Colfax•graduated and continued work both as a political figure and educator dealing
from white operated education to Indian control. Lloyd has been very
in Indian Education ~ in this state and through out the years has developed
a deep concern for Indian People as they go forth in self determination.
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Catherine Tall~ has developed a working ~workable process of gaining knowledge and
getting e
eople together to develop human services and resources for people·of the
Lummi Community. Currently Catherine Tally holds a position from which she is able to
bring tribal resources and state and federal resources to take the best advantage of
resources on behalf of the Lummi Indian People.
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Gargaret A. Green~ · continues to work with af._ -yariety of people dea.l.ing-Wi-t-h politial
~. ssues dealing with tribal recognition andtsovereignty essential if Indian People are
to understand and use their natural and human resources in constructive and positive
ways. Margaret has a key role and position in the Lu~ni Community dealing with individual
problems of people seeking to take best advantage of what ever resource is available.
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(Richard_ll.ea.r.l--'works on ~ various triball political and legal problems that will be needed
to determine future tribal recognition required for~many groups and bands of Indians 11-1 y~
survival as ~ndian People.
-- ~ C.~,"')Coleen Ra~ 1 works with several tribes to preserve some of the traditional ways such as
eve opment of "the Long House" a gathering place where people from many tribes came
to talk of important things, to recognize each other and to respect the thoughts and
deeds of individuals who extended their hospitality to each other as a cultural value.
Coleen will be w~rking on a future proposal for a LONG HOUSE to be located on the TESC
campus.
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Q osephine Narcelley : continued her education to the Nasters Level and nmv works with
the Colville People dealing with developing programs in Hental Health requireJ so the
Colville People can establish a much needed sy~tem by which individuals will be helped
to take over their own affairs.
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~yn JameJ) is: working with several students in a small study group that can be defined
- a~.a satellite of Native American Studies that provides a community~based study groupJ
"'ho clef ine a kind of extent ion of the program concepts that promote the education~
formula of 2/3 cultural heritage 1/3 academic skills.
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his is just a few \"ho have taken the challenge first ~ the alternative education
model and nm" a _ne\" working credential required to open actual opportunity that will
promote fair en1ployment practice for workers will equivalent competence.
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1973-86_NAS_8D38_02_21