snow woman

Module # 10

2010-03-30T16:42:00.000-07:00

Critique 5 blog sites from the Alaska Science class:

KOBUK RIVER VALLEY PEOPLE; Franklin started with a village he knows, then moved farther outward to speak of permafrost's effects resulting all over our state of Alaska. He ties in subsistence hunting affected by climate change. Great statement relating time element of climate change; Arctic tundra is stopped by the Arctic ocean and vegetation can't reproduce fast enough to keep up with the climate changes. You bring in thinning ice resulting in unsuccessful hunting methods. Information is related to real people, not just statistics and you feel drawn into the seriousness of climate change for the people who live in that area.

LIFE IN ALASKA; Wayne has good referencing of materials and logical flow of information. Great visuals. You hit on thermohaline circulation, sea-ice cycle, and predictions about what could result as an effect of sea-ice melting. Erosion of land due to lack of protective sea ice is mentioned. You made good, clear connections between sea-ice melting, warming temperatures, and effects on Indigenous people.

HANSON'S CLIMATE PAGE; This article was started with climate history found in ice cores, river mud, and tree rings. I liked the points of proof that are numbered after your main subject is presented. Your explain, extend, evaluate kept your module short, but to the point.

NATIVE SCIENCE; I enjoyed your sense of humor with introductory jokes. Relating your experiences and a specific area of your state ( Fairbanks ) makes the information pertinent. Your quote from "Two Old Women" is a classic. Your personal observations were thorough and heartfelt.

CLOSING THE CULTURE GAP; Adriana Rodriguez has great references to the written topic. She used the explain, explore, format that gave good logic and smooth flow to your blog.

FINAL PROJECT; Lesson Plan

Objective: The students will know the Kreb's cycle, global warming effects and pollution effects on our Earth due to primarily carbon monoxide and PCBs. Students will know how these three factors interact and cause harm to humans. The students will orally give survey questions to an elder ( 60 years or over ) and write the responses down to share in class.

Survey questions:

1.) Do you see a warming influence in the last 30 years?

2.) How is the weather changing from when you were younger?

3.) Has there been any major change in the plants growing on or near the tundra?

4.) Has there been any major erosion of our river banks?

5.) Has the river depth changed in your life time?

6.) Are summer time temperatures different from 30 years ago?

7.) Are the tundra berries as plentiful as past years?

8.) Do you notice changes in the wind direction and speed over time?

Students will speak their native language ( Yup'ik ) to their elders and write the responses either in English or Yup'ik. Once the classroom of 19 students complete the survey, we will tabulate and see what factors of change were discussed. This is pretty open ended survey, but I wanted the responses of our Elders to be taken for what they were. I have presented the Western Science concepts of Kreb's cycle, global warming and pollution. I wanted to have the Native thoughts on our area and specific to our village from those that have lived and noticed changes.

Activities: Writing from Yup'ik to English our results. Graphing changes and writing a summary of what the Elders have said about these 3 concepts.

Our students are excited, as they get to know about their immediate climate changes and climate history from people they know and respect. Often times our Native peoples are not asked for their input or wisdom about their lands. The instructor presented mini-lessons on the three concepts, had the students draw each concept, and gave a short quiz. We reviewed our concepts over the last 2 weeks in preparation for our survey.

To summarize, my students will be able to see concepts of global warming, Kreb's cycle and pollution first hand and know the oral knowledge of their Elders within our village. We are speaking of our area and the lands we know and live upon.

module #9

2010-03-24T20:06:00.000-07:00

"How are climate, terrestrial ice and Alaskan indigenous cultures all connected?"

The number one key that connects the above 3 topics is water. More than 2/3 of all fresh water is stored in glaciers. During the various ice ages there have been long periods of colder climate with ice sheets covering much of the Earth. Shorter periods of time called Interglacial periods show glaciers advancing or receding in response to shorter-term climate cycles. Earth's climate cycles have regulated ice ages over millions of year.

As populations grew, people migrated to new parts of our Earth. Humans were and still remain part of a biological succession- as ice sheets and glaciers receded, people moved to emerging landscapes ( terra firma.)

New snow that accumulates and compresses turns into dense, clear ice. Ice fields are created in this manner. Inland glaciers flow out of high mountain areas until they get to lower elevations where they melt forming rivers that go to the sea. Many glaciers' melted waters go directly into the ocean as ice-tidewater glaciers. Water is constantly entering the oceans from melt off of terrestrial ice. Presently, glaciers are melting faster than being built up. These glaciers are called receding glaciers; most glaciers have been in a receding 'mode' since the last glaciation. What is newsworthy is the fast rate of glacier receding. Variables that cause climate change are not always gradual. The Americas were settled shortly after the ice melted. People will always be forced to move locations in response to sea level dynamics.

Once again, a warming effect on our Earth's polar areas caused by snow and ice cooling, resulting in a decrease energy absorbed, decreases the cryosphere or ice area. Melting of snow and ice accelerates climate change. Warm temperatures melt snow and ice and decreases Earth's albedo. This in turn causes more warming and melting. Satellites can make large-scale observations of ice cover over a year's times for a specific area. Instruments on the satellite records electromagnetic radiation in a range of wave lengths. Images are created with color assigned to differing wave lengths- this lets scientists visualize the information.

Climate is the long term environmental analysis of temperature and precipitation averages and ranges. This gives us a reliable estimate of expected normal conditions. Gradual changes in the Earth's tilt, rotation and orbit over thousands of years has caused a change in climate. It seems that Earth's climate responds rapidly once certain boundaries are set in place. Are we seeing this phenomenon? It is thought by climatologists, that heat energy transfer by ocean currents from the tropics to the higher latitudes is caused by a decrease in salinity. The melted snow and ice of the pole's glaciers and ice sheet fields adds a tremendous amount of fresh water into the oceans.

The global climate is seldom stable for long periods of time. Ice samples from Greenland provide a time frame of temperatures from the last 100,000 years. Earth has experienced recurring warm periods in the past. Any transitions between warm and cold periods are displayed as extremely abrupt climate changes. We do not know if the current temperature changes are out of synch or within the cadence of Earth's natural climatic flux. Scientists feel these changes are a result of industrial emissions of heat trapping carbon dioxide and other gases.

Ice affects the Earth's system; it prevents warm ocean water from evaporating, transferring heat to the colder atmosphere and increases global air temperature. Ice reflects light preventing added heat being absorbed by water or land. When sea ice forms, it gives off pure water and leaves behind salt, thereby increasing the salinity of the oceans. Cold salt concentrated water is dense and sinks to the bottom areas of our oceans. This salinity change moves ocean currents. from the equator towards the poles. Coverage and thickness of glaciers and sea ice have decreased over the last 30 years. Small changes in ice volumes have a significant impact on global climate, ocean current patterns and habitats. Ice shelves could break of the Antarctic continents, causing a huge rise in global sea levels with resulting coastal flooding.

Glacial melting i.e. the receding of glaciers has been going on since the 1900's. The retreat of glaciers is repositioned to be caused by global warming. The melting of valley glaciers could cause drastic flooding followed by long-term droughts that would affect millions of people who rely on water for agriculture and drinking water.

Indigenous peoples who live on the coastal Arctic shores are aware of these changes because they have lived in the area over generations and oral traditions teach of the landscape and how to hunt and live as one with the land and sea. The People have seen a gradual rise in sea level, less yearly ice, receding glaciers, and loss of Arctic mammal's habitat ( walrus, seal, whale and polar bear.)

As a summary, climate that is warming is causing terrestrial ice to melt at a faster rate than in the past 100 years. This melting of fresh water could cause salinity changes in the oceans with the denser salinity dropping toward the bottom causing ocean current changes. Possible raised ocean levels would cause flooding of coastal communities and less insulative snow and ice cover. This cycle could cause changes of sea levels, fresh water sources, ocean currents and land mass. People could be forced to inland areas ( the village of Shismarof, Alaska is a case in point.) where they wouldn't have a knowledge of the landscape, animals or migratory habits of animals. This no longer is gong to affect just the people who live at the poles, or within Alaska, but a cataclysmic change in sea levels, more melted fresh water, due to less terrestrial ice could cause devastation for people world-wide.

module #7

2010-03-21T13:32:00.000-07:00

"How is Earth's climate connected to its geological, biological and cultural systems?"

The current theory that our galaxy was created by a super nova exploding giving off helium and hydrogen relates the evolution of the elements possible for Earth's life.The denser materials of this 'stardust' settled in the center of our planet and less dense elements formed towards the surface. heat under great pressure, radioactive decay and chemical changes caused gases to come to the surface. This was caused by volcanoes, geysers, and hydrothermal vents. An early atmosphere of helium and hydrogen gas was created resulting in water vapor, carbon dioxide and ammonia being in the air. These are greenhouse gases. No oxygen was present at this time. Greenhouse gases kept the Earth warm and life began.

Carbon is the basis of life on Earth and when living organisms consume carbon compounds ( sugars, proteins, fats) we break down these elements releasing energy used for growth and maintenance. The process of plant energy- photosynthesis allows the other side of the cycle taking up the waste carbon dioxide, re-synthesizing carbon compounds and creates oxygen. Ancient organisms didn't give off this carbon and we find these stores in the ground as coal, oil, and fossil fuels. The first non-oxygen organisms were one-celled bacteria living in the oceans. The oceans held the produced oxygen gas from the bacterial life forms. Over time, the ocean became saturated with gases and excess oxygen dissipated into the atmosphere- now oxygen rich. Oceans continue to hold gases and excess carbon dioxide is causing an acidic balance that might be responsible for the coral beds to be dying.

The Earth's climatic changes have led to geological changes of land masses due largely to volcanic, geyser, and hydrothermal vent activity. The Earth has had great changes from its origin and continue to be 'in flux.' The sun has an increase in energy output, its speed of rotation, plate tectonics, land to ocean ratio and even meteorites are all factors that keep our Earth in a constantly changing system. Human migration paralleled climatic change.

As humans evolved, they continue to drastically throw the Earth's systems off balance. Being at the top of the food chain, humans are consumers and cause changes to our own system. The Global Warming process is one example of man's direct effect on our planet. Greenhouse gases produced from burning of fossil fuels, are increasing producing a warming effect of 2 degrees Celsius and possibly higher in the near future. Since the Industrial Revolution, the greenhouse gases have increased drastically. The earth's poles are experiencing more change due to wind and water currents, plus solar radiation effects.

Our Alaska indigenous people have experiental knowledge that adds to our scientific knowledge of climate change and its effects on ecosystems. Traditional subsistence practices require an extensive and detailed understanding of organisms and environmental conditions. Oral tradition passes knowledge of year-round activities ( living, hunting, traveling, religious beliefs) onto the next generation. The People have unique insights of the landscape, living things and existence. People who live in the far North are there every day and are very knowledgeable about any slight changes in landscape, weather, species migration and numbers.

Sea ice is melting at a faster rate than in the past years, affecting walrus, seal and polar bear. The indigenous peoples of the coastal communities eat these critters as their main food source. The summer ice flows serve as resting platforms for seal pups, walrus and hunting platforms for polar bear. They also serve as transportation for all 3 species as they move with the currents. The Pacific salmon runs are being threatened due to warmer water temperatures and sedimentation of rivers caused by erosion from permafrost melting. Salmon need cool, clear water with a gravel stream bed for their eggs to survive. Warmer waters also allow parasite growth which infect the salmon. I live within 5 miles of the Kuskokwim river in Western Alaska and salmon are our primary food source. The villagers spend a majority of their summer catching, drying and putting up enough salmon to carry them through the long winter. As a gussuq, I eat salmon a minimum of 3 days a week. We dry, smoke, can and salt salmon to last through the winter. We need ( for 2 adults) a minimum of 35 silvers or 10 king to cover our food needs.

We are noticing ponds drying up and willows and tag alder replacing the tundra plants. We pick a lot of berries ( crow, salmon, bog, blue and cranberry) each summer's end and into the fall. Berries are a great source of vitamins not found in our other native plants. Berries can be dried or frozen to preserve them.

In conclusion, Earth's climate has evolved and is a continuing 'in flux' system. Climate caused geological changes created by volcanoes, geysers and hydrothermal activities. The evolution of earth from none oxygen organisms to oxygen breathing life has evolved. Humans have caused drastic and possibly deadly changes due to pollution and mismanagement of our environment. These changes of global warming has proven detrimental to the peoples living at the poles-Alaska Native peoples. How the People monitor, adapt and subsist with these changes will be a challenge that the rest of the world's people may be able to learn and benefit by.

#8

2010-03-20T13:45:00.000-07:00

"How are Arctic sea-ice, climate and culture all connected?"

Arctic ice is mostly oceanic affecting the cooling and warming of the Earth. Excess heat of the Earth is moved by ocean currents toward the poles. The polar cap reflects radiant energy instead of absorbing it. Cloud cover creates shade and winds carry heat in the form of water vapor away to cooler places. The cryosphere is the region of Earth that has predominantly ice. This ice influences the climate of our Earth.

Changes in the cryosphere ( sea ice,ice shelves, icebergs, ice sheets, glaciers, lake ice, river ice, snow and permafrost) will have implications for climate change world wise. The middle and low latitudes are not experiencing cryosphere on a permanent basis and is far less dominant than the polar regions. Snow and ice cover affects surface evaporation, permafrost influences run off and ground water storage. Melting of mountain snow pack provides water for vegetation growth and fresh water supplies; winter snow stores water that is later released that decreases the possibility of drought and summer forest fires.

The process of water freezing causes heat loss. Since the freezing of salt water takes a lower temperature of -3 Celsius, then more heat is given off while the oceans freeze. This change of energy during the freezing of ocean waters, allows a movement of heat/energy from hot to cold areas. The Albedo ( reflectivity of Earth's light off the ice back into space) has been increasing. As the Arctic ice cap melts, there is less white ice to keep summer solar radiation from shining onto the land. The exposed land masses absorb the light energy that the ice used to reflect. The land warms more quickly during summers. The Arctic ocean turns light into heat, which melts more ice, which reinforced the heating/ melting cycle. The climate changes due to a storing of heat for longer periods of time.

The Earth's average temperature has increased. Warmer temperatures have caused changes in the extent of snow and ice cover. There is a direct impact on the cultures that live near the Arctic oceans. Subsistence hunters are noticing a decrease in sea ice formation. This causes unsafe hunting conditions, traveling condition and animal movement to other areas further from villages. I was speaking with Peter Joseph 111 of Tuntutuliak, Alaska, a Yup'ik Eskimo, aged 42 years. He has living in the Kuskokwim delta area his entire life. I asked him if he was able to 'read the ice in our area?' and his reply was, "I used to when I was in my twenties, now I am confused." Speaking to an elder of 65 years, he said in response to the same question: " Ice used to freeze good by end October, break up end of May. Good ice all winter through. Now late ice, early break-up and open water in winter-time." The inconsistency of ice formation, warming and cooling causes "traditional knowledge' to be less assuring than in the past. Our temperatures this winter have fluctuated; we had 3 'thawings' during the winter. The temperature 'of old' would get to minus temperatures and stay there for months with little to no fluctuation. So why do we living under these conditions care? The ice is our foundation upon which we travel, hunt, gather ice for house water ( we have no running water system in our village) and build our homes and buildings. We aren't experiencing as drastic changes as the ocean communities, but are noticing the ponds drying up, vegetation coming onto the tundra areas and river erosion of our banks. Our village has river on three sides.

To Conclude, the far North is experiencing climate change at a faster rate than other areas of the Earth. Cultural understanding of people's living closest to the land and oceans rely directly on natural resources. Arctic sea-ice has been dwindling causing more exposed land that is warming faster and longer. This change is causing cryospheric disturbances that in turn affects climate world-wide. As our climate changes, so does the plants and animals that the indigenous cultures are subsistence living with and dependent upon. Some of these changes are beneficial and some detrimental. We are seeing more muskoxen in our area- eating the willows and tag alder. We are getting more grasses taking over the tundra where we get our berries. The caribou herds are moving further inland with a longer trip time to hunt these herds. The People will have to adapt to these changes; possibly becoming less involved and knowledgeable about subsistence ways of life. Indigenous peoples have survived in the harsh environment because they are adaptable.

module #6

2010-03-04T23:41:00.000-08:00

"How are the Earth, atmosphere and cultures all connected?"

The Earth's tilt creates winds- the Coriolis effect of winds curving with the surface of the earth provides movement of winds world wide from west to east. Winds generated at the equator are sent out toward the poles.

Warm and cold fronts are air masses that differ in temperature, moisture and pressure. These result from the area over which the air mass originates. Air masses keep their identity but interact with each other at their boundaries with weather fronts forming. A front will bring changes in temperature, pressure, winds, cloud cover and precipitation. A cold front has cold air advancing toward a mass of warm air; it wedges underneath the warm air, forcing the warm air to lift and cool. It moves quickly, has a steep edge, and rapid lift that forms cumulus clouds. Tornadoes or snow squalls with abrupt temperature changes result. A warm front has a gentle slope, less severe weather and moves more slowly. Warm air slides over and replaces the cold air forming cirrus clouds. Steady precipitation lasting days can result.

Earth's gravity causes atmospheric pressure that increases as elevation decreases. As altitude increases, the temperature of the air decreases or increases depending upon the levels. This temperature variation is a result of different chemical and physical properties of our atmospheric layers and solar radiation. The sun's energy is distributed unevenly over the Earth's surfaces causing movement of air and water. Low air pressure is found over warm water and land ( the equator) with high pressure areas over cool land and water ( the poles). Pressure differences cause air movement in circular patterns called convection currents. Warmer air rises and cools, high pressure air fills the void. The now cooled "warm air" sinks back to Earth resulting in a circuit. About every 3-4 years, climate patterns in the Pacific Ocean change. The El Nino caused by warm waters in the west side of the Pacific returning to the east is known to cause draughts, thunderstorms and floods.

The Alaska Natives of the far north are subsistence hunters. The People know from 'traditional knowledge' how to read the weather. Through first hand, everyday interaction with their environment, people recognize patterns in nature. The Native people of Alaska are living, hunting, and traveling in weather that most people would shy away from. Facets of changes of temperature, cloud cover, and feel of the air can be predictors of future weather for the people to 'read' who live in remote areas of Alaska. When listening to the Yup'ik Eskimo elders, they are now saying it is harder to read the weather and land conditions due to changes that are not usual or predictable. Our ice thickness on the rivers and ponds are often marginal giving unsafe area for travel, hunting and recreation. We are experiencing 'open water' on our rivers, lakes, and oceans during winter. According to elders, this inconsistency was not often occurring as recently as 20 years ago.

A last issue of great concern for the Native Alaskan is pollution. The wind currents send the world's pollutants in the air to the poles where it suspends during cold weather for as long as 4 weeks. You can see the haze from the ground and air. When the pollution does reach the surface it adds to the snow and eventually waters. The PCB levels that arise withing the food chain, are drastic for our people who eat large game such as whale, seal, walrus, moose, caribou, and water fowl. Our elders who have never smoked tobacco are dying of stomach cancer. Are they being poisoned by PCB's ingested. The Native peoples of the north are at the top of the food chain.

To conclude, earth's tilt causes winds, that cause ocean and air currents. They in turn cause heat fluctuations that is weather. Cultures that live a subsistence lifestyle are coming in contact with pollution in the air, water, and animals they eat. Those folks who live closest to the land are seeing these changes. The changes are no longer gradual; the people of my village are experiencing difficulties reading weather patterns, the ice on our rivers and oceans plus where the animals should be for hunting. The inter-relationship of Earth, atmosphere and culture can't be separated and has a great effect for all living beings on the Earth. The future will reveal just how well mankind can adapt to these changes.

Module #5

2010-02-27T15:57:00.000-08:00

"How are climate, cultures and oceans all connected?"

The Earth's oceans cover 70% of the planet's surface. People rely on the oceans for transportation, food and vital resources. The ocean's role of absorbing and distributing thermal energy affects climates. Alaska, as a region includes half of the United States coastline. Ocean temperatures drive atmospheric circulation. As the sea temperatures goes up, so does the evaporation rate. This rate effects wind and currents. Ocean currents inter-connect and have effects on oceans thousands of miles away and on the other side of the planet. Pollution originating on one coastline can travel on currents reaching areas of the world remotely situated within a decade or less. The oceans are truly connected.

The people of the world who live on or within 40 miles of a coastline will feel the effects of temperature changes of the waters: 1) fish populations my decrease, increase or move out of the area, 2) ecosystems change, and 3.) animals may migrate to different areas to secure a food source. The Alaska Native people who are subsistence living have seen the changes in warming climate first hand. Permafrost melting has caused an unstable foundation with houses collapsing into the sea, animal migrations are moving away due to lack of food and warming temperatures not conducive to their life management and change of plant life. Native peoples follow the fish, wildlife and plants that occur throughout the seasons.

I lived in Pilot Station, Alaska on the Yukon river for many years and our hunters had to go farther and farther from the village to acquire moose, caribou and seasonal birds. We saw ponds drying up and new vegetation take hold. The willows and tag alder are food to moose. We actually had moose moving closer to the village over the last 4 years. Bear are now numerous and a greater threat ( plus food source) during summer berry picking season. Overall, this village has not been more than 30% subsistence population for the last 2 decades.

This affects the cultural knowledge base of the upcoming generation. My school students didn't know how to set snares, flesh out animals, or read the ice in our area. Qassaq ( white man ) food was purchased with food credit cards at the local store or purchased from Span Alaska or other Bush food carriers. Fishing was still a big subsistence item during summers. Only the elders set nets under the river or pond ice to get pike, black fish or sheefish.

To conclude, oceans affect the climate which effects cultures that live near or along the coastline. Man is connected and greatly affected by the climate; his food source, transportation means and cultural ways are dependent and changeable by these forces. People will adapt only so much, before they are forced to move on or lose their culture in order to stay where they are now. Native Alaska subsistence living has been jeopardized by climate change. We are very much witnessing the lose of cultural ways of these people.

Module #4

2010-02-24T18:49:00.000-08:00

"How do stories of cataclysmic events help inform students about geosciences and culture?

Cataclysmic events ( such as violent earthquakes, tsunamis or volcanic eruptions) are devastating with sudden and drastic changes to the landscapes upon which people dwell. Human lives can be taken, numbering into the tens of thousands in one quick moment with little to no warning. Students can see live footage of the event's results via news media, inter-net, and satellite connections.

People who live on fault lines, near the coastline or within volcanic activities are aware of these geologic forces and live with the knowledge of past occurrences. I lived on Kodiak Island, Alaska ( a part of the Aleutian chain ) in 1976 and was made aware of the tsunami ( resulting from the 1964 Alaska earthquake) that took out all of the harbor, boats, businesses and one-third of the town residences within minutes on Good Friday. I was told to keep supplies for survival ready in a back pack. There was a tsunami warning siren that would alert all in town to head for high ground.

There were Aleut tales telling of earthquakes and tsunamis in the area in the past. Even dances had the theme of earthquakes, so the future generations would know that area was prone to this movement.Every time there is a cataclysmic event, geoscience is given the fore front where the world seems to learn another facet with updated facts. People are fascinated by drastic occurrences and earthquakes, tsunami and volcanoes fit the bill. The news present background information that gives people more updated and related knowledge than the last event.

To conclude, cataclysmic events occur so suddenly and involve such a large amount of damage and lives lost, that the event becomes ingrained in people's history and culture. One's culture reflects these events in order to warn us and keep us knowledgeable of how dramatic forces are constantly shaping landscapes. Understanding and predicting earthquakes, tsunamis and volcanoes give greater safety for mankind.

module 2

2010-02-06T15:58:00.000-08:00

How is everything connected from the perspectives of indigenous peoples and Western scientists?

Sila or Inua is the Native belief that everything is connected. Time, energy, physical world: a unity of independent life forces. Knowledge is spiritual and worldly that can't be segmented. People are one with nature and their surroundings. A holistic approach is taken.
Subsistence practices an intimate connection with the world around The People. The Native peoples live close to nature while harvesting from the land and sea. Subsistence allows resources for shelter, clothing and handicrafts. The universe is respected as a complex system where everything is believed to be a precious gift. Nature is honored through rituals, ceremonies, and art.
I lived in Pilot Station, a Yup'ik Eskimo village on the Yukon river. Two seasons ago, my husband and I were given a hind quarter of moose. The elders who 'gave to us' wanted to know what we would do with the bones. At first, I thought they wanted the marrow (which we also eat ) but then realized they were concerned that we might not dispose of the bones properly. The younger people dump the bones at the village dump. Tradition says to either return the bones to water or bury them. I told Mary and George we would return the bones to the river. They smiled and knew we would keep our word. This was the September hunt and the river was still open for disposal of the bones. We used the hide as a sled blanket.
Tradition tells that one "catches" a moose. The spirit of the moose present itself to the hunter. If the hunter shows respect for the killed animal by wasting nothing, disposing of the remains properly and giving the recently killed animal a drink of water ( for their passage to the next world) then the spirit will present itself the next season. Do all of our current Native hunters still believe and practice this thought? I have asked and never been given a definitive answer.
As hunting seasons, quota, plus moratoriums on hunting areas are enforced on The People, how will this change traditional thinking and practices? The Alaska Department of Fish and Game has set restrictions on number of animals hunted with permits, in an attempt to control and regulate animal populations.
Western scientists work on the premise of a formalized objective (departmentalized ) understanding of our universe. The scientific method is used to 'prove' a concept or hypothesis to be true and thereby a fact. Students of science are taught biology, physics, chemistry, astronomy, separately from Language Arts and the Humanities. Each component was a discrete part.
Einstein's work with the String Theory showed how the fundamental "knowledge" of science can change when new hypothesis are proven right or wrong. It unifies our understanding of everything. We have a foundation of facts that guide our thinking. As the facts change or are disproved, then thinking has to change to accommodate new information.
There are several components in the Traditional native knowledge and Western science that overlap and in common for both ways of thinking: universe is unified, body of knowledge stable but subject to modification, open mindedness, perseverance, empirical observation in rural settings, pattern recognition, verification through repetition, inference and prediction, knowledge based on properties of objects and materials, cycles and changes in the earth and sky.
To conclude, Traditional native ways and reductionistic Western science have connections through observations, practices known 'truths'. Knowing both aspects of thinking concerning science, will greatly benefit the student of both schools. The 2 parts become a whole creating a well- rounded environment for both Traditional and Western peoples.