At the recent Indigenouswealth of Commonwealth side event at CHOGM in Apia, Samoa, Rev. Professor Upolu Vaai emphasised the urgent need for Commonwealth countries to overhaul their education systems. He spoke on the indigenouswealth of knowledge.
He stated, “What is common to indigenous communities is their ‘whole of life’ knowledge,” highlighting the importance of integrating various dimensions of life—culture, spirituality, ecology, and economy.
To tackle the pressing socio-economic, political, and environmental challenges we face, Professor Vaai argued that education must reflect the interconnectedness of knowledge.
“We cannot teach knowledge as if these aspects are separate compartments,” he said. He called for a new educational approach that acknowledges our relationship with the fanua—land, ocean, and community.
Professor Vaai said: “The ‘whole of life’ consciousness includes every dimension of life. Therefore, we cannot teach knowledge as if culture, spirituality, ecology, economy, and human being are separate compartments. We cannot talk about gender if we don’t talk about the ethics of guardianship central to the development of malehood. We cannot talk about climate change if we don’t count the indigenous climate science utilized by communities for centuries.”
Key principles of this ‘whole of life’ knowledge include:
?????????????:“For many indigenous communities, knowledge is about mutuality and the living relationships among people, land, and ancestors.”
?????? ??????????????: “Wisdom in indigenous knowledge comes through negotiation and restraint, allowing for a fluid understanding of life’s complexities.”
?????????: “A philosophy of growth that centers on restraint can lead to renewal and transformation. It’s about recognizing the sacredness of time and our natural world.”
