Cherokee Earth Dwellers and the Tradition of Cultural Learning
In the book Cherokee Earth Dwellers, authors Christopher B Teuton and Hastings Shade examine the profound relationship between teaching and learning within a Cherokee cultural context. Rather than viewing education as a formal transaction between an instructor and a student, the Cherokee tradition presents these two processes as deeply entwined, where knowledge is absorbed through experience, observation, and a willingness to engage with the world.
The Philosophy of the Teacher
A defining characteristic of this cultural approach is the humility and perspective of the educator. For Hastings Shade, the focus was never on the status of the individual providing the information, but on the knowledge itself. His son, Larry Shade, recalls that Hastings would frequently state, "This is a teaching," but he would never refer to himself as a "teacher." This distinction shifts the emphasis from the authority of the person to the value of the lesson.
Learning Through Observation and Awareness
The process of learning often begins with an acute awareness of one's surroundings. This method was modeled by Charley Smith, the grandfather of Hastings Shade. Charley encouraged Hastings to be attentive to the natural world, pointing out various creatures, speaking their names, and sharing the stories associated with them. This immersive approach required the learner to actively listen to the sounds of nature and observe the environment closely.
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The Role of Willpower in Education
Central to this tradition is the belief that the desire to learn is the primary catalyst for success. Loretta Shade, the widow of Hastings, recounts a specific teaching from Charley Smith: "Nitsadulihv'i tsadetlosgwasdi. Tla yidetlosgwasdi." Translated into English, this means, "If you want to learn, you'll learn. If you don't want to learn, you won't learn." This philosophy places the responsibility for growth on the learner's own openness and intention.
Key Facts
- Authors: The insights are documented by Christopher B Teuton and Hastings Shade.
- Core Philosophy: Teaching and learning are viewed as entwined processes rather than separate roles.
- Methodology: Learning is achieved through environmental awareness, storytelling, and active listening.
- Learner Agency: Success in learning is dependent on the individual's willingness and desire to acquire knowledge.
| Individual | Role/Relationship | Contribution to Learning Process |
|---|---|---|
| Charley Smith | Grandfather of Hastings Shade | Modeled awareness of nature and emphasized the will to learn. |
| Hastings Shade | Author and Practitioner | Emphasized the "teaching" over the identity of the "teacher." |
| Christopher B Teuton | Co-author | Documented the cultural context of Cherokee Earth Dwellers. |
Frequently Asked Questions
How does the Cherokee view of a "teacher" differ from Western norms?
In the context described by Hastings Shade, the focus is on the "teaching" rather than the person. The individual avoids the title of "teacher," emphasizing that the knowledge is the central element, not the status of the person delivering it.
What role does nature play in Cherokee cultural learning?
Nature serves as a primary classroom. As demonstrated by Charley Smith, learning involves being attentive to surroundings, identifying creatures by name, listening to their sounds, and understanding the stories connected to the natural world.
What does the phrase "Nitsadulihv'i tsadetlosgwasdi. Tla yidetlosgwasdi" mean?
This phrase translates to: "If you want to learn, you'll learn. If you don't want to learn, you won't learn," highlighting the importance of the learner's intent.
Who are the authors of Cherokee Earth Dwellers?
The work was written by Christopher B Teuton and Hastings Shade.