Searching for a Better Way: My Journey into "Two-Eyed Seeing" - Reflections on Spiritual Teachings from a Saulteaux Knowledge Holder Relevant to future Indigenous Teachers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract\nThis thesis is an account of my own journey into an Indigenous way of knowing, the teachings that stem from it and the potential path going forward. A decision-making process cemented in logic and reason, guided primarily by a Western way of knowing, marks the beginning of the journey. My journey into an Indigenous way of knowing is propelled by an inner urgency and a search for a deeper meaning to my existence. I engage in an extended conversation with a knowledge keeper of the Saulteaux traditional teachings of the Bear Clan and then reflect upon the meaning of these teachings. In doing so, the spiritual component of existence, which I have experienced through ceremony, is underlined as is its life-altering power to inform, alter and enhance my current way of knowing and being in this physical world.\nAs Métis peoples we have been naturally gifted with two different ways of knowing. In order to make informed decisions about how to lead our physical existence, we need to understand both ways of knowing: to be able to see with both eyes. Neither system is inherently right or wrong. Hence, the extent to which each way of knowing becomes part of an individual Métis epistemology is a personal choice.\nIndigenous theory and Indigenous methodology are both used throughout the thesis. The concepts of Two-Eyed Seeing (Bartlett et al., 2012), narrative, storytelling, the conversational method as interview process, self-in-relation, self-referent and experiential learnings make meaning of the teachings and guide my reflections by providing the context for my insights. In the conclusion (chapter five), I write a letter to future Indigenous teachers, reflecting on the central role the spiritual component of existence can play in their journey as educators.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it