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Wâhkôhtowin, Otipemisiwak, and Ekichinantak (WOE): Beyond Humanistic Philosophy in Adult Education
Keywords
Wâhkôhtowin, Otipemisiwak, Ekichinantak, Transformation, Humanistic
Session Abstract
Wâhkôhtowin (all my relations), otipemisiwak (selves-governing) and ekichinantak (respectfulness) (Jarvis, 2017; 2019), I would say, connects best with the humanist philosophy in adult education, but it goes beyond this approach by resisting the human concentric and human superiority of Maslow’s theories to a more holistic and nonanthrprocentic approach.
Session Description
In this session I will address citizenship, adult educational philosophies, and our current state of affairs. Next, I will show how WOE is connected to all three of these afore mentioned points. Finally, I will provide an application for developing a WOE perspective.
Global citizenship is the mandate for adult education (UNESCO). Transformation theory and humanistic philosophy form a portion of the adult education canon. Moreover, today we are facing a rise in global disease, autocratic governments and environmental destruction. We therefore require a means to overcome these catastrophes.
A perspective, I propose, for global citizenship that adheres to the call of the UN, that bares connection to transformational and humanistic theories of adult education, and that has potential to overcome our current day global adversity is a WOE worldview. I suggest this new and old perspective because it has already been tested. The WOE worldview is a timeless worldview that emerged with the emergence of the Métis people. This worldview helped them to rise from the ashes of such problems as disease, colonialism, and the loss of the buffalo (Devine, 2004).
By applying transformative learning theory with a WOE approach, participants will reflect and discuss their experience.