Tag Archives: Apela Colorado

6 January 2002 Letter: What Guides WISN? (PDF)

Apela Colorado

272-2 Pualai St

Lahaina Maui, HI.


6 Jan. ’02

Greetings return to you, Dr. colorado, in the love and in the light of the ancestors, The Source of Life.

Aloha Kakou!

The echo of the ancestors have resounded into these set of words:

The new world will be built upon the ruins of the old. The new structure will rise. Men of goodwill everywhere, under the guidance of WISN, will organize themselves into battalions of life, and their first major task must be the development of right human relations, through the education of the masses. This means the paralleling development of an enlightened public opinion, which is speaking esoterically right response to the sound which conveys the will of the CREATOR to the ears of the attentive. Then humanity will indeed move outward from the desert, leave the seas behind, and know that CREATOR is FIRE.

Kekaula, the SEER, is about that part of us that is ADEPT, knowing the world and how to work with forces in it. As such, ke kaula is a TRANSFORMER, able to bring about change, sometime surprisingly. Kekaula knows how to use his/her own ends and can be seen as a MANINPULATOR. In all, kekaula performs feats that few others can, and almost anyone would regard him/her as INGENIOUS.

Kekaula is composed primarily of the energy of PATIENCE and IMPULSE, and it dwells in the ancestral house of the FIRST CAUSE. Therefore, expressing “I AM” through the energies of IMAGINING and EXPERIENCING; and expression of the sea of dreams.

In this place, one experiences the beginning and ending of things- the spark, the idea. It is the NORTH, the unknowable, the MYSTERY. It is where all things come from, the unlimited potential of THE DREAMER. We swirl in all that can be, before and after it is real.

The expressions of the crossroads are Kekaula and keihoiho kukui (candle)

The keys to realization are in the hoailona of Ke komo kula (ring) and kaapu (the cup). The gateway to heaven is the lele (tower), where REFLECTION provides access and FOCUSING ATTENTION makes a way out.

Now: Kalua (hole, pit) is about being receptive. The approach is one of Openness to all that is around you, receptive life, ALLOWING PERCEPTION OF OTHER REALITIES beyond the everyday and normal.

These approaches in combination lead to seeing the simultaneity of life, the intermingling of cause and effect, the wholeness of the moment and the universe at large. Kalua symbolizes the gateways of “I FEEL” and “I PROJECT”. It is also the gate to and from the SEA OF MAGIC.

Here the mystery comes forth, just beneath the fabric of LIFE, a buoyant undercoat woven by the “FEELER”. Through the energy of INTERNALIZING, that which is latent congeals. We are not powerless and simply placed on earth; we feel the wonder within.

The crossroad of expressions are “MAHEALANI MOON” an “KEANIANI” (glass).

The keys to realization are in the MO’O and KEKAULA HAO (Chain). We are as strong as the weakest link.

The gate of the “HOLE” provide access through PERCEPTION OF OTHER REALITIES and exit through OPENNESS.

Now: No Ka Pua Loke La Kealoha- the ROSE, the flower of aloha, dwells in the ancestral house of the MATRIX and in the realization of “I WANT”. It represent the dilemma between what I want, how I want it and the way things just are. The challenge of the warriors is to realize the beauty of what is, and to be in step with the process of becoming.

Ka Pua Loke, the flower rose, is the question about perfection, about my inner sense of how things are supposed to be. When I a idealizing, I am in a fantasy  world of letter- perfection- according to me-. I can be a little more realistic.

Now, I am only PERFECTING. You could be better. Allow me to show you what is wrong. The trouble is inside me, I am not perfect. So, everything that is not perfect in me, I end up seeing as imperfection in the world, and in you.

I can choose to see all this another way. I can see the whole thing as UN-FOLDING, never quite perfect but always getting better. I can even see you in this new light. After all, you are dealing with your sense of perfection too.

Better yet, I can let go of the idea of my being perfect and relax into EXPRESSING who I am and how I like things to be. Just being can be its own perfection, even if it is beyond me. This way you get to be right too; within the sea of time and innocence.

In this sea, of time, we exist and experience. Duration leads to sequence, and we separate then from now, this from that, and you from me. Everybody wants to do something; we stir.

Here shines IMPULSE, “THE DOER.” He fills this place with the desire to experience. The crossroad of expressions are the PA KUKUI (WANDERER) and KE IPOAHI (THE LOVER). The keys to REALIZATIONS are in the APU (CUP) and KA PUA LOKE. The way in and out is through the GATE of the MIKILIMA (GLOVE) where PROJECTING IDENTITIES gains access and ACCEPTING ASSISTANCE creates an exit.

In this place, INNOCENCE, we still hear the voice of “THE SPEAKER”, that which sent us forth and which beckons us onward. Under the star of REACHING, we GROW and pursue living.

The crossroad of EXPRESSIONS are KE KEIKI (THE CHILD) and KE KUMU LA’AU (THE TREE). The keys of realization are through KA PUA LOKE (THE ROSE) and PAUKA (POWDER). Access and exit are through the gate of WAIPA’a (ICE), where clarity gets one in and CHANGEABILITY lets one out. Here we recall our inner guidance. The sea of Innocence is shared between the ancestral houses of “THE MATRIX” and “THE MOTION.”

Now: KOLOA, the DUCK, describes the part of ourselves that is CONVENTIONAL, going along with the way things are. To do so is to go with the grain, not against it, and so KOLOA symbolizes a kind of NATURALNESS, being in step.

It shows a SENSE OF HUMOR, that life does not have to be all seriousness. this same part of us can show SELF DOUBTS, a nagging about one’s own originality. It can also be SELF-EFFACING, doing things more for the sake of the team than for itself.

KOLOA is composed principally of the energy of LAUGH and INWARDNESS, and it dwells in the ancestral house of IMAIKALANI, the blind ali’i of Ka’u, THE SPIRIT INCARNATE. Therefore, KOLOA is expressing “I PROJECT” through the mana of EXTERNALIZING and INTERNALIZING; and expression of the sea of laughing hats.

In this sea are all lifes actors, each with permission to act out his or her role. “THE PLAYER”eggs us on. He encourages us to enjoy being on stage with his energy of EXTERNALIZING. We can be anything we choose, at least for a moment.

The crossroad of expressions are the LUA’APANA (JESTER) and KOLOA (DUCK). The keys of realization are through KE KAULA HAO (THE CHAIN) and the KIHEI (ROBE). Entry and exit are through the gateway of the IHE (SPEAR), where SELF EXPRESSION makes a way out. THE SEA OF LAUGHING HATS are shared with the ancestral houses, THE SPIRIT INCARNATE and THE ANCESTRAL GRAND PLAN.

The echo of the ancestors is complete, therefore, I leave you, Dr. Colorado, in the love and in the light of the ancestors, The Source of Life; rejoicing in the power and the peace braided with the cords of patience, revealing the power of the universe, your aloha.

Sincerely in service,

Hale Makua


The Traditional Knowledge Process (PDF)


A Review by Apela, Busaba and Martina

July 28 and 29, Lahaina, Maui, Hawaii

Lunar Eclipse

Working Title: HOW TWO DRAGONS DANCE TOGETHER, the beauty of



Paradoxical. Frustration if we try to direct. If I want to scream, the scream

doesn’t come.

I laugh and begin to cry.

TKN and RIM died at the Shadows during the student “evaluation.” At that

moment the Program began to live. Esther acknowledged the students

and said she would teach her songs to them. Was the “death” being

released by the CIIS admin.? Termination didn’t formally happen for

nearly a year.


Dreams end. What’s the process? Of death?

Who knows when to let go? How?

In English, the word “dead” has no movement. In our process we have

movement even though it has been a death. Movement because energy

is involved.

This is what connects the two opposites, the energy of movement.

Right Movement or Message of the Mask

Symbols of the process. Have to die to begin. Walk through the darkness

with new eyes to see through to the light. In the old way of thinking, going

back or into the darkness makes me want to run away in fear. But the

darkness has a message for us to learn. If we refuse to enter the darkness,

the Shadow returns each time with more fear because we have lost to it

before. Now we need to look back into it for the light which is the starting

point! As an individual this process applies. That’s how students arrived.

The darkness has to be through ME, how I am. We feel the connection to

self and others in the darkness and think beyond individualistic thinking. I

perceive the whole (how opposites can integrate, the individual and

whole of self/others.)

Traditional Example: The Story of Raven and the Light teaches the

negativity of light, it separates and differentiates.

We live our lives in a separate way because we don’t want to embrace

the darkness. I see that center of peace in my screaming.

How Do We Know We Are In The Darkness?

Never get my way, feels like I am losing everything because we can’t see!

We must be prepared for the bucket dropping on our head! “I can’t

believe I’m having so much bad luck!”

Admitting my darkness, i.e., I don’t know if I would like to work with Apela.

Is what creates the opening.

Each person is a mask and is a part of a greater mask being formed.

There is tremendous fear and worry. Trying to see in the darkness we

notice other sets of eyes looking back! That’s what makes us want to run

away in fear!

How Do We Know When We Have Learned The Lesson of Darkness?

Don’t know when and how it changed but we are brought to a new

consciousness through chaos. If you’re not afraid you can come close to


We have to experience the opposite energies. Western rational and

religious thought stresses the Light.

Gays are born with the 2 dragons together. Slowly heterosexuals have to

realize that being whole requires both qualities joined. Yet the boundary

doesn’t exist. It’s a paradox. We don’t know how to weave the 2 dragons

together. TKN teaches us, i.e., at the beginning we chased away the

White students but they kept following us. The more we ran the more they


Brian represented the warrior and observed that we have to

acknowledge the existence of the while world in us as individuals and


Benefits and Gains of Walking Through the Underground

“I’m more comfortable in the darkness.”

Less likely to be controlled by fear, anger, etc.

We get an energetic charge to us; when we get together, IGNITION!

People can see this energy and are drawn towards it.

Walking through the darkness honors our ancestors because that’s where

they are, in the obscurity of the past, our history.

To go back to the past, to remember, Makua

says, “We receive the greatest gift of the

ancestors which is the present. That’s why they

call it a present!”

We create with the pain; we bring life forward.

It’s a paradox. In chaos, we laugh and cry at one moment. Before

wedidn’t allow contradictions and ambiguities to coexist. Now we can,

and it’s why we can come back! (from the underworld)

I couldn’t see the meaning or the creative process because it was in

darkness! This is actually a protection.

It was meant to be that ways or we wouldn’t have the darkness to light

message of the TKN process.

A Spirit coming to live in a body must experience the density and darkness

of material form; it’s the only way to arrive.

Embodiment of the whole is entering darkness; therefore, walk through it.

Accept it.

This is the process t ground the Western Mind.

This trip through the darkness has been the curriculum; is the curriculum.

When we live it, the curriculum becomes us! Now we can pass it on.


How to we know this is an accurate representation of a creative process?

There are traditional stories that pertain:

Raven Breaks Light (Tlingit)

The Bluejay Story (Shoshone)

A Sweatlodge teaches the process. In the Sweat we feel fear. Fear of no

body because we can’t see and the fear of bodily limits, e.g., intense


Even the reflection that generated the notes was the same dark process. I

noticed how negative I was feeling but did not judge it. Instead, I thought,

“Oh, that’s interesting. I wonder what’s going on.” This comfort with my

own darkness and ambiguity is a result of the TKN process. I also retained

my objectivity in noticing my negativity. I thought, I’m unhappy.

Something must be wrong. It must be me. No, it’s not me, it’s Busaba.

She’s causing my suffering and should be punished!

I noticed this in an early morning drive east to the other side of the island.

As I approached the Pali or cliff that juts out to the sea and marks the

turning point of the journey, I became aware of these thoughts and

wondered how or if I would be able to get out of them today.

When Busaba and I sat down at the Mall to reflect on the TKN process, I

told her the thoughts I had on the drive over. She said she was in a bad

place, too; she was even wearing all black!

We decided to pray but I was so crabby that I couldn’t formulate words.

We sat in silence with our eyes closed for a few minutes and began.

Thoughts, memories and images flowed. Two and a half hours later, we

stopped. We were not late to go to the airport, which was the purpose of

the drive!

We noticed that even speaking of the dark journey changes time and

space. There was no time; there was no mall!

We struggled to recall the question that we began with. It was, “What did

you experience in the TKN process?” Busaba and I reflected on the

personal experience of being in the darkness. We spoke about ourselves

and realized that, in the darkness,

I can talk about me and even you but not really

you, just my view of you. You are a mask of

healing for me. This understanding bypasses the

ego. I can talk about my negative experience of

my experience of you without judgment of YOU.

This allows me to do my work; to examine you as

the teacher in my life and to own my own issues.

It’s transformative.

So, we began in silence; and acknowledged where we were at, including

the negative. We were present in the moment. This is the beautiful

beginning of who you are, what comes to you in your individual reflection

in the moment. Why is this true? (that this ‘insight’ is really true?) Because

at the end, we come to the beginning and we recognize the end

moment when we say,

OH, I SEE . . .

The ego blocks the experience of darkness or light and catches us in

chaoswithout our knowing.

What joins darkness and light? Birth! The process of birth and death. Hold

onto yourself through the darkness with silence, humility, release and

nonattachment. Then SCREAM!

In the process of going through the darkness, every level of our ife is hit,

personal, family, professional, community . . . you are compelled to open

more and more. This is a purification; this is birth and death; this is creation.

And it is the feminine Power of the woman, Earth, Moon, Water, Venus.

The way to face it is exemplified in the Shoshone song, “running With the

Buffalo.” When facing a winter storm on the prairie, the buffalo turns into it,

begins to walk with deliberate steps towards it and then lowers its head


As a result of the TKN process, I am able to be present with my Elders and

my oldest daughter now works with the language. (Martina)

In this conversation, Chyna, the author’s daughter, joined the discussion.

We have noticed that the dark journey is the power of money, Little

People, sexuality and transformation.0

Remembering Who We Are: Recovering Indigenous Mind (PDF)

Traditional Greeting

It’s good to be here. My name is Apela Colorado; I will open this talk in a traditional Native way with a chant — a prayer. Foster Ampong, a Ka ko’o, or helper, is going to do that for us.

(Hawaiian chant, “E ho ‘i Mai,” a request to enter and to merge with the sacred wisdom.)

Can you feel that good, strong feeling in the room? It seems like Foster’s been doing this all his life, right? In reality, Foster just came back to his culture in January. I’m acknowledging this because the most powerful thing I can share with you is the belief in ourselves as native people and the proof that anything is possible when we’re in our indigenous minds. We can remember our power. We have an hour and a half to spend together and when I’m done with my presentation, I will ask Choctaw Elder, Pokni, Mary Jones, who has worked with me, taught me,and helped me for so many years, to listen, to reflect, and to close off our session prayerfully. We’ll also have a question-and-answer time at the conclusion.

I was excited to hear about Coumba Lamba; in fact, I’ve waited for more than 20 years for this day to happen. In the 1970s, I was doing my doctoral research on native alcoholism. I believed, and was trying to prove, that the answer to healing Native American addiction, which is the leading cause of death, was the return of true culture and spirituality. At the time it was a very radical claim to make. But I faced a difficult personal reality, one that ultimately brought me to this gathering. I wanted to find out why almost everybody in my family that I loved was either actively alcoholic or had died of addiction, and I didn’t want it to happen to me or to my children. So I started researching everything I could get my hands on. I read every study I could find, not easy in the pre-internet age, and besides I was living in a remote Native community without library or bookstore. After reading more than 250 scientific studies of Native alcoholism, I found out there were 247 differing opinions on what caused Native addiction. It seemed more like personal opinions than rigorous research. My sense of this was heightened by the fact that all of the research was conducted by non-Natives. None of the millions of dollars for the studies ever went to Native people, and certainly, none of it went to treatment for our suffering. The context of cultural control and domination evident in the research process drove home the point that addiction among American Indians had to do with being an invaded, oppressed people. Before contact we didn’t have addiction, after contact we did have addiction. Not hard to figure out, but none of the studies addressed it.

When I began my doctoral dissertation research, experts were telling us, “It’s your biology. You

lack the proper genes to metabolize alcohol – you are weaker, that’s why you become addicted.”

The subtext being that drinking alcohol is normal (at the time the Harvard University had

received a multi-million dollar grant, the largest ever to look at the genetic causes of alcoholism.

The donor was Seagram’s whiskey company.) I wanted to find evidence to support the view that

Native addictions resulted from invasion and expropriation – loss of culture, spirituality and life.

I succeeded, but what happened to me in the search, and how it happened, opened up the mystery

of the ”Great Knowledge.”1


I grew up in Wisconsin, and the one cultural person left in my family was my grandfather, who

chose me from his grandchildren and taught me Native values and ways. I wasn’t aware that was

what he was doing. I just knew that I loved him and wanted to be with him. Out of all of his

grandchildren, somehow, I was the only one that was born with a cultural leaning, with that kind

of calling and role in life. He saw it.

My grandfather died when I was just a young teenager, but before he died he relapsed and went

back to drinking. So, I actually lost him much earlier in a terrible way. The one person, in our

huge extended family, I could connect with emotionally was taken from me by alcohol. And then

I was alone. But because of that, I became totally committed to doing something about addiction.

But my grandfather was cultural and knew he should pass on what he knew of the Great

Knowledge. Just before he died, he made my grandma drive him three hours through a

dangerous snowstorm – to come talk with me. I was about twelve years old and really angry with

him for drinking. I did not want to be with him and he knew it. He sat in the easy chair, looked

hard at me (this made me madder) and leaned forward on his cane, and began to speak. What he

said scared the wits out of me. He described my life, naming things he could not possibly know,

and then laid out my future. He wanted my attention and he got it! Then he said, “Remember the

Pipe, Remember the Pipe, Remember the Pipe,” the Pipe being a central way to American Indian

Great Knowledge.

I didn’t even know what he was talking about. I had never seen an Indian pipe in my life. Until

1978, it was illegal in North America for Indians to practice our spiritual ways. It was made

illegal through the Bureau of Indian Affairs, Administrative Codes and Practices. You could get

penalized, be imprisoned, or have food rations withheld for practicing indigenous ceremonies.

The ceremonies went underground and missionaries made certain that we grew to fear our own

ways. They justified this to stop the “reckless giving away of things.” A Blackfoot woman once

said, “the worse thing the white man ever did was to kill the buffalo and put us on welfare. They

only give us enough to live and we can’t share with each other.”

As I matured, I felt such loneliness. I kept looking for my reality, for the unconditional love that

underpins Native culture and that I felt with my grandfather. I recalled that he had wanted me to

go to university. So I did. Even though I was not conscious of it, I kept pursuing advanced

education trying to find him and to realize that love in my life. At age 27, I was accepted into and

entered a doctoral program at an Eastern Ivy League school. The wealth and privilege of the

place was beyond any experience I had had. I wondered why I had been accepted and learned

that the personal statement to my application is what did the trick.

1 Private conversations with Credo Mutwa, Great Sanusi of the Zulu, he refers to the ancient

indigenous wisdom as the Great Knowledge.

I had been afraid to apply, thinking I was not smart enough or good enough. The fear was so

great that I procrastinated until the night before the deadline when I picked up a pen (I didn’t

even type it) and wrote about my grandfather and I, and how he wanted me to go to university.

This was a completely unexpected thing and paradoxical. I was sitting in a busy airport, using

my lap as my desk, but was in a liminal state—a light, energetic, feeling came over me. I felt

alive again, and I had a hunch that I would be accepted. I was.

Getting in the door was one thing. Surviving was another. I didn’t know much about being

American Indian. There were no other Indians and few people of color. My identity and values

were challenged in every way. I did not fit and became more and more angry. This was a Jewish

university filled with brilliantly educated people, who were also intellectually competitive. In

class discussions, I never said a thing. I kept waiting for my chance, but was in a culture that

operated by different ways. People argued, asserted, cut each other off, and never, ever, left a

space open for someone like me to speak.

So, I started to fight. When the professor lectured, up went my hand, the only way to get the


On Science: Power/Love // The Dominant/The Repressed

For Education Seminar

On Science: Power/Love // The Dominant/The Repressed

1. It is well known that just before his death, Einstein talked about a necessity of changing “The Way of Thinking”. That was some 35 years ago. He warned that while everything else changed since two explosions of Atomic Bombs, our way of thinking had not changed. And as the consequence, we are drifting towards our own annihilation by the power of our own science. He meant our way of science has to be changed. His saying is famous, but so far we have failed to heed his warning.

Today, the danger of all-out Nuclear War between the two superpower nations has somewhat receded. But, we have not eliminated the possibility of Nuclear Holocaust. And, we have problems of Air and Water Pollutions, Acid Rain, Waste Disposal, and accelerated destruction of Natural Environment, all thanks to the rapid developments in our Science-Technology. We have come to suffer increasing Stress, Tension, Anxiety and Alienation in our society. Despite Economic developments, the gap between the Poor and the Rich is widening. We have now Permanent unemployment as a part of our economic structure, demoralizing young generation into despair. Economic inequality, internal to our own country as well as in international sense is reaching a degree that can be called criminally immoral.

We may not think of ourselves as privileged, but Canadians are within the top 10% of the richest nations and the fact that we are in a university places in the top 10% of Canadians. That puts us in the richest 1% of the Humanity. The poor half of the Humanity live with an annual income less than $500. We are the “Yuppies”. Yet we cannot escape the problems of the World today.

Even if we think of Education to be the means to attain “Good Life” in personal sense, let alone thinking of Education for a better life of Humanity as a whole, we are failing. The warning of Einstein still stands like a bad prophecy. Einstein meant “Science” to be the “Way of Thinking” that has to be changed. But we have failed to do so. Perhaps, that is why Educators are concerned about Science (and Technology), and that is where “Love Science” comes in [*1]

2. But, you might ask what is wrong with “Science”. Did it not work wonders? Let us think about this, for answering this question is one way to understand that our science is “Power Science” and also we may pick up some clues as to how to change that.

Let me take the “Progress” of science-technology for example, and talk about it a bit. In the past 400 years or so, the progress was fantastic and it brought a general improvement of Physical Health standard. In industrialized countries, it helped the peasant class, at least some of them in the class, to climb out of the life of heavy physical labors and created the “middle class”, if not “affluent” consumers. This came about because our “Power Technology” provided the means to convert and substitute the Fossil Energy for Human Muscle Power. The fossil energy had been accumulated and stored on the Earth for the past hundreds of millions of years. It was just sitting there. To exploit it was a very “clever” move, as I shall explain below.

Thanks to the free gift of Fossil Energy, we, at least some of us, are liberated from heavy physical labors to do things like science. (Please remember that we are the top 1% of the Humanity, and ones who have Time to think. The rest of Humanity hardly have the “Luxury” of thinking. That puts us in a certain obligation.) And, at the same time, in order for the Progress of Technology to continue, Science as its Infrastructure had to be developed. This made up a “Positive Feedback Loop that can be nicknamed “Vicious Circle” and it took off and escalated. We call this phenomenon Industrial-Scientific Revolution. To be sure, for the Industrialization to advance, other Infrastructures, such as organizational management, systems of market distribution and government control had to be developed. The emergence of modern Nation-State and Colonialism coincided with the Industrial Revolution, not by chance but by necessity. Modern School Education system was also a product of the historical time. The development of Science was only a small part of the huge social movement as such.

3. However, the concentrated massive power is the characteristic of Industry. for an illustration, let us look at Energy Economy, (Physical Power Economy). In the U.S. and Canada, the average Energy Consumption per capita is like 10 tons of Coal Equivalent per year. In terms of “Human Power” unit, this amount is about 300 “Human Power-Year”. That is to say , we have 300 slaves working for each of us. This is the reason why we have only 4% of working population in agriculture and we can still have plenty of foods.

Of course, we only use about 1/3 of that power for production of things and efficiency is low like 10%. Nonetheless; we are supported by the Fossil Power Input, equivalent of 10 very diligent slaves for each of us in average. But the labor force working in the primary energy production sector is less than 1% of the total. That is to say, the concentration of the energy sector is such that one person can provide for energy needs of 100 other workers. This is an example of “Concentration” of Power just as Nuclear Bombs are. (Every one manpower invested in primary Energy Industry is returned some 10,000 manpower equivalent of “raw” Energy. Unfortunately, this will not last too long.)

Number of active Physicists in North America is about 50,000. Scientists and Engineers combined, we may have 750,000. That is about 0.4% of the total population. They are the “Producers” of the “Science-Technology” as the infrastructure of the industry and the rest are the passive “Consumers” of the science-technology as such. [*2]

4. Thus, you might wonder if Public Education System needs to care about Science Education at all. It might make sense to have specialized schools for scientists and engineers — like “Military Schools” and let them concentrate on Science Education. Even if there is a failure rate of 80%, the Lethbridge School District needs only one Science Education Class for each grade, and the rest of the children may be spared of the pain, frustration and humiliation of taking Science-Math courses which they hate anyway. As far as the Science that is needed for Production Industry is concerned, that would be sufficient.

If so, is it not a waste of time, money, and manpower to try “Ramming Physics down the throats” of children who are going to be passive consumers of “science” as such? In terms of economic efficiency, University of Lethbridge need not have a Physics Department. It is a lot economical to pay the specialized students to go to “The Western Canada Federal Industrial Science University” where Research in such Science can also be concentrated. (U.S.S.R. seems to practice this.) Science is often said to be “universal” and “International”. If so, why not let a few American Elite Institutions for science-Technology take care of all North American needs in this regard?

At any rate, unless one is going to be a Hard-Hat Scientist or Engineer, why should anybody know anything about Science of that sense?

I ask the above questions to you, for I hope you would think about what “Science” means to you, What Values Science has, other than being an Infrastructure to Production Industry.

Your answers to the questions, I think are keys to the fundamental question of Science Education, and ways to respond to Einstein’s warning.

[*1. Historical note.]

I quoted Einstein’s statement made in 1954. But a long time before that the questions about “Science” and its relations with “Labor”, “Industrial Production”, “Power” and “Love” were raised by the 18th and 19th century Utopian thinkers.

F.E. Manuel. Utopian Thought In The Western World. (Harvard U. Press 1979. Leth. Pub. Lib. 335.02.M.) has chapters titled “New Face of Love”, “The triumph of Love”, etc. referring to Count Claude Heri de Saint-Simon (1790-1825), and Francois Marie Charles Fourier (1772-1838).

You find in the book that these philosophers dealt with problems of “Science” and “Love”, and rightly or wrongly made concrete proposals for Education so as to make an ideal Society. Interestingly, at first Saint-Simon was a believer of Science and sought salvation of humanity in Science. But he soon came to criticize the failures of “scientists” already some 200 years ago. He saw that scientists were no more than servants to Industry.

If you read on to Robert Owen and Karl Marx et al who followed, you find a long history of the unresolved struggle about “Science” relative to “Power” and “Love”.

As to Historical Development of “Masculine Science”,  Brian Easleea Witch Hunting, Magic and the New Philosophy, and Evelyn Fox Keller Reflections on the Gender and Science offer analyses.

As to Ideological Struggles about “Human Science” since the time of Marx, Paul Ricoeur’s Lectures On Ideology and Utopia gives a philosophical analysis.]

[*2. Canada has 1.2 Scientists & Engineers per 1,000 population. U.S. has 3.2, Germany (w) 2.1, Japan 4.3 (1981-82). About 40% of the U.S. scientists and Engineers are employed in the military-industrial complex, which makes the number to be about 1.9.

It is also known that some 1/2 of the US graduate students in science and Technology is imported from abroad. The science Education there, even for a limited purpose of supporting Industry, is failing, despite many “Tinkering” attempted on Science Curriculum. A recent joke (half serious) is that in order to free Male scientists to do SDI, science Education has to attract more Females who could replace Males in Science Teaching. That Teaching is considered to be “less important” than Research is the current ideology in the North America, and the joke carries the obvious Male Chauvinism.]


F. Cottrell. Energy And Society.

J.M. Fowler. Energy and the World.

E. Shumacher. Small Is Beautiful.

B. Ward. Spaceship EArth.

J. Ellul. The Technological System.

A. Toffler. The Third Wave.

D. Bell. The coming of Post-Industrial Society.

K. Polanyi. The Great Transformation.

E.P. Thompson. The Poverty of Theory and Other Essays.

F. Capra. The Turning Point.

M. Bellmann. Reenchantment of the World.

B. Easlea. Witch Hunting, Magic and the New Philosophy.

E. Fox Keller. Reflections On the Gender and Science.

P. Medawar. The Limits of Science.

M. Weber. Science As a Profession. (in Gerth and Mills. From Max Weber.)

H. Marcuse. One Dimensional Man.

Eros and Civilization.

M. Foucault. Archaeology of Knowledge. Power/Knowledge

F.W. Manuel. Utopian Thought in the Western World.

P. Ricoeur. Lectures on Ideology and Utopia.

I. Illich. Shadow Work.

P. Freire. Pedagogy of the Oppressed.

P. Colorado. “Science: A Way Of Knowing – AWay of Life” (in Child Welfare Needs. Indian Association of Alberta.)

Appendix to Part I.

On Tunnel Vision, Peripheral Vision, A-Life-Through-Doing-One-Thing-At-A-Time, Columbus’s Vision, and Dream Map In Your Head.

There are differences in Ways of Thinking, (Levels of intelligence, or Quality of Mind, etc.) But it seems that people tend not to see them. Using familiar examples, I would like to demonstrate the differences. The examples are also useful in distinguishing Power Science and Love Science. Besides, for teachers to know the differences in the ways mind works may have a pedagogical value. Let me cite 3 examples.

(A). Wayne Gretzky is said to be capable of knowing what his teammates are doing while chasing a puck towards the goal. The defense men of the other team try to block his advance not only by physical presence but try harassment, so that Gretzky may be disoriented. In this sense Hockey is different from Baseball. It is just as a “mental” game as a game of physical power. You like Hockey because it is a complex game, besides being a Powerful and Exciting one.

I do not know much about Hockey, but I count on your knowledge to try illustrating what it means to have a different way of thinking , or different levels of intelligence. Help me.

My question is this. How does Wayne know and keep track of his teammates while concentrating on the puck in front of him?

Chasing the puck is a “Goal Oriented” task. Your eyes are fixed on the Object. You are moving the Object to the Goal with all of your Power and don’t have time to look around. You have a Tunnel Vision to do that. That is the situation Newtonian Mechanics deals with. The motion is from a point A to point B. Yu force the way through. That is the way Power Science thinks; Max Weber in Science As A Profession, talked about this and said “If you are not willing to put on Blinders, you’d better go see a movie (i.e. you are not cut out to be a scientist/scholar)” If you have a purpose, you better concentrate on it. “One Track Mind” is the must in science. You understand that.

But that is not quite enough. Gretzky has something else in his mind. Remind you that just breaking through the defense is difficult enough. You do not have too much room left in your mind to think about something else, like which movies to go, etc.

Yet, it is said that Gretzky has a kind of “Moving Map” in his head and know where his teammates are at that moment and also anticipate where they are going to be. He also knwos defensemen of the other team are coming at him and about to give him a hard body check into the side wall. The Map is not the usual static one at a given time, but a dynamic one that contains anticipated Future, or the “Flow of the Game”. In that sense, the Map is a Relativistic one.

[I do not know, but I do not think Gretzky has ever taken Relativity course. Here, what is important is not whether Gretzky knows Relativity in formal sense or not. What is important is that, as educators or educators-to-be, you recognize it. The role of educators is not “teaching” anything like Relativity, but to recognize it in actions of people and encourage them. Any mediocre person can read physics texts to a roomful of students and think it “teaching”. To recognize what students are doing takes more understanding than just ability to read off texts.

Particularly, I think this ability to “recognize” what is in children is an absolute necessity, if one wishes to get involved in Cross Cultural Education.]

The “Map” is imaginary thing in his head. And I do not know how he carry and maintain it. He is not looking around. It seems that he make up the Map by Periphery Vision, plus perhaps by Intuition, Instinctive Feeling, or Dream-like Fantasy.

As to Periphery Vision, we know one thing. That is, even the 100 yard sprinter running gets the sense of his Body Balance from Periphery Vision. The sprinter has a Tunnel Vision as to the goal and the track in front of him or her. What the sprinter is doing is “One Track Minded” thing. But the Tunnel Vision on an object does not tell how one’s body is oriented. It is the Periphery Vision that tells your body orientation relative to the Environment that you are Not Looking At.

If you make an analogy here, you can sense what I am driving at. The way our Power Science and Technology do things is very much like the 100 yard race. Things are done with a Tunnel Vision, often in competitions with something or somebody. That is, Power Science-Technology has not Periphery Vision to sense its own orientation. The Natural and Social Environment is ignored.

What I am insinuating here is that Love Science is like Periphery Vision. Gretzky got it.

(B) To illustrate the Power of having a Map further, let me cite a historical event. This has to do with how Christopher Columbus got to America. In a sense, this is a bad example in that the Power was used to help build European Colonies. But the Map of Columbus is also a dramatic example of the fundamental method of modern science that I cannot resist citing.

Before Columbus’ time, European navigators were sailing along coastline using landmarks. The mode of operation is characteristically “One Thing At A Time”. This science of navigation was good enough for them to navigate around Mediterranean. It was powerful enough for them to go along African coast to its southern tip. They used to make maps with Landmarks. But to copy maps, and other reasons, they start drawing lines on maps. You note that these lines are not “Real”. They do not exist out on the ocean. They only exist on maps that human minds made. They are mental artifacts.

But the imaginary lines had a great effect on the way people think and act. Once lines are on the map, it is a matter of time for some navigator to think of sailing along a line, like “go on East Wind 10 knots for 2 days” and trace the course on a map to keep track of where the ship is. In fact, Spanish navy perfected the method to locate a fleet in the middle of the Atlantic shortly before Columbus’s time. Columbus learned that. Combined with the knowledge-vision that the Earth is round — and fortuitously there was an error that made the Earth look half its size —, Columbus came to see that India was just 40 days of sailing to the West.

Of course, only Columbus came to have the Map-Vision. Navigating on Imaginary Line was a new science, and others, even a map was shown, would not have had confidence in it anyway. The story says that Columbus had a mutiny on his ship, but since crews did not know how they could set a course to go home, he was not killed.

In a way, the lines are the Man-made Rules imposed on the Nature, and imaginary ones at that. Yet the Imaginary lines imposed on Space-Time was the foundation of modern Geometry and Physics. From that Descartes’ Analytical Geometry emerged, though the story is that Descartes had a Dream in which and Angel appeared and told him how to start New Science. Newton was very much impressed by Descartes’s Geometry and wrote his Mechanics emulating Descartes. Einstein came some 250 years after Newton and negated him, but he also used an Imaginary Map, i.e, Geometry.

Now the point of narrating this story of Imaginary Map is that Gretzky is doing precisely what Columbus, Descartes, Newton, Einstein did. He overcomes the Tunnel Vision by having a Map in his head. By the help of Imaginary Map, which he is not even conscious of, he can do something beyond “reacting” to the immediate situation in front of him, and go beyond the level of “intelligence” that is characteristic to the mode of operation called “One Thing At a Time”.

(C) When you become a grade one teacher, you have some 30 children each doing different things, each having peculiar problems, crying and laughing and some have to go to the bathroom. As a teacher, you care for each one and every one all the time. You know what each of them is doing and what they are about to do. If you think Gretzky is a miracle, you are a miracle.

How do you do that? Your answer probably is “One Thing at a Time”. After all, that is the most any human being can do. But what about your Periphery Vision? While you are wiping off Jony’s bloody nose, you are aware Betty and Rosy are pulling each other’s hair.

On the top of it, you have a Map in your Head called Lesson Plan or Day Plan. The Map is like Ideal Dream and never works under daylight. Nonetheless, without the Map, you would not be able to keep your sanity.

When you said “I do one thing at a  time, and just keep going”, you are not telling the truth. You do not work like Scientists in teaching grade one. You have to care about everything at the same time. But you somehow keep your physical and mental balance relative to, or by the help of the imaginary Map you have in your head. It is just that you are not “Consciously” thinking about it when you are rushing Nick to the bathroom.

What a human mind can do is amazing. Consciously thinking is just a minor insignificant fragment. Our “Rational Thinking” cannot do that, so we say “ONe Thing At A Time”. And we imagine we are running in a Maze with a Tunnel Vision. (The reason why Maze is confusing and disorienting is that we do not see the whole picture. That is when we have no Map. We do not have Environment to know where we are and guide our way out.)


I think you know what I am talking about. When you are in the world of children, you no longer have the luxury of having a Tunnel Vision on one object called “children” or “Class”. You are in it. They are all around you. Perhaps, you feel as if you are trapped in a Maze and you say to yourself that all you can do is to do “One Thing At a Time”. But actually, you do have Peripheral vision, Environmental awareness, Dynamic Map, and are performing a miracle.

“Love Science” to me is to recognize that miracle of yours, feel dignified and enjoy it.

***I add here two notes. (i) Today, Science is fragmented and no longer has a Vision-Map. It is pursuing “One Thing At A Time” with a tunnel vision. I am afraid, Science today, in that sense, has retrogressed, (ii) The Science of “visionary-Map” navigation was practiced by Polynesians long before Europeans came to know it. Native Hunters in the North woodlands also knew the Science, as Hugh Brody’s book Maps and Dreams (a NAS text) illustrates.



Applications of Indigenous Science: Mo`o Kiha Canoe Project (PDF)

Application of Indigenous Science ~ Mo’o Kiha Canoe Project

My husband Keola is a Kahuna Kalai Wa’a or, a Medicine Man of the canoes. In 1975 he built the Mo’olele, the first ocean going, double hulled voyaging canoe made in more than 150 years. The re-creation of the big sailing vessels triggered a cultural renaissance in the islands. The hundred years of colonization, missionization and plantation life destroyed 90 to 95% of the Hawaiian population in less than one hundred years. The rapacity of conquest left scant opportunity for preserving or perpetuating traditional ways. When Keola decided to re-create the voyaging canoe, he had only a sketch by an 19 century French artist to go by. There were no surviving models of the canoes not Elders who had ever built or seen one. Yet without canoes there would be no Hawaiians for the canoe brought them to the islands and shaped both their characters and societies.

The word for canoe is, ‘Wa’a’. ‘Wa’ refers to a segment of time and ‘a’ is the name for the Sirius star system – the origin of Hawaiian people. Interestingly, when Elders Hale Makua of Hawaii and Dr. Erick Gbdossou of Benin met, they discovered that their diverse cultures have the exact same words for the most ancient aspects of the culture. Both refer to the companion star of Sirius by the same name! Yet, western science only identified this star in our generation.

A few years ago, Keola and I visited Bella Bella, an Indian Reserve on the west coast of Canada. There we met a man who had been a Mason and was an expert in sacred geometry. He mentioned a geometric ratio called, the Golden Mean or Phi Ratio and recommended, ‘Serpent in the Sky’ a book on Egyptian culture and mathematics. It took a while but eventually I found a copy (this was pre-internet). I will never forget what happened when I gave the book to my husband. It was about 10:30 at night, we were in bed reading when suddenly he spoke in a very intense voice. “Apela, I got it. Listen to this, if the Phi Ratio is the mathematical formula for how life expresses itself then probably the Ancient Hawaiians who lived on the seas and in nature would think like that too. They wouldn’t have called it Phi, they might not have called it anything at all but they would have thought that way. Just think. This could answer the questions we could not find out about in the design of Polynesian canoes. A fish is made according to Phi principles. If I could design a canoe and apply the Phi ratio in as many design aspects possible then it could be possible to create a canoe that would be a perpetual motion ‘machine’. Once it got under way and was sailing, it would surf its own wave and would require no energy to keep going! Oh, fantastic,’ he said, throwing off the covers and padding downstairs and outside to his shop to put together a scale model to see how the application of Phi would change the design of the canoes he had made twenty years earlier.

Three days later the model was done. It was sleek stunning and did indeed alter the shape of the canoe. We were in love with it but then sad reality hit. There were no trees left big enough to make such a canoe and even making it out of modern materials would cost more than one hundred thousand dollars. Who would fund such a project? In a few weeks, Keola packed up the small model and put it away. Nearly two years passed.

Keola and I went for a ceremony with my Oneida people. During that ceremony, he asked the Ancestors and the Morning Star, permission to help heal his people. Within a few weeks of our return, people started showing up, volunteering their skills, others brought wood one was even a canoe maker from the Coast of Canada. Our dream project – to build a massive double hulled voyaging canoe – one that would incorporate modern features within a completely traditional design allowing the vessel to pass U.S. Coast Guard regulations and which could sail independent of a support vessel (which Hawaiians don’t usually have) had begun!

We started where we were at which is the first principle of Indigenous Science – everything we need is present in the nature around us. We began the construction in the garage – shop outside our house. Keola had made the first canoe, the Mo’olele or flying lizard, there in 1975 but ‘place and spiritual power’ are important aspects of Indigenous Science too and our house is built on a sacred site. My husband’s Hawaiian family has lived adjacent to a pond sacred to the great lizard later known as the Kihawahine – the spirit woman of fresh water, genealogy and conception. As recently as the 1800’s thousands of people witnessed the last appearance of this 36 foot black lizard in the pond. Because fresh water is so crucial for ocean people, the Kihawahine was revered. To even drop a piece of litter near this pond was punishable by death. When the Europeans arrived, the trashing of the site began and the last Holy Guardian of the site conducted the ceremony to call the lizard – probably in an effort to keep Hawaiians strong and to convince the Europeans of the efficacy and power of Hawaiian spirituality. The lizard came and received the traditional offering of awa – a sacred herb drink. The lizard rolled around in the water with delight! But this did not stop the colonizers from diverting the flow of water from the pond to their sugar cane fields. Subsequently, they land filled the pond. Since that time, water shortages have become common, people have forgotten their identity and West Maui, described as the ‘Venice of the Pacific’ became the semi- arid land it is now.

We did not know it when we began but Keola’s shop was the perfect place. Despite no funds and very limited space, we began to build a 62.5 foot long double hulled voyaging canoe that would take the community and future generations of Hawaiians throughout Polynesia and around the world. The people would no longer be isolated from each other or the global community. They would pick up where their Ancestors had left off!

We’re building the Mo’okiha (the doubly powerful Kihawahine) canoe in a totally voluntary way. In the first six weeks, we had 3,000 volunteer hours. Imagine the excitement. Hawaii has the highest cost of living in the U.S. Most local people must work 2 jobs – all in the low paying tourist industry – the only employer on the island. Nothing like this has ever been seen, It isn’t only natives, we have tourists, people from every culture coming by to help, that’s how it’s catching on. Because of the unprecedented support, the State and the County turned over a small park, adjacent to the sacred pond and right on the ocean. The Kihawahine, fresh water spirit, is guiding and protecting us. She surely must. To get 13 acres of oceanfront property – some of the world’s most expensive real estate, would be impossible otherwise. As of today, we have

put 6,000 hours into the canoe- the hulls, one representing the male sun and the other the female moon are just about done. The bottom of the canoe hull is the ‘kua mo’o or backbone of the lizard. It also refers to a body of stars used in open ocean, non instrument navigating. Next we will start on the I’ako (the curvilinear supports that connect the two hulls and serve as a foundation for a central platform which is akin to the planet venus). As you can see, the canoe is not just a boat. The design embodies principles of star navigation, oral history and worldview and Polynesian worldview is very sophisticated.

Francis Warther, Hawaiian Archaeoastronomer, writes:

Where are we? Who are we? for the ancient Hawaiian, to answer the first question was to realize the answer to the second. The Ancient Polynesian considered a very select geographical area of our planet called the ‘Tropic Region’ almost entirely ocean – the largest in the world, a unique marinescape…. This region had a limit, 1600 miles north and 1600 miles south of the equator, called the “Navel of Wakea” and each half, the north called Kane, the south Kanaloa, WERE MIRROR IMAGES OF EACH OTHER IN TIME, SEASONS AND CALENDAR NAMES.

[Hawaiian Identity and the Tropic Skies, p.1 Warther, Francis]

Polynesia islands straddle the equator. The north and south regions are identical and opposite. Water, winds and weather move in opposite directions. Summer in the north is winter in the south. The canoe with it’s two hulls and central platform represent the tropic lines and the equator.

“Only within the Tropic property line limits will the sun climb to the Zenith (Lolopua) directly overhead twice a year for each Tropic island. The sun will be directly underfoot about twice a year at the nadir for each island.

This astronomical fact was the basis for the unity of Polynesian mythology and provided the cosmic connection, the imprinting as it were, of the Heavens to the Sea and its Islands. The belief of Mana, the cosmological generating power of life and renewal capable of infusing a person or thing with immortal sustenance, is I believe, directly connected to the position of place under Heaven and the primordial sea.

[Hawaiian Identity and the Tropic Skies, p.1 Warther, Francis]

These perceptions, singular to the members of the Tropic community have a profound influence on the thought process and values of the society and its regulatory rules….a distinct Polynesian logic has been shaped by this cosmic reality – that position in the world influences and directs ones concept of space and time and even more profoundly the logic of thought processes.

. [Hawaiian Identity and the Tropic Skies, p.4 Warther, Francis]

Roy Wagner shows how the canoe design emulates the inner workings of the ‘tropic philosopher’. “his apprehension of knowledge is dialectical rather than rationalistic.” The Polynesian philosopher creates and uses “ a tension of dialogue, like an alternation between two conceptions of viewpoints that are simultaneously contradictory and supportive of each other. As a way of thinking, a dialectic operates by exploiting contradictions, against a common ground of similarity rather than by appealing to consistency against a common ground of differences after the fashion of rationalistic or linear logic.”

Warther goes on to point out the limits of linear logic to resolve multi-faceted problems and notes that conflict resolution (Ho’oponopono) has been central to Hawaiian culture placing kin, community and leadership in a balanced relationship to cosmic and ecological cycles and who patterned their social, politic organization on what they saw as priorities of order of the astronomical heavens.

Warther concludes with the statement that the survival of humanity depends on our ability to become members of the “Tropic Club”. That is to respond adaptively to the “mental equations contained in the logic of non-linearity passed to us by the Ancient Hawaiian culture.”

As we build the canoe, we are also building identity. Elders like Francis Warther come to the new canoe Hale (house) to teach and to share their wisdom. Hawaiian Elder’s Auntie Mahilani Poepoe and Hale Makua stop by to offer cultural insights, encouragement and love. The more we work the more we are being integrated into the web of life – the Aloha of ancient Hawaii – and the more synchronicities occur. Two striking examples of this come to mind.

When Keola built the first canoes in the 1970’s he was fortunate to find the remains of a partially completed ancient canoe in an a shelter cave. The canoe was falling apart but to his trained eye, the aged pieces of wood were a university that told him how certain cuts were made, what lines to use and even answered critical design questions about ropes and how they were attached but some things could not be answered. Ancestors came to him in dreams. He would fall asleep with a design question and wake up in the morning knowing the answer. But some things could not be solved and he had to make an informed, ‘best guess’ – choices that haunted him. Keola had incorporated all the ancient design features he knew in his canoes. Often he was ridiculed as the features made no apparent sense. The Manu or upright tips at the ends of the hulls were a good example.

Keola and three other adults took a group of eight children out in the Mo’olele. Suddenly a 40 knot wind hit. Ocean swells rose to twenty feet – extremely dangerous. The canoe was moving so fast that she passed the crest of the wave and slid down into the trough. Water began pouring onto the hulls and pushing them down under the next wave. An ordinary canoe would sink in this situation. Suddenly the brilliance of the ancient design shone through. The curved, points of the Manu came slicing up through the waves bringing the rest of the hull along with it! The children and crew made it safe to shore and after that, no one ever again doubted the minds of their Ancestors.

Keola was determined to regain and incorporate even more of the traditional designs into the Mo’okiha and finding out about the Phi ratio provided a key to guide in the construction of elements where the traditional knowledge was absent. But what if this was not accurate? He posed this problem to Kauai archaeo-astronomer, Francis Warther who shocked us with his response. Not only did ancient Hawaiians know about Phi, but had built Malae, an entire pyramid dedicated to the teaching of both pi and phi. Warther then produced a diagram which he happened to have with him!


Incorporates the “cosmic proportion” of:



Six divided by Five equals 1.2
1.2 is Pi over Phi squared
Pi over Phi squared is 3.1416 over 1.618 squared

These two harmonic proportions drive the universe. Both are contained in the data bank of Malae.

Warther and Makua point out that the Malae also integrates astronomical information. In this case the site is oriented to the constellation Pegasus as well as heliacal rising and settings of various stars and planets.

Nearing the completion of the hulls raised the question of spacing. How close or far apart would the hulls have to be to conform to the Golden Ratio? Keola worked at this question in many ways including consulting with Elders. No one knew. We prayed and we worried. One day a young German man and wife stopped by the canoe house. They had lived in Fiji for six years because they were building a canoe and wanted to learn about traditional Polynesian canoe design. The Elders had refused to share their teachings so they built an essentially western canoe with obvious Polynesian design elements incorporated. They were very hurt and discouraged but sympathetic to the historic wounds which stood between themselves and the Fijians.

Keola, master canoe maker of Hawaii, shared openly with this young man as he does with all people but he also had a hunch. Sure enough. The next day, just hours before

departure for Europe, the German man appeared at our door. He confessed to Keola that as he prepared to leave Fiji an Elder took pity on him and passed on one traditional design secret. It was all this young man had and he wanted to keep it to himself. He said that after meeting Keola, and not sharing what he knew, that it kept him awake all night so he knew he had to pass on the information. What he said thrilled us – it was the ancient formula for joining the hulls and… it conformed to the Phi Ratio!

So this is a good example of the way Indigenous Science and the Ancestors work to help us when we dedicate ourselves to remembering who we are. Because colonialism is a global phenomenon, we find ourselves receiving guidance from diverse sources – books, guests from other countries, dreams, oral history – that is because our Ancestors always believed in sharing. This is another reason why gatherings such as Coumba Lamba are so important. As we meet, we begin to put together the pieces of the Great Knowledge that each of us has. In the Great Forgetting the Knowledge was disbursed so that no one tribe would have all of it and so that the only way to restore ourselves would be by coming together as was done in Ancient times.

Tonight at Coumba Lamba there will be a ceremony with water and your ancestors. It’s the same type of Spirit and way that has been guiding and empowering us. It is an African ceremony with it’s own unique cultural aspects but emanates from the same source. I encourage you to join us and to remember our indigenous science of relations, peace and Aloha – the turning of the face to God – our Ancestral Remembrance.

Choctaw Grandmother, Pokni, Mary Jones, will now close this session with a prayer.

Pokni Mary Jones

CONCLUSION; Grandmother’s Blessing

I can feel there’s something here, there’s power here. If it wasn’t the power and the Spirit’s power, we all wouldn’t be here. I am so glad that I know her (Apela). She don’t

know I know her but I do and I’ve been working with her for the last 11 years. It’s somebody I have never seen (before working together) and I didn’t even know who she was. But it was a dream that brought us together, it was a rock1 that brought us together, it was the Spirit.

Kowi anukosha,
A depiction of Marys Rock

I’m glad they did; I worked with her and worked with this indigenous science thing. I don’t know much about the science things, I’m not well-educated to know science, but I know my Choctaw science. So my science and Western science; we can compare and I still believe my science because things are just about the same – white people’s science and Native people’s science are just about the same thing. What I learned, I learned by spirit. I don’t learn from reading or nothing like that. I learn from traditional ways. So,

1 In 1990 I had a dream of a special rock. A few months later I visited Choctaw Chief Jerry Jackson in Louisiana. I related part of my dream to him. He interrupted and said we had to call his Aunt Mary as she was the Elder who knew of these things. When Mary came into the room I felt as if I knew her and she later said that she felt the same with me. I told her my dream and she was shocked. She said, ‘I can’t believe it. You just dreamt my rock’. We have been close ever since. Kowianukosha is a little person, a nature spirit with great powers. He is also a trickster who throws this sacred type of stone at people especially healers to help them in their work.

that’s the Spirit that’s with me and I’m so glad to be here with you all. I don’t know what I can do or what I can say but I hope and pray that the Spirit takes care of you all and bring you all back together and give you all what you want, what you all need to be here together today, this week, all this time that you all spend together. Something good will come out. It might not be next week, or next year, but something good is going to come out of this. And this day you all remember it for your next generation. I’m glad to be here with you all and bless you all. Somehow all this touched me and I know so I’m going to pray for you all, all of us together this evening.

(Prayer in the Choctaw language) This session is officially closed. Thank you.