Two-Eyed Seeing

Integrative Science In the 1990s, Murdena and Albert Marshall, and Cheryl Bartlett, began a grassroots effort to encourage Indigenous students to participate in science and science-related programs at Cape Breton University (CBU), by developing a science curriculum of both Mi'kmaw and other Indigenous knowledges (IK) and ways of knowing, with mainstream/western knowledge. Its inception began when Bartlett asked Murdena why there was a lack of Mi'kmaq enrollment; her reply: "Well, we Mi'kmaqs have been here for thousands of years—don't you think we've learned something about plants and animals?". The tendency for Western science to fragment and silo the world does not fall in with Mi'kmaw worldview, and thus another reason for a lack of enthusiasm from Mi'kmaq students to pursue an academic career in science. In 2001, the Maritime Provinces Higher Education Commission approved the program and was then operational as an accredited university degree program in fall of 2001. In 2010, the program was formally assigned to the then new Department of Indigenous Studies. As of 2010, Albert, Murdena and Cheryl were no longer associated with the academic program of Integrative Science but have continued to work and promote the philosophies of Integrative Science. Albert Marshall, husband to Murdena Marshall, is from the Moose Clan and has been instrumental in being a voice on environmental issues for Mi'kmaw Elders in Unama'ki. Albert, in 2004, brought to light the guiding principle of Two-Eyed Seeing. Both Murdena and Albert were awarded honorary doctors of letters by CBU in 2009 in recognition of their work encouraging the integration of both Indigenous and Western knowledges, and have subsequently been contributors to the Integrative Science (IS) co-learning journey at CBU, alongside Cheryl Bartlett. Dr. Cheryl Bartlett is a biologist, specializing in wildlife parasitology, and friend of Murdena and Albert. The trio have worked together professionally to weave Indigenous and Western knowledges within science curricula and projects. A symbol, often associated with Two-Eyed Seeing, is Trees Holding Hands, conjured by late Mi'kmaw Chief of the Acadia First Nation, Charles Labrador. In Labrador's words, "you see the birch, pine, maple. Look underground and you'll see that all those trees are holding hands. We as people have to do the same". == Challenges ==

In the Mi'kmaq language, (Integrative Science) evokes the idea of bringing knowledge together using the principles of Two-Eyed Seeing. The Two-Eyed Seeing approach is a method of education within Integrative Science that takes on a more holistic, multidisciplinary, and trans-cultural interpretation of the natural world and beyond. The advancement of Integrative Science may pose certain challenges, some of which include differences in interpretation among Indigenous and Western knowledge, differences in knowledge transfer, and available resources. Philosophical differences among Western and Indigenous knowledge can lead to interpretation problems when attempting to understand the environment from both perspectives, for both the educators, researchers, and learners. Western-trained academics and researchers can unconsciously or consciously categorize it within classifications to understand the concept within Western science philosophies, missing the foundational make-up of Indigenous knowledge as fluid, adaptable and continuously evolving. There can be an added pressure on Indigenous students who can be seen as experts on the subject and be called upon to share their 'expertise'. Indigenous knowledges can be seen as living and breathing, based on "gardening" knowledge with living knowledge-keepers, compared to knowledge transfer via books and papers, widely used in Western-based curricula. Knowledge gardening reflects the inclusion of community members, such as Elders and people who work the land, to transfer knowledge passed down from generations and using examples and issues that reflect the interests of the students, and the community in general. == In practice ==

Since its introduction, TES has been recognized and applied in Canadian academic institutions, community research, government strategic plans and policies. was created to aid children express their pain and hurt to health care professionals. Through TES, early health care experiences of Indigenous youth were improved with the accessible distribution of health and wellness information and tools, that met the needs and requirements for both Indigenous and non-Indigenous youth. It suggested that seeing through one eye with the best of the Indigenous ways of knowing could be a model for balancing ethical concerns with technological priorities as seen through the eye of Western science. Other examples of the concept of TES being used include the Department of Environment in Nunavut, in which the department used TES to manage their Arctic lands, and led camp events for students, through the Department of Education, to integrate Inuit knowledge and Western science. highlighting its importance in Indigenous health research. outlines their commitment to continue to implement the integration of Indigenous ways of knowing within health research and decisions. == References ==