Reflections on Indigenous Learning Paradigms and Cultural Education by Mundiya Kepanga, Chief of the Huli Tribe, Papua New Guinea
In his poignant reflection, Mundiya Kepanga, the esteemed chief of the Huli tribe in Papua New Guinea, provides a profound insight into the indigenous approach to learning and education. Drawing a sharp contrast between the traditional Iba Gidja schooling of his tribe and the formal Western education system, Kepanga eloquently emphasizes the intrinsic value of culture, identity, and holistic understanding in the education of his people.
Kepanga eloquently underscores the origins of formal schooling as a Western invention, characterized by tables, chairs, boards, and diplomas. The Iba Gidja, on the other hand, was an indigenous form of education deeply embedded within the fabric of the Huli tribe’s cultural heritage. He highlights a unique rite of passage, wherein young members grew their hair, signifying a period of initiation during which they imbibed crucial life lessons.
Central to this initiation was the transmission of rules and values that promoted harmony, respect, and environmental stewardship. The act of communal living and learning fostered a profound sense of interconnectedness with both their fellow tribe members and the natural world. This stands in stark contrast to the individualistic and materialistic tendencies that Kepanga believes are cultivated by education devoid of cultural context.
Kepanga’s emphasis on the symbolic significance of hair and feathers unveils a deeper layer of meaning. The chosen haircut and ceremonial adornment serve as outward expressions of inner values, dignity, and cultural understanding. These markers of identity reflect a comprehensive engagement with their heritage, affirming their role as respectable individuals within the broader societal tapestry.
The chief expounds upon the integral role of culture in providing a foundational framework for existence. Kepanga contends that without cultural moorings, individuals lack the compass to navigate life guided by ancestral wisdom and respect for the legacy of their forebears. Herein lies the essence of their ethos: cultural preservation engenders not only individual respect but also collective responsibility for community welfare and environmental preservation.
Kepanga’s argument delves into the ramifications of education devoid of cultural grounding. He astutely posits that such an education risks nurturing egocentrism and avarice, which undermine the very fabric of traditional societies. This detachment from cultural values culminates in the deterioration of social structures, a notion corroborated by research. Indigenous knowledge, once an integral part of upbringing, has dwindled due to the advent of residential schools and forced assimilation efforts.
The chief’s assertion of a three-pillared education model for a brighter future resonates with profundity. Cultural respect and the preservation of traditional knowledge stand as the foundational pillars, buttressed by the essential principles that underpin familial bonds. The synthesis of these indigenous pillars with the lessons gleaned from modern educational systems holds the promise of holistic growth, empowering the next generation to navigate the complexities of an evolving world while preserving the essence of their heritage.
In conclusion, Mundiya Kepanga’s reflection on education and learning encapsulates a poignant plea for the integration of indigenous cultural values and traditions within the framework of modern education. His profound insights underscore the vital importance of intertwining cultural roots with contemporary knowledge to shape a world that respects both the past and the future. Kepanga’s wisdom transcends geographical and temporal boundaries, inviting societies worldwide to reevaluate their educational paradigms and honor the profound interconnectedness between culture, identity, and sustainable stewardship.
This piece draws its inspiration from a captivating entry featured in the Global Education Monitoring Report by UNESCO. If you’re curious to delve into the original source, I invite you to take a leisurely stroll through the thought-provoking blog post available right here: https://world-education-blog.org/2016/09/15/in-my-tribe-we-go-to-a-different-type-of-school/?s=08
