gardens – Hands Back Hands Forward

Health is Addressing the Needs of the Whole Person

Understanding Medicine Wheel teachings can help us to know the importance of balance, holism, connection and community; however, this is only the beginning of the meaning behind this powerful and oft-times simplified symbol of life and health.

Why is the Medicine Wheel often used to represent health and well-being for Aboriginal people? Is it simply because it offers an intuitive model of whole-person health? Or is there more to learn, reflect upon and understand about this symbol? Elder Mary Lee says “The old people will tell you it is life itself.” Thus, we have chosen the Medicine Wheel as a powerful tool and starting place for considering the health of our children and of our schools. Healthy schools address the needs of the whole person: spritual, emotional, physical and intellectual.

This video, which describes the experiences of participants in Vancouver’s Urban Aboriginal Community Garden Kitchen Project, illustrates the importance of nurturing the whole person. Although the video focuses on adults, the key take-away message – nurturing one’s spiritual, emotional, physical and intellectual needs through community and tradition – is an important concept to consider in the development of Vancouver’s Aboriginal Focus School:

Learn More: Resources

Four Directions Teachings.com – A multi-media resource that explores “Indigenous knowledge and philosophy from five diverse First Nations in Canada”. Includes lesson plans for elementary and secondary teachers.
The Sacred Tree – An illustrated book that explores Indigenous philosophy based on Canadian First Nations beliefs about The Sacred Tree and the Medicine Wheel.

Health is Embracing One’s Relationship and Responsibility to Nature

Bringing nature into the pedagogy and curriculum of a school is critical for the health of the students and the community as a whole. There is reciprocity in our relationship with nature. As we nurture, so shall we be nurtured.

One example of bringing nature into the pedagogy and curriculum of a school is through community garden projects that stress regaining food sovereignty and traditional food practices and learning how to nurture nature is one way to “restore a sense of well-being and interconnectedness with the rest of creation” (Waziyatawin, For Indigenous Eyes Only: A Decolonization Handbook, 2005, p. 78).

This video documents an Indigenous community in Peru where the chacras or gardens are at the core of family and community life; the gardens are used in the curriculum and pedagogy of the community school:

Learn More: Resources

Indigenous Food Systems Network: “The Indigenous Food Systems Network Website was developed by the WGIFS to allow individuals and groups involved with Indigenous food related action, research, and policy reform to network and share relevant resources and information.”
Start a School Food Garden: This comprehensive resource from the BC government provides practical information for a school garden project including possible community partners, policy information, research and success stories.