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Presentation given at the workshop on Hawaiian, Oceanic and Global Cultural Astronomy, Hilo, 16-20 August 2015
Cultural astronomy research in contemporary societies requires knowledge of the indigenous languages which encode that knowledge of the sky. Here we discuss two examples illustrating the errors which can occur when there is inadequate control of the relevant linguistic issues. These errors are of two types, deriving from (i) invalid assumptions about translational equivalence within complex domains of knowledge, and (ii) inattention to subtle linguistic distinctions. Avoiding these errors requires both greater attention to cultural astronomy on the part of linguists, as well as increased interdisciplinary collaboration between astronomers, anthropologists, linguists, and indigenous communities.
Monuments and People in the Pacific
Orientations and Astronomy in Prehistoric Monumental Tombs of Nan Madol (Pohnpei, Micronesia)2014 •
In this paper the orientations of stone burial monuments in two archaeological sites on the island of Pohnpei (Federated States of Micronesia), Nan Madol and Sapwtakai, are analysed. The results are discussed in the light of oral and archaeological information available about the history and religion of the traditional Pohnpeian culture and archaeoastronomical studies from other areas of the Pacific.
This case study of Lamotrek Atoll with comparative analysis of the literature on the Trukic continuum is an attempt to describe traditional education in Micronesia with the purpose of identifying traditional schooling pedagogies not unlike those found in modern schooling institutions. Information concerning traditional educational processes and practices in Micronesia has long been a neglected area of study. In general, these subjects have been dealt with in superficial terms, following a pattern wherein traditional education in Micronesia is described primarily as an informal process with some formal training of specialists such as navigators and canoe builders. There has been no in-depth survey of traditional educational practices, no assessment of their collective meaning, nor any reconstruction of the processes by which Micronesians were formally educated before foreign-introduced schooling systems assumed a dominant role in the region. The void in the education literature on traditional schooling in Micronesia rests partly on the informal-formal dichotomy which writers have been using to describe educational processes and practices. Using La Belle's theoretical model of formal, nonformal, and informal educational relationships, field data on traditional educational pedagogies was collected on Lamotrek Atoll. Field methodology included participant-observation and formal and informal interviews conducted in the Lamotrekese language. The primary field "site" for sampling information consisted of master-teachers of specialized skills who were recognized in the Lamotrekan community as having rong "sacred knowledge." The secondary field "site" for sampling consisted of the apprentice-learners who were receiving this knowledge. The results of this study suggest that formal traditional schooling pedagogies in Micronesia similar to those found in modern schooling institutions are most clearly manifested at the level of high-ranking professions represented by "taboo men." In the past, the guilds or specializations on Lamotrek which were represented by "taboo men" included navigation, weather control, and divination, with the possible addition of martial arts. Nonformal schooling pedagogies were found for the specializations of canoe building, canoe restoration, house restoration, and healing by massage. Evidence in this study strongly suggests that a non-Western, model-based configuration of traditional formal and nonformal schooling still exists in Lamotrekan society in the specialization of navigation for the former and in all of the specializations for the later.
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