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Indigenous worldviews
"Humans have the responsibility for maintaining harmonious relationship with the natural world."
"Human thought, feelings and words are inextricably bound to all other aspects of the universe."
Western worldviews
"Humans exercise dominion over nature to use it for personal and economic gain."
"Human thought, feelings and words are formed apart from the surrounding world."

Kawagley, A. O. & Barnhardt, R. (1998). Education indigenous to place: Western science meets native reality. Fairbanks: Alaska University.

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"Early Chinese philosophical and historical texts contain sophisticated conceptions of the nature of the cosmos. These ideas predate the formal development of the native belief systems of Daoism and Confucianism, and, as part of the foundation of Chinese culture, they were incorporated into the fundamental tenets of these two philosophies. "

Department of Asian Art. “Nature in Chinese Culture.” In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000

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Tien-rén-hé-yi -- the harmony between humanity and nature

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"Man takes his law from the Earth; the Earth takes its law from Heaven; Heaven takes its law from the Dao.The law of the Dao is taken from the nature."

Laozi, & Ryden, E. (2008). Daodejing. Oxford University Press Inc.

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the Thousand Character classic

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Self-made ancient Chinese sundial

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Observation diary on garlic

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"The tide has turned and the future of indigenous education is clearly shifting toward an emphasis on providing education in the culture, rather than education about the culture."

Kawagley, A. O. & Barnhardt, R. (1998). Education indigenous  to place: Western science meets native reality. Fairbanks: Alaska University.

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1.  “Similarly, Michelle Salazar Pérez and Cinthya Saavedra (2017) challenge the Global South/North distinction that exists in America in the early childhood education field, arguing that Global South onto-epistemologies have been disregarded.”

Q: What leads to this Global South/North distinction in ECE (or education)? What can be done or is being done to improve the situation in your context?

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When learning about nature, what makes outdoor learning special and beneficial to children (or students) compared with indoor learning?