Abstract

This thesis presents a discussion of Hawaiian epistemology. Hawaiian values and beliefs, as they influence Hawaiian "ways of knowing" are first placed in a political context, then reviewed in a historical context via literature, and finally, current opinions on the topic are noted through the voices and lives of twenty Hawaiian educational/cultural leaders. ;This qualitative research study has utilized historic and contemporary Hawaiian voices to illustrate cultural mores, identity, and cosmologies. Ontological priorities and values, relevant to Hawaiian knowledge production and exchange, are also used to provide a philosophical framework for effective education. ;Epistemological themes surfaced from a preliminary Pilot Study and literature research. The major themes are: Spirituality and Knowledge--Cultural contexts of knowledge; That Which Feeds--Physical place and knowing; Cultural Nature of the Senses--Expanding notions of empiricism; Relationship and Knowledge--Notion of self through other; Utility and Knowledge--Ideas of wealth and usefulness; Words and Knowledge--Causality in language; The Body/Mind Question--The illusion of separation. ;Five more philosophic threads wove throughout all thesis interviews and are discussed in the Findings chapter. These cultural sinews tighten the weave of philosophy presented within this work. Although some threads and epistemological themes are similar, the five threads as a whole offer a more tangible, real-life way to begin the more "broadly drawn" discussion of Hawaiian epistemology. The five threads are: Role of place, history and genealogy in knowledge exchange; Culture restores culture; Duality of educational systems; Experience, practice and repetition--key components to knowledge; Role of morality in knowledge acquisition. ;Hawaiian informants shed light on many topics. For example, body-centric empiricism, cultural objectivity, effective teaching, emotions and intellect, the role of students, proper practice, and larger issues of morality with regard to knowledge were woven into informants' life stories and descriptions of how they experienced information and thus created knowledge. Mentors also placed their ideas within a political time that underscored the on-going struggle of Hawaiian identity. ;Finally, this thesis asks the question: "Can Hawaiian identity, intellect, and culture be restored and strengthened within a non-Hawaiian epistemological system?"