“What is the meaning of kuleana and how could it help us address the world's greatest challenges?” So read the essential question for the May Term course, ‘Isolation & Interconnectedness: Exploring the Intersection of Biology & Culture in Hawaii’. At the end of the course, students offered reflections on this question. Here are some of them:
“Kuleana, often translated to reciprocity, goes far beyond any definition of responsibility. It is a feeling of duty, not just to repay, but to thank, give back, and pass on. One can have a sense of kuleana to the land, to family, to teachers or leaders.” – Liliana ‘22
“Kuleana represents a connection between land and those who live on it. In some sense, it is similar to land ownership. Those who live there have a right to use it. Build it, grow food on it, and live on it. But they also have a responsibility to maintain it, for their own benefit, and all who will live there in the future. The land becomes a person, not a resource. Kuleana is gratitude.” – Elijah ‘23
“The feeling of kuleana is one that a person feels for their home. So, since of course the world’s greatest challenges rely on many people to solve them, people must find their home on Earth in order to solve the problems that the whole Earth faces. Kuleana is a double motivator for these challenges; it conditions people to give back to the planet that, one way or another, sustains them, and it rewards people for working to benefit their home, both mentally and tangibly.” – Ari ‘23
“This wholesome presence [kuleana] is a valuable –and often lacking– mindset to carry into impactful conversations. Across political, scientific, and everyday personal discussions, the awareness of respect and responsibility in a dynamic is incredibly valuable.” – Keira ‘22
How did students come to these poignant understandings of a Hawaiian word unknown to them just one month earlier? Their deep dive into kuleana began at Watershed through some work with ecological, evolutionary, and geological concepts, field work at the NCAR fire scar, a visit to the CU Museum of Natural History, a visit to the School of Mines, and various readings about Hawaiian history and culture.
Then, it was off to Oahu, Hawaii! Students were immediately immersed in Hawaiian ecology, geology and culture. Through experiences with community partners and experts at the Bishop Museum, Hawaii Institute of Marine Biology, Hawaii Wildlife Ecology Lab, Hui Nalu Canoe Club, Le Jardin Academy and Community Farm, Sacred Hearts Academy, and Sustainable Coastlines Hawaii, students learned about the unique biology, ecology, and geology surrounding them. Students asked questions and heard stories from scientists and naturalists about the connections their research has with the land and people of Hawaii. Students volunteered with invasive plant removal, native plant replanting, and plastic beach clean-up projects organized by Le Jardin community farm, Malia, with Hawaii’s Department of Land and Natural Resources, and Sustainable Coastlines Hawaii. They camped, hiked and swam across the south shore, east side, and north shore of the island. They joined a biology class at Sacred Hearts Academy, went to a local film festival, paddled outrigger canoes, and were taught traditional Hawaiian games, lei making and ti tree lei making by students and teachers from Le Jardin Academy. Students were also able to experience Hawaiian culinary delights including spam musubi, fresh coconuts, leche fruits, and lu’au.
Watershed educator, Chelsea Zaniboni co-designed and led the course with colleague Becky Poore. Chelsea lived and worked in Hawaii for several years and still has family on Oahu. When asked what this course meant to her, Chelsea replied,
“Something that I love about Hawaii is the tangible connection between people and place. Bringing my students to Oahu to investigate this aspect of culture and build on meaningful relationships was hugely powerful. I believe strongly that feeling connected to the place in which we live helps us build a healthy sense of accountability and enact positive change. This trip encouraged just that. The relationships with experts, students, and families that we built upon on this trip were joyous, influential, and lasting. Though small and isolated, there is so much we can learn from Hawaii to support our livelihood and our relationship with the environment back at home.”
Students were asked to offer final reflections on their experience in this course. Here are excerpts from what they said,
“A trend on Watershed trips is that I notice a way I can improve. In past trips it has mostly been mental change, outwardly shown by my confidence, or small fixes in how I think and carry myself. During this trip I realized that along with the mental growth I have obtained, I want to change something bigger. We spoke to Sustainable Coastline, a nonprofit organization, about how people fall into a hopeless mindset regarding climate change. I acknowledge that I have had the ‘were practically doomed’ mindset for a while, but I found hope talking to them. Even small actions I take by changing what I buy and eat can make a tiny difference, and I want to make that change in my life, as well as bring hope to people around me.” - Jenna ‘22
“Over my time in Hawaii, the most impactful thing that I had learned about and experienced was how centered around self-reflection the Hawaiian culture seemed to be. Everything that we learned about, from kuleana to the kilo observation techniques, seemed to have profound importance on knowing yourself and then using that to make a difference. The kuleana, from what we had heard and seen, was intended as a sense of responsibility; most people we had talked to had genuinely believed that it was their responsibility to pick up trash on the beach, replant native trees, or something else along that line. The most important one we had learned of over the trip was the Oli when we were tasked with declaring our intentions for being in a place to make sure that we were making the most out of the experience we were given. Beyond that, most of these people also felt that it was their responsibility to teach us. Once we are able, it will become our responsibility to teach the next generation to continue the cycle of caring for the land that we live on and protecting native agriculture.” –Joshua ‘23
“I went into this trip with an incredible love for science and biology. I left with an even deeper understanding of why the work scientists do is important. In Hawai’i, we spent countless hours doing service work, research, and learning the history of the place we were staying. From my time in Hawai’i, I discovered a deeper meaning of the relevance that science has. Beside the fact that it’s essential for developing a more sustainable future, I also realized how important it is for cultures. Creating and recreating thriving bioculture can bring together communities and people from all different backgrounds.” –Raina ‘23
Our experience in Hawaii was, to say the least, transformative…Our group has experienced Kuliana. Our group has experienced Aloha Aina. Our group has experienced the effects of colonization. Our group has experienced Kilo. Basking in the rich cultural history and the ecology of the place we are guests in changes the viewer's experience so much. In a way, it binds you to the surrounding environment, making you one with your experience. Not only did we learn or hear about these things, we constantly practiced them over the course…I find myself reaching into my home environment, being more observant of the surroundings, and being attentive to the waste I produce and the impact I have.” –Zac ‘23
Explore the full course blog here. It’s filled with insightful, inspiring, fun, and sometimes just plain silly thoughts, reflections, and photos from all of the students who participated in “Exploring the Intersection of Biology & Culture in Hawaii.”
You can read everyone’s final reflection on the essential question, What is the meaning of kuleana and how could it help us address the world's greatest challenges? here.
Are you interested in learning more about Hawaii? Students selected an additional book to read and write a reflection on during this course. You’ll find their choice book reading list here.
