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Each quarter we focus on one of our core Hawaiian values. A variety of lessons based on the theme have been developed as a resource for our teachers, schools, and mentoring program participants to supplement the hands-on learning that occurs on-site.
ʻAʻohe hana nui ke alu ʻia
ʻAʻOHE HANA NUI KE ALU ʻIA. #142*
No task is too big when done together by all.
Think back to a time when you and a group of others accomplished something that was incredibly challenging and may have seemed almost impossible. How did you get through? Who was with you, and how did their encouragement and support help you? How might it have been different if you were completely alone?
We all come across challenges that seem almost insurmountable when faced by ourselves. It is in these moments that we are often forced to reach as deep and as wide as possible, tapping into parts of ourselves we may not have known existed and reaching out to those in our community we may not have previously relied on for help. These times are incredibly humbling and character-building, and yet, when we come through them we are not only strengthened, but encouraged by being able to witness what we have accomplished together.
The value of community and of ʻohana (family) is woven through almost every part of the Hawaiian way of life. It would be impossible for people to work individually to care for thousands of acres of loʻi kalo (wetland taro fields), to build 500 acre fishponds and numerous hale (houses/structures), and to care for the streams, waterways, uplands, and ocean resources that span our islands. Each of these tasks would be overwhelming for any one person. However, when we work together, a multiplication takes place, and we are able to accomplish more than what would have been possible through our individual efforts. The result is not only the accomplishment of having completed the task, but a strengthened community that is confident in its ability to innovate and to overcome together.
INQUIRY QUESTIONS
What do you think about the proverbs listed below? Do you believe they are true? Are they similar to or different from an American perspective? Are they similar to or different from how you were raised?
“It takes a village to raise a child.” (African proverb)
“If you want to go fast, go alone. If you want to go far, go together.” (African proverb)
What are the major differences between communal and individualistic societies and ways of viewing the world? Which do you feel like you ascribe to more? Why?
Think of a time when you faced a task or challenge that seemed insurmountable. How did you get through that challenge? Who were the ones you traveled with during that time? How did they help you to get through?
VOCABULARY
Laulima: Cooperation, joint action. Literally: many (400) hands
Hana: To work or to do something
Nui: Big, large, abundant; a lot
Alu: To cooperate, act together
ʻOhana: Family
Loʻi Kalo: wetland taro fields
Hale: House, building
He Waʻa He Moku, He Moku He Waʻa
He Waʻa He Moku, He Moku He Waʻa
Imagine you are preparing to sail thousands of miles away. What would you take with you? What skills and resources will you need to complete your journey successfully? How are you preparing?
As you launch out and begin your journey into the open ocean, the reality sets in that everything you and your crew need to sustain yourself is on board. You are surrounded by hundreds of miles of ocean in all directions.
In Hawaiian, the name for the area on the waʻa (voyaging canoe) where people typically stand is sometimes known as the honua. Honua also means land or earth, which gives us incredible insight into the Hawaiian way of thinking about voyaging as well as island life. The navigators sailing between Hawaiʻi and Tahiti stand on the same honua as their ʻohana whose feet are planted in the loʻi of Kailua. Both practice incredible skill, both have a vision for what they cannot yet physically see, and both are incredibly aware of their reliance on ʻāina and on that outside of themselves.
This ʻōlelo noʻeau reminds us of our dependence on the finite resources available on an island as well as our dependence on one another. When we are voyaging long distances on a waʻa, there is a heightened awareness of the amount and quality of the resources on board, and everyone has the kuleana to steward them well. A failure to do so can be dangerous and even fatal.
In addition, we are acutely aware of who is on our waʻa with us and where we are going. When encountering situations that can change in an instant and that will have serious consequences, it is important to know who we are traveling with, what they bring to the table, and how our skills and strengths complement one another, in spite of our shortcomings. We need to consistently bring our best selves forward and work to maintain clear lines of communication.
While the conveniences of life today may paint a very different picture, life on an island, and perhaps on the earth, is not all that different from that on a waʻa. Our present climate crisis and concerns over water quality and access to healthy food remind us of our urgent need to step into our kuleana as kānaka who truly mālama (care for) ʻāina. This ʻōlelo noʻeau helps us to remember that where we stand on the honua today is not all that different from standing on the honua of the waʻa in the middle of the ocean. Our kuleana does not change. Perhaps by remembering this, we will be able to work together as a community to steer our waʻa in a direction that brings life and abundance for generations to come.
INQUIRY QUESTIONS
INQUIRY QUESTIONS
What does the ʻōlelo noʻeau “He waʻa he moku, he moku he waʻa” mean to you? How is a canoe like an island and an island like a canoe? How could we apply this concept to life today?
What does your everyday canoe look like? Who is the captain? Where are you going? What is your role on the waʻa? What are the skills and strengths you bring to the table?
Who are you traveling with? What are their skills and strengths? What are areas that are challenging and how do you work together to address them?
Do you like where you are going? How could you sail your canoe in a better direction? What could be your role shifting directions?
VOCABULARY
VOCABULARY
Laulima: Cooperation, joint action. Literally: many (400) hands
Waʻa: Canoe
Moku: District or an island
Honua: Land, earth; Middle section of a canoe
ʻOhana: Family
Loʻi: Wetland taro field
Kuleana: Responsibility, privilege, authority
Ma Ka Hana Ka ʻIke
Ma Ka Hana Ka ʻIke
MA KA HANA KA ʻIKE. #2088*
In working one learns.
When I learned to kuʻi kalo (pound taro into poi), there was not a lot of explanation. I watched as the uncles and others in our group prepared the buckets and butter knives, dipping their hands in cold water before grabbing the kalo (taro) from the pressure cooker to begin cleaning. Learning quickly that I would not receive a straight answer to any question I could ask, I jumped in and followed along, taking whatever direction was given. After a brief demonstration, I was allowed to approach the board, given the pōhaku kuʻi ʻai (a stone used to pound taro), and handed a few pieces of kalo that had been cooked, cleaned, and cut. As I began to kuʻi, I learned quickly that striking the kalo too hard at the beginning causes it to fly across my board, and I struggled, quite literally, to figure out why the ʻai (taro) was sticking so much to everything in spite of how much water I was adding to my pōhaku. Suffice it to say that I went home with puʻupuʻu (lumps) in my poi that day. Over time and without even noticing it, I became accustomed to the sound of the pressure cooker and smell of kalo as it finished cooking, the feel and motion of the pōhaku with each stroke, and the consistency of the ʻai when it is ready for me to begin adding water. [Doing so prematurely can make things particularly challenging, as I had previously discovered.] Though it took time, I had learned more about kuʻi kalo by experiencing it with all of my senses than I could have ever learned from a book. This is ma ka hana ke ʻike.
Ma ka hana ka ʻike (through doing one learns) is the ʻōlelo noʻeau for the current day educational term “experiential learning”. While books, lectures, and even educational videos are incredibly valuable, amazing sources of knowledge, there is nothing that can take the place of learning through action. This process takes time, attentiveness, humility, reflection, and persistence. It requires us to push through the discomfort and to rely on our naʻau (gut, mind, heart) and community to guide and journey with us. It is not easy; however, what we gain is significant. Entering in and experiencing the process allows us to learn with our whole selves, and not just our eyes and minds. All of our senses are sharpened and begin to engage as we learn to listen well both to one another and to our own intuition.
INQUIRY
INQUIRY
In what ways do “book learning” and “experiential learning” differ? How are both valuable?
How might my understanding of kalo farming be different if I had never stepped into a loʻi?
What did it take to complete the task given to us? What did we learn?
How might the ʻōlelo noʻeau, “Ma ka hana ka ʻike,” apply to my own learning experiences? Have I seen examples of this in my own educational journey, both in and out of the classroom?
What type of learning do we typically see in the classroom? How might we shift or reimagine the learning experiences we offer to students like yourselves? What benefits might come from those changes?
VOCABULARY
VOCABULARY
Laulima: Cooperation, joint action. Literally: many (400) hands
Hana: To work or to do something
ʻIke: To see, know, feel, recognize, experience, understand
Kuʻi ʻai / Kuʻi kalo: The process of pounding kalo into poi
Pōhaku kuʻi ʻai: Stone used to pound taro
Kuʻi: To strike
ʻAi: Kalo; food; To eat
Puʻupuʻu: Lump(s)
Naʻau: Gut; mind; heart
Kuleana: Responsibility, privilege, authority
Mele Wai With Kumu Dani
Mele Wai With Kumu Dani
Mele Wai Lyrics
Lā
Lā, ʻŌpua, Lā
Lā, ʻŌpua, Ua, ʻŌpua, Lā
Lā, ʻŌpua, Ua, Kuahiwi, Ua ʻŌpua, Lā
Lā, ʻŌpua, Ua, Kuahiwi, Wailele, Kuahiwi, Ua ʻŌpua, Lā
Lā, ʻŌpua, Ua, Kuahiwi, Wailele, Kahawai, Wailele, Kuahiwi, Ua ʻŌpua, Lā
Lā, ʻŌpua, Ua, Kuahiwi, Wailele, Kahawai, Punawai, Kahawai, Wailele, Kuahiwi, Ua ʻŌpua, Lā
Lā, ʻŌpua, Ua, Kuahiwi, Wailele, Kahawai, Punawai, Inu wai, Kahawai, Wailele, Kuahiwi, Ua ʻŌpua, Lā
Hoʻokuaʻāina has not written and does not have the rights to this mele.
Mele Wai Vocabulary
Lā: Sun
ʻŌpua: Puffy, billowy cloud
Ua: Rain
Kuahiwi: Mountain
Wailele: Waterfall
Kahawai: Stream
Punawai: Freshwater spring
Inu wai: To drink water
Hoʻokuaʻāina did not compose and does not have the rights to this mele.
Reflection Questions
As you learn the mele, how do we see the ʻōlelo noʻeau, Ma Ka Hana Ka ʻIke, reflected?
How does this mele help strengthen your understanding of the movement of wai (freshwater) in our islands?
Extension Activities
Extension Activities
Kilo (Observations)
Using as many senses as possible, what do you notice about the ʻāina (including fresh and saltwater resources) in your area? Record these items in our Kilo Journal or in a notebook and track them over time.
What plants and animals are growing? What do they sound, smell, and feel like (as appropriate)? Do they change at different times of the day or year?
When does it rain? What does the rain look, sound, smell, feel, and taste like? Are there different types of rains that I notice? What are their characteristics? Where and when do the clouds gather? Are there different types of clouds that come around at different times of the day or at different times of the year?
What do our streams, rivers, and springs look like? Do they change over time? What does the rain look, sound, smell, and feel like?
What is happening in the ocean? What do you see, smell, hear, feel (and taste if appropriate)? Does the activity (waves, animals, limu, etc.) change at different times of the day or year? Are there different types of fish, limu, or other animals present at different types of the year?
Laulima ʻOhana Challenge
Choose a task each week to complete together as an ʻohana. This could be cooking together, cleaning the yard, planting, or volunteering in the community. The possibilities are endless. The important thing is that you have a task and that you work together to complete it. At the end, spend time in reflection together:
What were you able to accomplish together?
Take time to express appreciation for each person. What are the positive things they did or what did you notice about how they performed certain tasks that you want to highlight? Spend time thanking and/or encouraging one another.
What were the areas of challenge? How did you overcome them or how might you overcome them in the future?
Laulima Puzzle
Laulima Puzzle
Preparation: Print out a large picture, dividing it into puzzle pieces. Depending on the size of your picture and of each puzzle piece, you can sort the pieces so that each individual receives a piece or so that each pair or small group receives a piece. Be sure students do not see the “big picture” until the very end.
Pass out each puzzle piece and have the individual or pair decorate the puzzle piece.
Have the students bring all the pieces together to create the puzzle
Once they can see the “big picture,” have students reflect on:
The importance of individual kuleana: Why is each puzzle piece important? What would happen if a piece was missing? What would happen if all pieces were the same?
The importance of coming together: While each piece individually is beautiful, why is it significant to come together at the end?
The ʻōlelo noʻeau: How does this process reflect the ʻōlelo noʻeau, He waʻa he moku, he moku he waʻa?
Content Area Reflection
Have students reflect on topics they are currently covering in their course(s) or field of study. Then discuss the following questions as they apply:
What are ways we see the ʻōlelo noʻeau, ʻAʻohe Hana Nui Ke Alu ʻIa, “He waʻa he moku, he moku he waʻa,”, and “Ma Ka Hana Ka ʻIke” exemplified in what we are studying?
How might thinking and acting in this way have shifted or improved the time period or topic we are covering?
How might it benefit our society today?
Content Area Relay
Choose a task for students to complete. This can be aligned to any content area standards you are covering (Ex. a multiplication or division worksheet).
Split the students into groups of 3 or 4, and remind them to encourage one another throughout each “time trial”.
Time students at intervals (ex. 20 seconds), allowing one student per group to be completing the task at a time. The rest of the students should be engaged in and encouraging their teammates.
At the end of each interval, give students time to write down how much was completed during that “time trial,” keeping a running total of the number of completions for the entire group.
Repeat several times.
Spend time reflecting in your groups and/or as a class:
What were you able to accomplish together?
Take time to express appreciation for each person. What are the positive things they did or what did you notice about how they performed certain tasks that you want to highlight? Spend time thanking and/or encouraging one another.
What were the areas of challenge? How did you overcome them or how might you overcome them in the future?
Kuʻi Kalo
Prepare kalo to be eaten by cooking and cleaning.
Cut kalo
Kuʻi
Enjoy
Copy of Stages-of-Kui-04-20-2020.pdfKapalai Kitchen
Try some of these other great recipes: Kapalai Kitchen
Math: Measure ingredients, making adjustments with correct proportions if cooking more or less than what is shared. Given how much of each type of food (kalo, kale, lettuce, etc.) you eat in a given week, calculate the amount of food you need to plant to be able to have enough of that item to satisfy your needs.
Science: Study fermentation of poi. Do taste tests and observations. How does it change from one day to another? What are the effects on your gut biome and overall health? Compare it with other fermentation processes, such as kimchee and sauerkraut.
English: Design videos or blog entries with pictures sharing your own culinary creations.
Social Studies: Consider the statement, “Our food systems determine our social systems.” Create an argumentative essay, constructed response, or video addressing the following questions: Is there truth to this statement? How would we evaluate our current food and social systems? What practical things can you do to improve them? What impacts could this have on Hawaiʻi and the world?
English/Language Arts or Social Studies
Sketcher
Have students draw a picture that reflects what "ʻAʻohe hana nui ke alu ʻia", “He waʻa he moku, he moku he waʻa”, or "Ma Ka Hana Ka ʻIke" means to them. Then, in one or more paragraphs, they will either:
Explain their sketch
Write a creative story to match their drawing
Write an argumentative essay that connects with their drawing and the ʻōlelo noʻeau
Concept Board
Have students reflect on their experience with Hoʻokuaʻāina and the lessons, "ʻAʻohe hana nui ke alu ʻia", “He waʻa he moku, he moku he waʻa”, and "Ma Ka Hana Ka ʻIke" by creating a visual representation that includes the following:
Subtitle
Picture
Summary
Application
Question
*Pukui, M. K., & Varez, D. (1983). ʻŌlelo Noʻeau: Hawaiian Proverbs & poetical sayings. Honolulu, Hawai’i: Bishop Museum Press.
Content on this page was written and compiled by Danielle Espiritu, Education Specialist
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