Mixing Old & New
Diné College blends two cultures in learning

Sheep graze as a student walks across the campus of Dine' College on Monday afternoon. While many have found the idea of animals openly roaming on a school campus disconcerting, president Ferlin Clark says he loves the touch of traditional Navajo culture it adds. [Photo by Brian Leddy/Independent]

By Natasha Kaye Johnson
Diné Bureau

Ferlin Clark has been the president of Dine' College for four years. Past presidents have taken the school in various directions, but his tenure at the school has seen a return to emphasizing traditional Navajo principles. [Photo by Brian Leddy/Independent]

TSAILE — A herd of sheep graze peacefully outside the library of Diné College on Monday afternoon as a student casually strolls by with a laptop case in his right hand.

"This is awesome," says an enthused Ferlin Clark, President of Diné College, as he sees the image from a distance. For Clark, the immediate image is symbolic to the schools entire purpose: to provide a balance between traditional Navajo knowledge and Western education.

The sight of sheep wandering outside campus facilities is unique for a college, but then again, nothing about Diné College is ordinary. Everything from the deliberate placement of the buildings, reflecting the shape and concept of a traditional hogan, to the colleges arrowhead emblem, symbolizing protection, has a strong Navajo philosophy embedded into it.

Since the groundbreaking of the school in April 13, 1971, implementing a Navajo viewpoint into curriculum has been a top goal for educators. The schools core classes also include Navajo language, culture, history, philosophy, and government.

"That's what makes us unique as a tribal college," said Clark, who hails from Crystal.

The institution is grounded in the philosophy and principles of S'ah Naagh Bik'eh Hzhn, the Diné traditional living system which places human life in harmony with the natural world and the universe. The philosophy provides both for protection from the imperfections in life and for the development of well-being.

Establishing the philosophy and creating a equilibrium between what some people often refer to as "two worlds" remains a continuous challenge.

"There's a lot of Western influence here, but it needs to be balanced," said Clark.

Many years ago, educators and leaders came to a realization that instead of incorporating Navajo knowledge into Western education, it should be the other way around.

"We said 'wait a minute, we're doing it backwards'," said Jack Jackson, Director of Cultural and Legislative Affairs, originally from Teesto. "We already have an education system. Lets get (from Western education) what fits."

"We're using Navajo knowledge to verify western knowledge," said Clark.

Before the school opened to students in the 1970's, there was concern by a number of medicine men about teaching traditional knowledge in the classroom.

"They said, 'why are we integrating this in a school setting'?" said Anthony Lee, Director of Diné Studies, from Lukachukai.

At the same time, Lee said the medicine people recognized times were changing and new ways were needed to educate the young people. Eventually, a compromise was made where basic concepts of Navajo teachings would only be taught.

Today, similar concerns are still discussed among faculty.

Just recently, it was proposed that a Navajo language course be taught via the Internet, however; there was objection from some staff, who protested that the language is sacred and the setting to teach it on-line was inappropriate.

While Clark acknowledged that that the language is sacred, he also said they have a lot of Navajo students that don't come from a traditional background and who do want to learn the language.

"There's discussion about how to balance that out," said Clark. "Education is all about change."

But to genuinely teach students about traditional Navajo ways in a school setting is realistically not practicable.

"To teach the real thing to students is hard; for them to understand what this means," said Harry Walters, museum director from Cove, Ariz., referring to the deep meaning of Navajo sand paintings.

While that knowledge might not be completely attainable in a school environment, the staff attempts to get students to "think in Navajo" in each of their courses.

"How do you include Navajo into a periodic table?" posed Clark.

For Clark, looking at the question from a Navajo way of thinking, the possibilities are endless breaking it down in relation to math, engineering, chemistry, medicinal, and medicine.

Students are also encouraged to talk with the staff and faculty, especially the Navajo faculty who have knowledge of stories and traditional ways. With the knowledge they possess, Clark compares them to having the equivalent of a Western Ph.D. A weaver, for example Clark said, would probably be placed at Master's Degree level.

"We need to protect that intellectual property," said Clark.

High goals for Higher Education
Along with reaffirming and rekindling cultural components of the college, as Clark put it, the school set a number of other goals when he accepted the position of president in July 2003. Some of them included securing long-term funding, preparing for accreditation, and offering bachelors degree programs. Each of the goals has made headway.

In 2004, the 20th Navajo Nation Council and President Joe Shirley, Jr., approved a 20 years of funding that will provide the college with $4.2 million per year.

"We basically secured the future viability of Diné College from the Navajo Nation," said Clark. "We brought some stability."

Because the college has received stable funding, the chances of them getting accredited will be easier.

"Accreditation means a lot a college," said Clark, adding that it will allow students to transfer their credits over to a four-year university.

They are currently accredited by the Higher Learning Commission and are members of the North Central Association of Colleges and School. By April 2008, the school anticipates they will be re-accredited, with hopes of a 10-year accreditation. By 2009, the college has a goal to offer a bachelors degrees.

Growing campus
While the campus may not include some amenities young people find attractive for a college environment, like a Starbucks or a strip mall as Clark put it, students do have pool tables, a bowling ally, student lounge, gym, and snack bar area. A new technology building has also started construction, and the schools gym floor is just about complete.

"There's no distractions," said Clark.

Kim Etsitty, 18, of Chinl is a first semester student, and is enjoying her experience as a student at the college. After attending her first semester at Arizona State University this past fall, her financial situation became difficult, causing her to move back home; however, she wanted to be in school. With each credit hour being $30, deciding to go to Diné College was an easy decision for Etsitty. There's also other advantages Etsitty acknowledged.

"It's quiet and I have more study time," she said. "And I'm closer to my family."

Etsitty plans to transfer back to ASU after obtaining her Associates Degree, which Clark said a majority of students do. The campus currently has 600 students of the 1,850, who take classes at six other Diné College campuses across the Nation.

For Clark, continuing to expand services to students that will someday help to benefit the Navajo people and facing the obstacles expanding those services entails is something he enjoys.

"It's challenging, rewarding, and I love it," he said.