Sustainability Learning for Action and Community Engagement
OPEN ACCESS BOOK CHAPTER
The Way of the Real Human Being
Out of the Head, Into the Heart: The Way of the Human Being
Our open access book features an ecological autobiography of Ilarion Merculieff, and his early childhood education in the Pribilof Islands. In his essay, Out of the Head, Into the Heart: The Way of the Human Being, he writes about a quiet presence in our surroundings that's difficult to find for many of us these days. Not all of our teachers are humans, he shows us. His Aleut education teaches us that we learn from our elders, the land, and the other creatures around us.
Transcript
When I was five years old, the men would take me out. Maach would take me out there with the men. We’d be hunting sealion.
The sea lions would always be in the water in the wintertime because it’s too cold on land. So we’d have to shoot from shore to land. We weren’t on boats because the water’s too rough in the Bering Sea in the wintertime.
And I would notice two very, very important things about these hunters.
One is that they never zoned out.
We could sit there quietly for hour after hour after hour, and nobody dulled out. They were just there, constantly aware.
And the second thing is that they would always know when a sea lion was coming, even before we saw it.
And I wondered: how in the heck would hunters do that?
I found out at a very young age. Again, using this whole principle of the intelligence of the entire human being. It’s not just centered in the head, but using all of one’s senses: eyes, ears, smell, intuition, gut feel — all of these things synthesizing without thought.
That’s a concept very hard for many Westerners to understand.
So I was kind of immersed in that kind of way of knowing.
By age six, I decided to go out underneath the bird cliffs in the Pribilof Islands, on St. Paul Island, where I was born.
We call it the Galapagos of the North. Two and a half million seabirds all nestled around the island on cliffs.
And so we’d have tens of thousands of seabirds in any cliff area.
I would go underneath there before sunrise, because I wanted to be there when the birds would take off.
And I just watched them without thinking. Just watching. Just taking it all in.
Then one day I noticed that there were all these different species of birds on the cliffs. Literally tens of thousands in one area. They were moving, flying in every direction: up, down, diagonal, in circles, opposite circles, different species at different speeds and heights.
And never did I ever see a single bird wing clip another.
Imagine that. Tens of thousands of seabirds in what appears to be chaos, and never even a clipped wing.
And I wondered, how do they do that?
Then an insight arose. One that I connected to what the hunters were doing.
These birds were intensely alive.
They were completely present.
They were nothing but a field of awareness.
And I thought: Hmm....That must be how they’re doing it.
So I decided to try it.
I’d go out hunting and try this “being present.”
I didn’t have the words for it at six years old. I just intuitively went into this kind of state of being, where I’d sit there without thought.
As soon as thought drifted in, I’d zone out.
After sitting for hours, feeling the rhythm of the ocean and the wind against you, you could get into a dreamy state. But that state meant you wouldn’t be a good hunter, because you wouldn’t be aware.
A sea lion might come by for thirty seconds after you’ve waited all day. And you can’t afford to zone out.
I had to be fully alert, fully aware. Just like the hunters. Just like the birds.
And as soon as I did that, I began to feel the sea lion coming.
That was the beginning of my understanding of how one connects profoundly with the Earth.
SELF-REFLECTION: INVITATION FOR EDUCATORS:
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1) Cultivating Presence in Your Teaching Practice
- What does being fully present look like for you during a class period?
- When do you notice yourself becoming distracted, rushed, or “zoned out” while teaching—and what helps you return to awareness?
- What is one small routine (before or during class) that could help you ground your attention more fully?
2) Expanding What Counts as “Knowing”
- In your classroom, what kinds of knowledge are most valued (e.g., analytical, verbal, written)? What kinds might be missing?
- How can you create moments where students engage senses beyond thinking—such as observation, listening, or intuition?
- What is one way you might invite students to notice something in their environment, bodies, or surroundings without immediately analyzing it?
3) Learning From More Than Just Humans
- How does your current teaching practice position “who” or “what” counts as a teacher?
- Are there opportunities in your classroom or school environment to learn from place, environment, or non-human life?
- What is one small shift you could make to acknowledge or incorporate learning from the surrounding world?
4) Slowing Down Attention and Observation
- How often do students in your classroom have time to simply observe without a task or outcome attached?
- What would it look like to build in even a brief moment of quiet observation or stillness?
- How might slowing down, even for a few minutes, change the way students engage with the material or with each other?
5) Modeling Awareness and Embodied Attention
- How do you model attentiveness, not just through instruction, but through your posture, listening, and responsiveness?
- What signals do you give students about whether deep attention is valued in your classroom?
- How might you demonstrate “learning with the whole self” (not just the head) in a way that feels authentic to you?
6) Connecting Students to Place and Environment
- What is one simple activity or question that could help students notice their immediate environment more closely?
- How might you encourage your students to see their surroundings as something to learn with, not just exist within?
- What is one habit of attention or presence you would hope students carry beyond your class?