ABSTRACT
This chapter reviews Aboriginal concepts: Dreaming, Deities, Land-links, and Kinship for teachers who are supposed to practise Indigenous pedagogy by assuming the following two presuppositions. First, most teachers deeply rely on the Western dualist tradition and abstract individualism; Second, Aboriginal cultural concepts need to be explained for those teachers by characterising relevant pedagogical values and articulating pedagogical strategies in Western educational contexts. As Indigenous holistic culture is concerned with interrelatedness and interconnectedness, and precisely the connected relationship between them, the role of education is to hold individuals within the actualisation of ambiguity. Aboriginal deities substantiate non-dualistic interconnectedness and interrelatedness in Indigenous people's everyday life. As Indigenous holistic education promotes collective and relational consciousness through life hood, its pedagogy is fundamentally non-dualistic and relevant values are predefined in (the networked) individuals' minds and substantiated in Aboriginal kinship systems. In the kinship structure, roles, responsibilities, and relationships of each member are defined, which is based on inter-family relations and community connections.
