Central to the theory and practice of Tongan education is the notion of poto, the ultimate outcome of learning, from a Tongan perspective. So what is poto? This entry describes poto and explores its many forms and uses in education and other fields within a Tongan context. The Tongan knowledge system, tala-e-fonua, is discussed to explicate further the notion of poto.
Ako is used to denote learning as well as searching, and in the early part of the nineteenth century it was also used to mean teaching. Later when schools were introduced, the term faiako (making learning) was used to refer to a school teacher. ‘Ilodenotes knowing, knowledge and information and implies...
- Churchward, C. M. (1959). Tongan dictionary. London: OUP.Google Scholar
- Durie, M. (2004). Exploring the interface between science and indigenous knowledge. Paper presented at 5th APEC Research and Development Leaders Forum, March 11, 2004, ChristchurchGoogle Scholar
- Helu-Thaman, K. (2001). Towards culturally inclusive teacher education with specific reference to Oceania. International Education Journal, 2(5), 53.Google Scholar
- Māhina, O. (1992). The Tongan traditional history Tala-e-Fonua. Unpublished Doctoral Thesis, Australian National University, Canberra.Google Scholar
- Rabone, S. (1845). A vocabulary of the Tongan language. Neiafu, Tonga: Wesleyan Mission Press.Google Scholar
- Schneider, T. (1977). Functional Tongan-English, English-Tongan Dictionary. Suva: Oceania Printers.Google Scholar
- Tu’itahi, S. (2009). Langa Fonua: How a Tongan Kāinga strived for social and economic success, Pasifika@Massey. Auckland, New Zealand: Massey University.Google Scholar