<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In Nagaland, a state in India’s North-East region, the morung is a tribal institution that serves as an educational portal through which all young men passed as the means of learning their living heritage. Described by anthropological accounts, for a century until the 1950s, as a ‘dormitory’ for boys and young men, it is in fact much more. It is a school, both vocational and law, a premises in which tribal elders dispense wisdom, a crafts centre, a barracks, and embodies other functions too. Moreover, it is one of the most important, if not the most important, social institution that maintains instruction about what may be called a pre-materialist worldview, one that was widespread when indigenous societies were free from a science hegemony that defined what counts as knowledge.</p>
<p>From the 1990s, a combination of factors caused the decline of the institution, and as tribal youth have moved into the ‘mainstream’, the morung and all that it stands for is close to being extinguished. Yet it is irreplaceable. For Naga adolescents and youth, the morung was physically where part of an unique worldview became manifest, one which valued cooperation far above competition. While there, the youth learned within sight of all that was dear to them, a learning immersion complete in many respects. Their learning used the medium of material mastery and intimacy with material laws to transport the youth, so that their awareness of nature abundant became awareness of its invisible forces both subtle and great.</p>
</abstract>

In Nagaland, a state in India’s North-East region, the morung is a tribal institution that serves as an educational portal through which all young men passed as the means of learning their living heritage. Described by anthropological accounts, for a century until the 1950s, as a ‘dormitory’ for boys and young men, it is in fact much more. It is a school, both vocational and law, a premises in which tribal elders dispense wisdom, a crafts centre, a barracks, and embodies other functions too. Moreover, it is one of the most important, if not the most important, social institution that maintains instruction about what may be called a pre-materialist worldview, one that was widespread when indigenous societies were free from a science hegemony that defined what counts as knowledge.
From the 1990s, a combination of factors caused the decline of the institution, and as tribal youth have moved into the ‘mainstream’, the morung and all that it stands for is close to being extinguished. Yet it is irreplaceable. For Naga adolescents and youth, the morung was physically where part of an unique worldview became manifest, one which valued cooperation far above competition. While there, the youth learned within sight of all that was dear to them, a learning immersion complete in many respects. Their learning used the medium of material mastery and intimacy with material laws to transport the youth, so that their awareness of nature abundant became awareness of its invisible forces both subtle and great.

Once there was a ‘morung’

International Journal for Transformative Research

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

{"article-title":"Once there was a \u2018morung\u2019"}

In Nagaland, a state in India’s North-East region, the morung is a tribal institution that serves as an educational portal through which all young men passed...

Once there was a ‘morung’

Published Online: Dec 12, 2022

Page range: 40 - 48

Received: Mar 03, 2022

Accepted: Aug 19, 2022

DOI: https://doi.org/10.2478/ijtr-2022-0005

Keywords
indigenous, traditional knowledge, education, post-material

© 2022 Rahul Goswami, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Once there was a ‘morung’

Published Online: Dec 12, 2022

Page range: 40 - 48

Received: Mar 03, 2022

Accepted: Aug 19, 2022

DOI: https://doi.org/10.2478/ijtr-2022-0005

Keywordsindigenous, traditional knowledge, education, post-material

© 2022 Rahul Goswami, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Keywords
indigenous, traditional knowledge, education, post-material