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class 8 teaching in culture

class 8 teaching in culture. C&I 320 Spring 2002. cultural constraints. culture has a double-sided effect a given culture supports some kinds of learning, making that learning easier, more accessible. At the same time it makes other learning difficult, even impossible

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class 8 teaching in culture

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  1. class 8teaching in culture C&I 320 Spring 2002

  2. cultural constraints

  3. culture has a double-sided effect • a given culture supports some kinds of learning, making that learning easier, more accessible. At the same time it makes other learning difficult, even impossible • what kinds of knowledge, skills, values, etc are accessible and supported in a given culture

  4. culture provides the tools for organizing and understanding our worlds in communicable ways (and limits the possibilities) • the powers of mind and how culture aids and thwarts their realization • fit between what a culture deems essential for good, useful, worthwhile way of life and how individuals adapt to these demands

  5. examples • roman mathematics • asian counting systems • english spelling • japanese kana • opera • western vs japanese saws

  6. dialects

  7. just as everyone has an accent, everyone speaks a dialect. • the prestige of a dialect has less to do with qualities of the dialect than with dominance of those who speak it. • some accents carry more “cultural capital” than others.

  8. some examples: • I ain’t got no money • I don’t have any money • going to • want to • psychology • herbs • often

  9. stuff to think about

  10. individualityanddifferences

  11. Kids spend a lot of time sharing who they are with other kids. They spend much energy being like each other, talking like each other, dressing like each other, and so on. So why do we as educators spend so much time emphasizing the differences between kids. What would it be like if we spent as much time and energy looking at what kids share, at what they have in common?

  12. The first goal is to see the individual, as unique and rare, but not as someone completed, rather as someone with many and unknowable potentials. • The second goal is to see the individual without defining him in terms of his differences from other individuals. To define someone in terms of what she is not limits her.

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