World Culture Model

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World Culture Model

• Consortium for Teaching Asia Pacific Studies
• (CTAPS)
• University of Hawaii 1998

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World Culture Model defining culture

• A pattern of behaviour that is shared by a group
  (sometimes defined by national borders, but more
  often by a shared geographical or historical
  experience).
• It consists of learned ways of thinking and
  acting, common to all people, which distinguishes
  them from other people. The products of culture
  such as clothing, art works, and social
  institutions, reflect the culture.

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Why address culture?

• interdependent world/ global world, students of
  the 21st Century need an understanding of the
  societies that populate the world in order that
  they may interact with them more effectively.
  Socially, politically and economically societies
  have become irreversibly interconnected.
• citizens of the 21st Century need the skills to
  understand the concept of culture, to analyse the
  components, which make it up, and to interpret
  its meaning for them personally and for the world
  at large.

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HISTORICAL CONTEXTPast Present
Future
Social
Political
Values and Beliefs
Values and Beliefs
Economic
Aesthetic
GEOGRAPHICAL CONTEXT Location
Human/Environment Interaction Region Place
Movement
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A framework

• The World Culture Model can provide such
  framework. The model is not a flowchart and it is
  not an outline of content to be covered.
• However, the model does provide a general picture
  of the important issues and concepts that should
  be included in any cultural study (in order that
  none be overlooked)
• change vs stability
• interdependence
• communication and conflict.

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One or Many

• A teacher may choose to study one culture in
  depth - Japan for example. In this case each one
  of the thematic bubbles would be included in the
  study through a variety of activities that would,
  when possible, consider the general issues of
  change Vs stability, interdependence,
  communication and conflict as they apply to the
  five themes, with historical and geographical
  studies being brought in as necessary.

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Comparative Study

• Or a teacher may wish to select one of the
  cultural universals - economics for example - and
  use it as a basis for a comparative study of
  several different cultures, again focussing upon
  the general background issues as much as
  possible.
• Venn Diagram

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Historical Context

• Discovery
• Wars
• Leaders
• Exploration
• Indigenous peoples

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Geographical Context

• Islands
• Region
• Bodies of water
• Unique features
• Natural disasters

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Values and Beliefs

• Religions
• Church
• Shrines

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Social

• Clothing
• Food
• Entertainment
• Language
• Houses
• Social roles
• Education
• Hobbies
• Sport
• Festivals

12
Political

• System of government
• Parliament
• Flag
• National symbols
• National Anthem
• War
• Map
• Constitution
• Population

13
Economic

• Money
• Trade imports
• and exports
• Business
• Agriculture

14
Aesthetic

• Clothing
• Art
• Buildings
• Theatre
• Opera
• Craft
• Film

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Implementation

• It is always important to have clear structure
  and specific goals in mind.
• Ensure all lessons are relevant and applicable.
  Otherwise there is the danger of merely teaching
  a series of entertaining, but unrelated
  activities which do not advance the students
  understanding of fundamental cultural issues.
• Rich, Real and Relevant

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HISTORICAL CONTEXTPast
Present
FutureHiroshima
Immigration
Social
Political
JAPAN
Values and Beliefs
Values and Beliefs
Economic
Aesthetic
GEOGRAPHICAL CONTEXT Location
Human/Environment Interaction Region North
Pacific Ocean Rice Fields Oriental 4 main
islands Place Movement
Islands, Mt Fuji, Cherry Blossom Cars,
Computers, Electronic equipment