Cultural Thought Cultural Thought PatternsPatterns

in Inter-cultural in Inter-cultural EducationEducation

by Robert B. Kaplanby Robert B. KaplanAnalyzed ByAnalyzed By

Lori GrauLori GrauSarah ReefSarah Reef

Detonyah ReynoldsDetonyah Reynolds

Ethos (1)Ethos (1)“…“…diversity affects not only the diversity affects not only the languages, but also the languages, but also the culture…language in its turn culture…language in its turn is the effect and the is the effect and the expression of a certain world expression of a certain world view that is manifested in the view that is manifested in the culture.”culture.”

p.12p.12

Ethos (2)Ethos (2)“…“…language represents a kind language represents a kind of destiny, so far as human of destiny, so far as human thought is concerned, this thought is concerned, this diversity of languages leads to diversity of languages leads to a radical relativism…if Aristotle a radical relativism…if Aristotle had been Mexican, his logic had been Mexican, his logic would have been different … would have been different … the whole of our philosophy the whole of our philosophy and our science would have and our science would have beenbeen different.” different.” P.12P.12

Ethos (3)Ethos (3)““While it is necessary for the While it is necessary for the non-native speaker learning non-native speaker learning English to master the rhetoric English to master the rhetoric of the English paragraph, it of the English paragraph, it must be remembered that the must be remembered that the foreign student, ideally, will foreign student, ideally, will (return to his) home country. (return to his) home country. English is a means to an end English is a means to an end for him, not an end in itself.” for him, not an end in itself.” p. 24p. 24

Pathos (1)Pathos (1)

““As human beings, we must As human beings, we must inevitably see the universe inevitably see the universe from a centre lying within from a centre lying within ourselves and speak about ourselves and speak about it in terms of a human it in terms of a human language by the exigencies language by the exigencies of human intercourse.>of human intercourse.>

Pathos (1) cont’dPathos (1) cont’d

Any attempt rigorously Any attempt rigorously to eliminate our human to eliminate our human perspective from our perspective from our picture of the world must picture of the world must lead to absurdity.”lead to absurdity.”

P. 13P. 13

Pathos (2)Pathos (2)““These patterns need to be These patterns need to be discovered or uncovered discovered or uncovered and compared with the and compared with the patterns of English in patterns of English in order to arrive at a order to arrive at a practical means for the practical means for the teaching of such structures teaching of such structures to non-native users of the to non-native users of the language.” language.” p.21p.21

Style (1)Style (1)““In Arabic languages, for In Arabic languages, for example (and this example (and this generalization would be generalization would be more or less true for all more or less true for all Semitic languages), Semitic languages), paragraph development is paragraph development is based on a complex series based on a complex series of parallel constructions, of parallel constructions, both positive and negative.” both positive and negative.” p.15 p.15

Style (2)Style (2)““Some oriental writing…is Some oriental writing…is marked by what may be marked by what may be called an approach by called an approach by indirection. In this kind of indirection. In this kind of writing, the development of writing, the development of the paragraph may be said the paragraph may be said to be ‘turning and turning to be ‘turning and turning in a widening gyre.’ >in a widening gyre.’ >

Style (2) cont’dStyle (2) cont’dThe circles or gyres turn The circles or gyres turn around the subject and show around the subject and show it from a variety of it from a variety of tangential views, but the tangential views, but the subject is never looked at subject is never looked at directly. Things are directly. Things are developed in terms of what developed in terms of what they are not, rather than in they are not, rather than in terms of what they are.” terms of what they are.” p. 17p. 17

Style (3)Style (3)““In this paragraph, the In this paragraph, the italicized portion constitutes italicized portion constitutes a digression. It is an a digression. It is an interesting digression, but it interesting digression, but it really does not seem to really does not seem to contribute significant contribute significant structural material to the structural material to the basic thought of the basic thought of the paragraph.> paragraph.>

Style (3) cont’dStyle (3) cont’dWhile the author of the While the author of the paragraph is a philosopher, paragraph is a philosopher, and a philosopher is often and a philosopher is often forgiven digressions, the forgiven digressions, the more important fact is that more important fact is that the example is a typical the example is a typical one for writers of French as one for writers of French as well as for writers of well as for writers of philosophy.” philosophy.” P.18P.18

Arrangement (1)Arrangement (1)““A paragraph, mechanically A paragraph, mechanically considered, is a division of considered, is a division of the composition, set off by the composition, set off by an indentation of its first an indentation of its first sentences or by some other sentences or by some other conventional devise, such conventional devise, such as extra space between as extra space between paragraphs…Paragraph paragraphs…Paragraph divisions signal to the divisions signal to the reader that the material so reader that the material so set off constitutes a unit of set off constitutes a unit of thought.”thought.” p.13 p.13

Arrangement (2)Arrangement (2)““An English expository An English expository paragraph usually begins paragraph usually begins with a topic statement, with a topic statement, and then, by a series of and then, by a series of subdivisions of that topic subdivisions of that topic statement, each supported statement, each supported by example and by example and illustrations, proceeds,> illustrations, proceeds,>

Arrangement (2) cont’dArrangement (2) cont’dto develop that central idea to develop that central idea and relate that idea to all and relate that idea to all other ideas in the whole other ideas in the whole essay, and to employ that essay, and to employ that idea in it proper idea in it proper relationship with the other relationship with the other ideas, to prove something, ideas, to prove something, or perhaps to argue or perhaps to argue something.” something.” p.13-14p.13-14

Arrangement (3)Arrangement (3)

““The next-to-last The next-to-last element in the first element in the first sentence …is appositive sentence …is appositive to the preceding one, to the preceding one, while the last element while the last element is an example of is an example of synonymous synonymous parallelism. The two parallelism. The two clauses of the second clauses of the second sentence illustrate sentence illustrate synonymous synonymous parallelismparallelism.>.>

Arrangement (3) cont’dArrangement (3) cont’dIn the second ‘paragraph’ the In the second ‘paragraph’ the first sentence contains both first sentence contains both an example of antithetic an example of antithetic parallelism and a list of parallelism and a list of parallel nouns. The two parallel nouns. The two sentences form an antithetic sentences form an antithetic pair, and so on.” pair, and so on.” p.16p.16

Arrangement (4)Arrangement (4)““The…paragraph is composed of The…paragraph is composed of three sentences. The first two three sentences. The first two are very short, while the last is are very short, while the last is extremely long, constituting extremely long, constituting about three quarters of the about three quarters of the paragraph. It is made up of a paragraph. It is made up of a series of presumably parallel series of presumably parallel constructions and a number of constructions and a number of subordinate structures.>subordinate structures.>

Arrangement (4) cont’dArrangement (4) cont’dAt least half of these are At least half of these are irrelevant to the central irrelevant to the central idea of the paragraph in the idea of the paragraph in the sense that they are sense that they are parenthetical amplifications parenthetical amplifications of structurally related of structurally related subordinate elements.”subordinate elements.”

p. 20p. 20

Delivery (1)Delivery (1)““The teaching of reading and The teaching of reading and composition to foreign students composition to foreign students does differ from the teaching of does differ from the teaching of reading and composition to reading and composition to American students, and cultural American students, and cultural differences in the nature of differences in the nature of rhetoric supply the key to the rhetoric supply the key to the difference in teaching difference in teaching approach.” approach.” p. 11p. 11

Delivery (2)Delivery (2)

““Paragraphing, like Paragraphing, like punctuation, is a punctuation, is a feature only of the feature only of the written language.”written language.”

p.21p.21

Delivery (3)Delivery (3)““A fallacy of some repute A fallacy of some repute and some duration is the and some duration is the one which assumes that one which assumes that because a student can because a student can write an adequate essay in write an adequate essay in his native language, he can his native language, he can necessarily write an necessarily write an adequate essay in a second adequate essay in a second language.” language.” p. 13 p. 13

Logos (1)Logos (1)

“…“…it has been long known it has been long known among sociologists and among sociologists and anthropologists that anthropologists that logic logic per seper se is a cultural is a cultural phenomenon.”phenomenon.”

p. 12p. 12

Logos (2)Logos (2)

““Logic which is the basis Logic which is the basis of rhetoric, is evolved of rhetoric, is evolved out of culture; it is not out of culture; it is not universal”universal”

p. 12p. 12

Logos (3)Logos (3)““These two types of These two types of development represent the development represent the common inductive and common inductive and deductive reasoning which deductive reasoning which the English reader expects to the English reader expects to be an integral part of any be an integral part of any formal communication” formal communication” p.14p.14

Logos (4)Logos (4)““For the purpose of the For the purpose of the following brief analysis, following brief analysis, some seven hundred some seven hundred foreign compositions foreign compositions were carefully analyzed.”were carefully analyzed.”

p.15p.15

Logos (5)Logos (5)““This king of parallelism may This king of parallelism may most clearly be demonstrated most clearly be demonstrated in English by reference to the in English by reference to the King James version of the Old King James version of the Old Testament.” Testament.” p.15 p.15 “Some “Some Oriental writing, on the other Oriental writing, on the other hand, is marked by what may hand, is marked by what may be called an approach by be called an approach by indirection.” indirection.” P.17P.17

Logos (6)Logos (6)“…“…these paragraphs may these paragraphs may suffice to show that each suffice to show that each language and each culture language and each culture has a paragraph order has a paragraph order unique to itself, and that unique to itself, and that part of the learning of a part of the learning of a particular language is the particular language is the mastering of its logical mastering of its logical system.”system.”

p. 20p. 20

Logos (7)Logos (7)““At the same time, by At the same time, by accounting for the cultural accounting for the cultural aspects of logic which aspects of logic which underlie the rhetorical underlie the rhetorical structure, this approach structure, this approach may bring the student not may bring the student not only to an understanding only to an understanding of contrastive grammar of contrastive grammar and a new vocabulary,> and a new vocabulary,>

Logos (7) cont’dLogos (7) cont’d

which are parts of any which are parts of any reading task, but also reading task, but also to a grasp of idea and to a grasp of idea and structure in units larger structure in units larger than the sentence.”than the sentence.”

p. 21p. 21

Invention (1)Invention (1)““A fallacy of some repute and A fallacy of some repute and some duration is the one that some duration is the one that assumes that because a assumes that because a student can write an student can write an adequate essay in his native adequate essay in his native language, he can necessarily language, he can necessarily write an adequate essay in a write an adequate essay in a second language.” second language.” p. 13p. 13

Invention (2)Invention (2)““For the purpose of the For the purpose of the following brief analysis, following brief analysis, some seven hundred some seven hundred foreign students foreign students compositions were compositions were carefully analyzed.”carefully analyzed.”

p. 15p. 15

Invention (3)Invention (3)““Nonetheless, an important Nonetheless, an important problem exists immediately. problem exists immediately. In the teaching of English as a In the teaching of English as a second language, what does second language, what does one do with the student who one do with the student who is reasonably proficient in the is reasonably proficient in the use of syntactic structure but use of syntactic structure but who needs to learn to write who needs to learn to write themes, essays examinations, themes, essays examinations, and dissertations?” and dissertations?” P. 21 P. 21