World Culture Model

Consortium for Teaching Asia Pacific Studies

(CTAPS)

University of Hawaii 1998

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.

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.

HISTORICAL CONTEXTPast Present Future

GEOGRAPHICAL CONTEXT

Location Human/Environment Interaction Region

Place Movement

Values and Beliefs

Values and Beliefs

Social Political

Economic Aesthetic

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.

A framework

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.

One or Many…

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

Comparative Study

Historical Context Discovery Wars Leaders Exploration Indigenous peoples

Geographical Context

Islands Region Bodies of water Unique features Natural disasters

Values and Beliefs

ReligionsChurchShrines

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

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

EconomicMoneyTrade – imports and exportsBusinessAgriculture

Aesthetic Clothing Art Buildings Theatre Opera Craft Film

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

HISTORICAL CONTEXTPast Present Future

Hiroshima Immigration

GEOGRAPHICAL CONTEXT

Location Human/Environment Interaction Region

North Pacific Ocean Rice Fields Oriental 4 main islandsPlace Movement

Islands, Mt Fuji, Cherry Blossom Cars, Computers, Electronic equipment

Values and Beliefs

Values and Beliefs

Social Political

Economic Aesthetic

JAPAN