Transformation of Participation in Cultural Activities

1
Transformation of Participation in Cultural
Activities

• Chapter 2

2
Culture and the Individual Symbiosis

• People and cultural communities mutually
  contribute to the development of the other

3
Scientific Inquiry

• Methodologies
• Early cross-cultural studies compared other
  cultures with Western cultures and using Western
  techniques and definitions.
• These studies of intelligence and based on the
  writings of Piaget assumed that intelligence and
  competence could best be observed by providing
  people with novel situations and measuring their
  ability to solve problems.
• Correlations were actually found between
  demonstrated competence and Western schooling
• Can we infer that Western schooling makes you
  more intelligent?

4
Data Collection thru the Technique of Syllogism

• Schooling challenges people to accept a premise
  as truth and base conclusions on the stated
  facts.
• In other cultures, truth and fact can only be
  based on witnessed accounts. To employ
  hypothetical reasoning is illogical and
  consequently a violation of the very thing being
  measured.
• Could that very reasoning be implicit in certain
  components of American culture and youth
  education?
• Is there a relation between this reasoning and
  the challenge that many students employ when they
  inquire as to the relevance of their learning?

5
Researchers Questioning Assumptions

• Traditional thinking about individuals and
  culture relate to the assumption that conclusions
  are general and all inclusive of the participants
• Contemporary thinking reflects a view that
  individual and group distinctions can be found
  within cultural expressions
• Nestling effect

6
Margaret Mead

• Meads pioneering work through direct
  observations of people within cultural context
  offers great insight towards human development
  within culture
• Progression of Cultures

7
Lev Vygotsky

• Socio cultural perspective which purports that
  human development (i.e., intellectual) is a
  function of the experiences and exchanges which
  are, in part, derived from ones respective
  cultural interactions

8
Whitings Psychocultural Model

• Focus on the relations between the development of
  individuals and features of their immediate
  environments, social partners, and institutional
  and cultural systems and values
• Development is a function of a chain of events
  which start with environmental factors,
  historical events, and social adaptation
• Scholars should unpackage the variables they
  employ to investigate human development

9
Erie Bronfenbrenners Ecological Model

• Development is a function of numerous systemic
  models which collectively contribute to explain
  ones environmental experiences
• Microsystem
• Mesosystem
• Ecosystem
• Macrosystem
• Chronosystem

10
Further Conceptualization

• Development is a function sociocultural exchanges
  (most all theorists allude to this)
• Can we infer that misdevelopment is, in part, a
  function of the deprivations of our social
  institutions?
• Parent/child interactions
• Child rearing practices
• Communication
• Environmental safety and exploration
• Family and Peer interactions
• Perhaps our sociocultural experiences must
  provide us with certain experiences which promote
  the development of certain skills that enable us
  to be contributing members to society