Leader03 -Item 4
Inspiring Undergraduate Students to Learn about other Cultures: A Case Study
“Know Thyself” …..
Erol Inelmen
inelmen at boun.edu.tr
Abstract: Understanding among the peoples of the world is what we most need in this turbulent period of the human history. This works suggest that modern technologies can help in developing an appropriate environment where individuals can freely exchange cultural values. This idea is supported with a case that was experienced in the university where the author is currently affiliated.
Introduction
Together with the process of globalization we are witnessing sweeping changes in our economical, social and political life (Kaynak and Sabanoviç, 1994). Paradoxically, parallel to these changes misery, disaster, pollution, corruption, crime, terrorism, fear, conflicts are on the rise. We all have such deep-rooted values, believes and habits that are creating an identity crisis. Since only those that can adapt themselves to the new circumstances can hope to maintain a mentally health life, exchange of ideas within the members of the society that appreciates cultural diversity, must be promoted. Although UNESCO Delors Report in 1996 argues that education should develop the abilities: to know, to be, to do and to share, we observe that university students lack these basic skills.
As the world becomes more of a global village, hopefully we will be seeing changes in our social and economical life for the better. We were inspired in this work by the Living Values Program launched by the Brahma Kumaris World Spiritual University under the auspices of the UN. A survey made by this organization, revealed that ten values we found to be common in many of the interviewed people (LVP, 2002). Wisely Chomsky points at the fact that education system disconnected from the social realities rarely allow students to find the truth for themselves and reach thus a critical capacity to develop a coherent comprehension of the world. Intellectuals have the obligation to tell the truth (Macedo, 2000). Carr (1991) argues that acquainting learners with moral values is the highest and most important task of education.
In spite of the well-intended efforts after 1945 of world nations to create the atmosphere necessary for the well-being of the people, we are witnessing growing hatred, decadence, misery, and unrest. Reality -as opposed to the prophecies of a better global world- has not stand to the expectations of the people and discontent is expressed in all ways of life.Only a few lines from the Harry Potter dictionary, describing the story of how the enchantedtea set as “an old witch died and her tea set was sold to some Muggles. Mr Weasley –that had quite a time sorting the whole thing out, because "[the] teapot went berserk and squirted boiling tea all over the place and one man ended up in the hospital with the sugar tongs clamped to his nose- reveal the state of mind in which we can find modern youth (HPD, 2002). In this work we attempt to summarize the findings from the vast literature now available. The ideas are supported by a case study.
Background
Currently cognitive science is not just interested in the analysis of literary texts, but is committed, in the long run, to coming to terms with literature itself, by trying to provide a "cognitive" account of the modes of production and fruition of the literary work of art. To renounce such a goal would amount to renouncing its aspiration to be an account of the "whole man," and to admit that its theory of cognitive functions-complete and consistent however it may be-will never do justice to some of the highest productions of the human mind (Franchi and Güzeldere, 2002).
Modern poetry feels [the need] to reconcile the powers of imagination and sensibility with the powers of faith, to rediscover "the whole man in the integral and indissoluble unity of his twofold nature," spiritual and carnal, as also in the intertwining of his terrestrial life and the mystery of the operations of Heaven (Maritian, 2002). The protagonist of a poetic picture story asks from the master to bring peace to his heart-mind. In this story, the search for the ox is a symbolic representation of the human quest for peace (Oxen, 2002). Victor Hugo suggests that somebody that has confidence in himself has confidence in his work (Polat, 2001).”
Changes in behaviour is possible by a process of self-understanding that comes about trough an inward journey where individual learn to thrust each other and the own self. There is today, a recognition of the existence of a “state of consciousness” that provides guidance to the overall “mental functioning” at ant given time (Tart, 1975). Kelly (1970), on the other hand, postulates that humans have a drive “to act like a scientist”,envisaging a natural approach to enquire in the learning process. We need then to develop “models of perception, action, motivation and norms that we help in understanding interpersonal relations” (Heider, 1958) that will develop an environment where we can all enjoy peace and happiness.
We are now realizing the need to develop ethical values (Flyvbjerg, 2001) and the importance of the religious factors to explain the major events in the human history (TV5, 2002). The Forum (2004) in Barcelona is based on the concept of equality in difference, and on the idea of exchange, represented by the coming together of two hands within a limited space. Hands combine modernity with history, the future with memories. The colour chosen is a degradee from blue to green, a metaphor of the sea and the sky fusing with nature (Forum, 2004).
A Case Study
Electronic communication promises creating “mediated environments” for the “development of consciousness” (Gackenbach, 1998) within a community that can help the individuals in developing a flexible state of mind to cope with the current situation. This brilliant idea has recently motivated the author to make changes in the way he teaches undergraduate education faculty students. In the context of the courses on computer literacy offered by the author in the university he is affiliated, research on various human science topics has been introduced with the purpose of develop basic professional and social skills.
The work started by the distribution of consecutive sections of a book –the last semester being the impressionist art school- an approximate number of ten pages for each student. During the first week students were expected to explain at least seven keywords they encountered in the text. In the following weeks students prepared a roadmap and a concept map. As this material was presented in class students were expected to participate in discussions in order to reveal the associated events, people, time and places. It was clear that some characteristics were common across the whole text. The instructor summarized the findings in a table format so that students could prepare for the final exam.
During the same period a student organized panel on the implications of the Copenhagen Summit and the EU-Turkish relations took place in the same university. After the initial presentation of scholars in the diplomatic world, students from ten different local universities made their lively presentations on political an economical relations with the EU. This gave the author even more courage to empower his students to in order to outperform the conventional academic standards. The results can be seen in the instructors website (See Appendix).
Conclusion
The current situation in the world requires that individuals change the way their approach life. Educators have an important role in helping the society to develop their well-being through a process of self-understanding. For this aim, it is necessary to “unfreeze people’s attitudes by identifying individual and organizational barriers, developing people’s awareness of the situation and interest to participate, making people be involved in decision making and accountable for their behavior and ensuring people’s long term commitment to change” (Wald, 2000). Educators, as agents of change, need supervision as in clinical psychological practice. We refer to the work of Planalp (1999) in order to develop a more healthy communication process in the society of today.
We hope that in the future UNESCO will provide support for establishing a network of international students working on similar topics to share their findings. These contacts will help in developing an environment of global understanding between different cultures. We argue that all writers should express a common vision for a new world society where solidarity is a the top of the priority list. While technology can help in developing a global culture of peace (Inelmen, 2000) international organizations like the Department of Economic and Social Affairs of the United Nations should give a hand (UN, 2002).
As Sir Karl Popper -the widely acclaimed philosopher of our time- suggests, advice should be considered as “a signpost on [the] way to creative and happy life: however happy you may be with a solution, never think of it as final“ (Popper, 1999)
References
Carr, D. (1991). Educating the Virtues, Routledge, London, p. 269
Flyvbjerg, B. (2001). “Making Social Science Matter”, Cambridge University Press, p.82
Forum(2004). (
Franchi, S. and Güzeldere, G. (2002). “Of gaps, bridges, and close encounters of one of a kind” (
Gackenbach, J. (1998).Psychology and the Internet : intrapersonal, interpersonal, and transpersonal implications.San Diego: Academic Press.
Heider, F. (1958). The psychology of interpersonal relationsNew York: Wiley.
HPD (2002). (
Inelmen, E. (2000). “Using Technology to Enhance Understanding Across Cultures”, InternationalConference Technology Impact on Cultural Tourism, Istanbul, (Turkey), pp. 523-532. ISBN 975-518-154
Kaynak M.O. and Sabonovic, A. (1994). “Diffusion of New Technologies Through Appropriate Education and Training” presented at the Diffusion of New Technologies Conference, St. Petersburg, (Russia).
Kelly G.A. (1970). “A brief introduction to personal construct theory”. In Perspectives in Personal Construct Theory, Bannister, D. (ed.), Academic Press, London, pp.1-29.
LVP (2002). (
Macedo, D. (2000).”Chomsky on miseducation”. Lanham, Md: Rowman & Littlefield Pub..
Maritian, J. (2002). “The Frontiers of Poetry”
(
Oxen (2002). (
Planalp, S. (1999). Communicating emotion : social, moral, and cultural processes. Cambridge; New York: Cambridge University Press ; Paris; Editions de la Maison des sciences de l'homme.
Polat, A.(2001).”Üçbin yıllık birikim”: Ali Polat, İstanbul 2001 s. 36
Popper, K. (1999). “All Life is a Problem Solving” Routledge, London, 161.
Tart, C. (1975). Transpersonal psychologies.New York: Harper & Row.
TV5 (2002). “Interview with Jacques Rifflet”on his book "Les Mondes du Sacré", Edition Mols (
UN (2002). (
Wald, M.S. (2000). “Managing curriculum change –a challenge for engineering education”, 2nd UICEE Global Congress on Engineering Education, Wismar,(Germany), 61-63
Appendix: Web site used by the author (hamlin.cc.boun.edu.tr/~inelmen)
Erol Inelmen graduated from the American Robert College in Istanbul, Turkey in 1963 as a Mechanical Engineer. After spending ten years in industry as a project engineer he joined Bogazici University on the same campus in 1982. In 1992 he received his PhD in “engineering management” from Marmara University in Istanbul. He is now assistant professor and is involved in subjects related to computer-aided design and learning