paper 4 - Jillian Finkelstein Cultural Psychology Paper 4...

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Jillian Finkelstein Cultural Psychology Paper 4 If I were to meet with an outside audience, I would speak with American k-12 public school teachers to discuss effective teaching methods for immigrants and multicultural citizens and give the following lecture. Because Schweder (1989) argues for the mutual constitution of psyche and culture, people from different cultures behave, think, and learn differently from each other because of their interactions with their own separate environments. Just as humans give the world meaning, the world shapes the human psyche based on how a person reacts and responds to their own human designed constructs. Since culture and psyche cannot be studied as separate entities because their existences are dependent on the meanings that they gain from one another, students from different backgrounds cannot be taught in the same manner because certain teaching styles are not effective for all groups of students. Many differences between students from different cultures stem from the type of culture they come from: independent or interdependent. Independent cultures stress individuality while interdependent cultures stress collectivism and the needs of the group. They come from different environments that have different human constructed concepts that motivate behavior and emotions. As teachers, you should make yourselves aware of these cultural differences because using American teaching styles may be ineffective or stressful for students from different cultural backgrounds. Education about how other cultures teach their students can help you give specialized instructions or tasks to help exchange students benefit greater from American schooling.
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One difference between these two types of cultures is the way that they feel control. Weisz, Rothbaum, and Blackburn (1984) noted that Americans employ primary control in which they physically change their realities to achieve a more favorable outcome, while the Japanese employ secondary control in which they achieve more favorable outcomes by accommodating their realities and changing how they perceive things as they are. As American teachers, it is easy to misconceive Japanese exchange students as experiencing learned helplessness in response to comparing the ways they work in the classroom with the way European American children work in the classroom.
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This note was uploaded on 04/09/2008 for the course PSYC 394 taught by Professor Morling during the Spring '07 term at University of Delaware.

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paper 4 - Jillian Finkelstein Cultural Psychology Paper 4...

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