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Teaching Cultural Empathy: Stereotypes, World Views and Cultural Difference

Teaching Cultural Empathy: Stereotypes, World Views and Cultural Difference | Navigate | Scoop.it

"I am torn about how to teach these two ideas about cultures and societies all around the world:

People and cultures are different all over the world.People and cultures are the same all over the world.

These points may seem like a contradiction, but when put into proper context they teach important truths about culture."


Via Seth Dixon, Javier Marrero Acosta, juandoming
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Avery Liardon's curator insight, March 23, 2015 9:48 PM

Unit 3:

Shines insight on stereotypes that are commonly used throughout the world. Reading this article really made me think about stereotypes that are so commonly used they are considered acceptable. It's a ridiculous idea to think that all people under a culture act and behave the same way. 

Emily Coats's curator insight, March 24, 2015 12:06 PM

UNIT 3 CULTURE

This article is written to compare and contrast various ways to teach young school children about global cultures. On one hand, we can relate all cultures to each other, due to their common goals and views. For example, all families around the world aim to do what's best for each other, love and cherish one another, and try their hardest to succeed economically. On the other hand, cultures are extremely different around the world, with different music, clothing, and underlying views on life. We can continue to say that popular culture has diffused so greatly, with advanced technologies and means of transportation, so it has influenced and homogenized our landscape quite a bit. Folk culture is obviously still a powerful force, but popular culture does have some effects around the world. I believe that children need to understand the importance of maintaining diversity thy preserving folk culture but they also need to acknowledge the pros and cons of the global diffusion of popular culture and how it connects us at a global scale. 

Danielle Smith's curator insight, April 12, 2015 12:21 AM

I think Teaching Cultural Empathy: Stereotypes, World Views and Cultural Difference is a helpful article for teachers to read. This article considers ideas I constantly come back to, whilst collecting resources and ideas for teaching students about cultural diversity and identity. How do I teach students, that ‘people and cultures are different all over the world’ (Dixon, 2015, April 2), but also the same?

Dixon suggests that we need to teach that people and cultures worldwide are the SAME and DIFFERENT simultaneously.  In this way, students can appreciate the rich diversity of cultures and societies, whilst at the same time learning values of humanity and empathy, which unite us all.

 

I believe by recognising and appreciating the rich cultures of students in the classroom, we can explore and learn about cultural diversity in an honest, rich and non-stereotypical way and allow students to feel valued at the same time. In addition, as students know each other, this helps them relate to ‘people from other places, who speak other languages’ and follow different religions to their own (Dixon, 2015, April 2). Furthermore, this should help increase intercultural understanding in the classroom by developing a ‘socially cohesive’ environment that ‘respects, and appreciates cultural, social and religious diversity’ (MYCEETA, p. 7).

 

References

Dixon, S. (2015, April 2). Teaching cultural empathy: Stereotypes, world views and cultural difference. National Geographic. Retrieved April 7, 2015, http: http://blog.education.nationalgeographic.com/2015/02/04/teaching-cultural-empathy-stereotypes-world-views-and-cultural-difference/

 

Ministerial Council on Education, Employment, Training, and Youth Affairs. (2008, December). Melbourne declaration on educational goals for young Australians. Melbourne: Author. 

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The World Religions Tree

The World Religions Tree | Navigate | Scoop.it

Dynamic infographic on world religions (don't be intimidated by the page being in Russian... The graphic is not).


Via Seth Dixon
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Abby Laybourn's curator insight, December 10, 2014 1:25 PM

Although this was kind of hard to read it was interesting to see how different religions are related and where they stem from. 

Marita Viitanen's curator insight, January 31, 2015 6:48 PM

Tämä puu jotakuinkin hämmentää...

Emma Conde's curator insight, May 26, 2015 9:16 PM

Unit 1 Geography: Its nature and perspectives

Although the article relating to this diagram is in Russian, the diagram is not, and I found it to be a very interesting visual to not only show world religions developing on a time scale, but also because it does a very good job of showing just how many little divisions of each religion they are, and how they are all intertwined. Zooming in on the diagram, you are able to see each divide, each new branch, and each date for hundreds of sets of information.

 

This illustrates the theme of identification of major world religions because it simply shows the mass amounts of tiny divisions that occur in the major world religions in a simple format. This is very helpful because this would be pages of writing if you tried to write it all out. 

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Comparing the five major world religions

"It's perfectly human to grapple with questions, like 'Where do we come from?' and 'How do I live a life of meaning?' These existential questions are central to the five major world religions -- and that's not all that connects these faiths. John Bellaimey explains the intertwined histories and cultures of Hinduism, Judaism, Buddhism, Christianity and Islam."


Via Seth Dixon, Cindy Riley Klages
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Lindley Amarantos's curator insight, September 5, 2014 9:13 AM

Great insight into our 5 major world religions.

Brett Laskowitz's curator insight, January 28, 2015 12:06 PM

This is also a good introductory video for the Religion unit.  It will at least give students a general overview of the major world religions as a baseline of information to reference when diving deeper into the unit content.

Courtney Barrowman's curator insight, June 1, 2015 10:10 AM

unit 3