Masculinity vs. Femininity- Refers primarily to the distribution of emotional roles between genders in society. In short, the more roles are traditionally oriented, the more they to when levels of assertiveness, “masculine” are; whereas, “feminine” refers competitiveness, and caring are more equally shared among genders. Example: Can affect the level of competition or collaboration exhibited by students. Long-term Orientation vs Short-term Orientation and Indulgence vs Restraint E.Hall (1983) This dimension is primarily concerned with High Context vs Low Context- communication in contexts. In high-context cultures, the context plays a greater role and much of the meaning is with even minimal expression. These societies tend “understood” to be more relational, collectivist, and intuitive. On the other hand, low-context cultures tend to be more verbose, as well as focused on linear thought, individualistic values, and logical outcomes. Example: Can greatly affect the degree to which people are comfortable expressing their opinions, points of view and questions in class. Other Studies of Interest: R.E. Nisbett (2003), R. Levine (1997) and R.D. Lewis (2006) How the Cultural Dimensions Theory Is Used Identify primary cross-cultural differences in national cultures based on primary dimensions Used in various ways to promote greater awareness and successful decision-making in business, education, politics, and general social life Help professionals, students and citizens navigate the extremes of culture shock and/or adapt to new cultures (both international and domestic) Cultural Dimensions in Education (Parrish & Linder VanBerschot, 2010) Cultural Dimensions of Learning Framework- CDLF (See Table 4; pp.8-10) Perceive behaviors and ways of thinking as the interaction of what is personal, cultural and human nature. Values- deepest enduring aspects of culture (often unseen and slow to change) Practices- various norms and rituals (more easily observable and more changeable) Education/learning involves both values and practices, so must try to be aware what might actually be challenged and/or learned anew When teaching, culture is being transmitted (embedded in the enterprise itself) Can identify display of tendencies along cultural lines while respecting the individual human being. Calls for deeply considering the cultural dimensions to inform our instructional designs, decision-making and expectations.
Masculinity vs. Femininity- Refers primarily to the distribution of emotional roles between genders in society. In short, the more roles are traditionally oriented, the more “masculine” they are; whereas, “feminine” refers to when levels of assertiveness, competitiveness, and caring are more equally shared among genders. Example: Can affect the level of competition or collaboration exhibited by students. Long-term Orientation vs Short-term Orientation and Indulgence vs Restraint E.Hall (1983) High Context vs Low Context- This dimension is primarily concerned with communication in contexts. In high-context cultures, the context plays a greater role and much of the meaning is “understood” with even minimal expression. These societies tend to be more relational, collectivist, and intuitive. On the other hand, low-context cultures tend to be more verbose, as well as focused on linear thought, individualistic values, and logical outcomes. Example: Can greatly affect the degree to which people are comfortable expressing their opinions, points of view and questions in class. Other Studies of Interest: R.E. Nisbett (2003), R. Levine (1997) and R.D. Lewis (2006) How the Cultural Dimensions Theory Is Used Identify primary cross-cultural differences in national cultures based on primary dimensions Used in various ways to promote greater awareness and successful decision-making in business, education, politics, and general social life Help professionals, students and citizens navigate the extremes of culture shock and/or adapt to new cultures (both international and domestic) Cultural Dimensions in Education (Parrish & Linder VanBerschot, 2010) Cultural Dimensions of Learning Framework- CDLF (See Table 4; pp.8-10) Perceive behaviors and ways of thinking as the interaction of what is personal, cultural and human nature. Values- deepest enduring aspects of culture (often unseen and slow to change) Practices- various norms and rituals (more easily observable and more changeable) Education/learning involves both values and practices, so must try to be aware what might actually be challenged and/or learned anew When teaching, culture is being transmitted (embedded in the enterprise itself) Can identify display of tendencies along cultural lines while respecting the individual human being. Calls for deeply considering the cultural dimensions to inform our instructional designs, decision-making and expectations.
Hajovsky_CLT_ActiveLearningCulturalDimension.docx