World Culture Model Consortium for Teaching Asia Pacific Studies (CTAPS) University of Hawaii 1998

World Culture Model – defining culture  A pattern of behaviour that is shared by a group (sometimes defined by national borders, but more often by a shared geographical or historical experience).  It consists of learned ways of thinking and acting, common to all people, which distinguishes them from other people. The products of culture such as clothing, art works, and social institutions, reflect the culture.

Why address culture?  interdependent world/ global world, students of the 21 st Century need an understanding of the societies that populate the world in order that they may interact with them more effectively. Socially, politically and economically societies have become irreversibly interconnected.  citizens of the 21 st Century need the skills to understand the concept of culture, to analyse the components, which make it up, and to interpret its meaning for them personally and for the world at large.

HISTORICAL CONTEXT Past Present Future GEOGRAPHICAL CONTEXT Location Human/Environment InteractionRegion PlaceMovement Values and Beliefs SocialPolitical Economic Aesthetic

 The World Culture Model can provide such framework. The model is not a flowchart and it is not an outline of content to be “covered”.  However, the model does provide a general picture of the important issues and concepts that should be included in any cultural study (in order that none be overlooked): change vs stability interdependence communication and conflict. A framework

 A teacher may choose to study one culture in depth - Japan for example. In this case each one of the thematic bubbles would be included in the study through a variety of activities that would, when possible, consider the general issues of change Vs stability, interdependence, communication and conflict as they apply to the five themes, with historical and geographical studies being brought in as necessary. One or Many…

 Or a teacher may wish to select one of the cultural universals - economics for example - and use it as a basis for a comparative study of several different cultures, again focussing upon the general background issues as much as possible.  Venn Diagram Comparative Study

Historical Context  Discovery  Wars  Leaders  Exploration  Indigenous peoples

Geographical Context  Islands  Region  Bodies of water  Unique features  Natural disasters

Values and Beliefs  Religions  Church  Shrines

Social  Clothing  Food  Entertainment  Language  Houses  Social roles  Education  Hobbies  Sport  Festivals

Political  System of government  Parliament  Flag  National symbols  National Anthem  War  Map  Constitution  Population

Economic  Money  Trade – imports and exports  Business  Agriculture

Aesthetic  Clothing  Art  Buildings  Theatre  Opera  Craft  Film

Implementation  It is always important to have clear structure and specific goals in mind.  Ensure all lessons are relevant and applicable. Otherwise there is the danger of merely teaching a series of entertaining, but unrelated activities which do not advance the students’ understanding of fundamental cultural issues.  Rich, Real and Relevant

HISTORICAL CONTEXT Past Present Future Hiroshima Immigration GEOGRAPHICAL CONTEXT Location Human/Environment InteractionRegion North Pacific OceanRice FieldsOriental 4 main islands PlaceMovement Islands, Mt Fuji, Cherry BlossomCars, Computers, Electronic equipment Values and Beliefs SocialPolitical Economic Aesthetic JAPAN