Intercultural Education – DIS 747
Summer, 2004
Western Seminary
Instructor: Enoch Wan, Ph.D.
Basic educational principles,
as well as how those principles will be worked out differently in differing
cultural contexts, must be understood.
Cultural differences in learning and reasoning styles are considered with
their implications for mission.
Education methods such as theological education by extension,
correspondence courses, use of video, Bible institutes, and lay training
programs used in intercultural ministries are to be examined and evaluated.
COURSE OBJECTIVES:
1. Cognitively:
to
apprehend the necessity and practicality of intercultural education;
2. Attitudinally:
to
appreciate the variations in matters related to cognitive patter/process,
learning style and pedagogy cross-culturally;
3. Practically:
to apply
theories and methodologies in intercultural education to areas including the
design of curriculum, development of
educational system, formulation of training strategy for intercultural
ministry.
REQUIRED TEXT:
|
TITLE |
AUTHOR(S) |
PUBLISHER |
ISBN |
|
Building Credible
Multicultural Teams ($17.99) |
Lianne Roemke |
William Carey
Library |
0-87808-340-5 |
|
Renewal in
Theological Education: Strategies For Change ($6.95) |
Robert W. Ferris |
|
1-879089-03-3 |
|
Opting for Change:
A Handbook on Evaluation and Planning for Theological Education by Extension
($7.95) |
F.R. Kinsler & J.H. Emery |
William Carey
Library |
0-87808-8229-8 |
|
Pedagogy of the Oppressed. (30th Anniversary
ed.) . |
Freire, Paulo. |
Continuum, |
0826412769 |
COURSE REQUIREMENTS: (choice
of topic to be approved by the instructor)
I.
PRE-SESSION
PREPARATION (scan
the texts in preparation for class discussion)
Conduct ethnographic research and present your tentative findings in class with AV (e.g. outline, table,
etc.) on three elements: (30%)
1.1
DESCRIPTION OF
COGNITIVE PATTERN (10%)
Choose “the target group” of your choice, with the approval
of the instructor.
Analyse their cognitive pattern and
show your comprehension of it, essential in
the strategic planning for intercultural education for the
target group.
1.2
DESCRIPTION
OF THE LEARNING STYLE (10%)
Use ethnographic methodology to collect data pertaining to
the learning style of
your “ministry-target-group”
1.3
DESCRIPTION
OF THE TECHING STYLE (10%)
Use ethnographic methodology to collect data pertaining to
the teaching style of
your “ministry-target-group”
II.
POST-SESSION RESEARCH &
WRITING (70%)
2.1 WRITE UP YOU IMRPOVED & FINALIZED
ETHNOGRAPHIC DATA
2.2 STRATEGIC
PLANNING FOR INTERCULTURAL EDUCATION
2.2.1 PROFILING YOUR “MINISTRY-TARGET-GROUP” e.g.
-Profile:
age, level, etc. ;
-Purpose:
skills, knowledge, etc.;
-Types:
formal, informal, etc.
-Duration:
quarter, semester, annual, etc.
-Resources:
personnel, finance, etc.
2.2.2
CROSS-CULTURAL
COMPARISON
Identify the deliverer’s cultural profile and compare the
cultural differences between the educator and the recipients of intercultural
education, e.g.
-Cultural
profile
-Cross-cultural
differences between the educator and the students
-Cultural
differences to be factored in for intercultural education
2.2.3
STRATEGIC
PLANNING
Formulate
a strategic plan for intercultural education (see McCune’s Guide to
strategic
planning
for educators) including the
design of curriculum, developing educational plan,
etc.
-anticipated outcomes, goals, objectives
-an
outline of major topics or units to be included
-a
design for teaching/learning experiences
-expectations
of the participants, .e.g. reading, exercise, activity
-dates
& schedules
-instrument
for evaluation of learning outcomes & procedures for improvement &
implementation
NOTE:
Programs tried or proposed within the student’s area of ministry are to be carefully considered for their appropriateness (theologically and culturally), as well as for their socio-economic suitability and viability long-term effectiveness.
SEQUENCE OF PRESENTATION: (tentative,
subject to future change)
Please do your assigned reading (see the reading
list) before class in order to facilitate full participation and intelligent
interaction in class.
I. INTRODUCTION
1.1 course
design & objectives; course requirements & logistics; course content
& outline
1.2 anthropology and education
1.3 preliminary understanding for
intercultural education
II. CULTURAL
DIVERSITY AND EDUCATIONAL VARIATIONS:
2.1
methodological
considerations
2.2
motivation for
education
2.3
modes of education
2.4
models of learning
2.5
models of teaching
3.1 educational goals of traditional Western
education
3.2 cultural ideal and educational goals
3.3 cultural factors on personal expectation
3.4 cultural factors on institutional variation
3.5 emic
and etic variation
IV. PROCESS
OF INTERCULTURAL EDUCATION
4.1 Western learning style
4.2 cultural influence on learning style
4.3 cultural factors and curricular issues
4.4 Western teaching methodology
4.5 cultural influence on teaching style
V. PRACTICE
OF INTERCULTURAL EDUCATION IN MISSIONS CONTEXT
5.1
strategic planning for
educators in general
5.2
strategic planning for
intercultural educators
5.3
variety in approaches:
Bible institute, TEE, T&M,
correspondence program, lay
training,
etc.
5.4