1、World Culture ModelConsortium for Teaching Asia Pacific Studies(CTAPS)University of Hawaii 1998World Culture ModelConsortium World Culture Model defining cultureA pattern of behaviour that is shared by a group (sometimes defined by national borders, but more often by a shared geographical or histori

2、cal 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.World Culture Model definingWhy address culture?interdependent world

3、/ global world, students of the 21st 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 21st Century need the skil

4、ls 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.Why address culture?interdepenHISTORICAL CONTEXTPast Present FutureGEOGRAPHICAL CONTEXTLocation Human/Environment InteractionRegionPlaceMo

5、vementValues and BeliefsValues and BeliefsSocialPolitical EconomicAestheticHISTORICAL CONTEXTPast PreThe 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

6、 issues and concepts that should be included in any cultural study (in order that none be overlooked): change vs stability interdependencecommunication and conflict.A frameworkThe World Culture Model can prA teacher may choose to study one culture in depth - Japan for example. In this case each one

7、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 i

8、n as necessary.One or ManyA teacher may choose to study 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 Di

9、agramComparative StudyOr a teacher may wish to selecHistorical ContextDiscoveryWarsLeadersExplorationIndigenous peoplesHistorical ContextDiscoveryGeographical ContextIslandsRegionBodies of waterUnique featuresNatural disastersGeographical ContextIslandsValues and BeliefsReligionsChurchShrinesValues

10、and BeliefsReligionsSocialClothingFoodEntertainmentLanguageHousesSocial rolesEducationHobbiesSport FestivalsSocialClothingPoliticalSystem of governmentParliamentFlagNational symbolsNational AnthemWarMapConstitutionPopulation PoliticalSystem of governmentEconomicMoneyTrade imports and exportsBusiness

11、Agriculture EconomicMoneyAestheticClothingArtBuildingsTheatreOperaCraftFilmAestheticClothingImplementationIt 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 entertainin

12、g, but unrelated activities which do not advance the students understanding of fundamental cultural issues.Rich, Real and RelevantImplementationIt is always imp HISTORICAL CONTEXTPast Present FutureHiroshima Immigration GEOGRAPHICAL CONTEXTLocation Human/Environment InteractionRegionNorth Pacific OceanRice FieldsOriental 4 main