Communication Between Cultures

participate in the educational process. Knowledge ofwhata culture teaches can pro-

vide an understanding of what that culture considers important; knowinghowa culture

teaches is equally significant because (1) it provides insight into the characteristics of

the culture, (2) student–teacher relations offer a perspective on the structure of inter-

personal relations throughout the culture, and (3) it illustrates the importance that a

culture places on education.

Theprocessof formal education in a culture is tied directly to its beliefs, values,

and characteristics. In some cultures, the normative way of teaching is for the

teacher to lecture while students sit quietly and dutifully take notes. Tests involve

iterating the previously received facts. In other cultures, students actively engage

their instructors in give-and-take verbal sparring. Exams may involve creative and

critical thinking skills. The relationship between teacher and student also varies

among cultures. In some countries where teachers enjoy considerable social status

and power, the student–teacher relationship is very formal, but in other nations,

the relationship is more relaxed and egalitarian. Even nonverbal aspects, such as

space, distance, time, and dress codes, are cultural variables reflected in classroom

behavior. For example, in some cultures, informal attire is acceptable in the class-

room, but other cultures demand that students attend class in identical uniforms.

To further illustrate this aspect of education, we will look at some of the behaviors

that characterize culturally based educational differences in Japan, the United

States, and China.

Students walking to school are a familiar sight on any weekday morning in Japan,

as well as the United States, although less common in the latter due to parental con-

cerns and fewer public transportation options. But there are some other marked differ-

ences. Japanese elementary students usually assemble at a neighborhood location and

proceed together to their classes. They will form one or two lines, with one older stu-

dent at the front and one at the back. All will be wearing hats identical in color and

shape. The younger students are learning the cultural values of group membership,

hierarchy, and social conformity. The older students are learning about leadership,

social responsibility toward others, and mentorship. In the classroom, interdepen-

dence is stressed as students work on projects in assigned groups and are seldom called

on to answer questions individually.

Upon entering middle school and

throughout high school, the students

will wear uniforms reflective of their

school and will generally remain

with the same group of classmates

from class to class, a continual rein-

forcement of the importance of group

solidarity.

For U.S. high school students, however, choice and freedom of expression are con-

stants. Their day begins by deciding what to wear and perhaps even how to get to

school—walk, ride, or drive. Their choice of classes can vary yearly and even by

semester. Each high school class is likely to have a diverse group of students as they

move from room to room for each lesson. Additionally, there will be a wide selection

of extracurricular sports and clubs for after-school activities. For any group project,

U.S. students may even be allowed to choose their own teammates. In student-

centered classes, learners will be encouraged to voice their own opinions (hopefully

with supporting evidence), even if different from the instructor’s. Students rarely

CONSIDER THIS

What is taught in the formal education system of a culture is deter-

mined by its values and also promulgates those values.

Learning from Culture 359

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