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This is to certify that the
thesis entitled

A CREATIVE APPROACH TO INVOLVEMENT
IN NON-WESTERN CULTURE BY
SECONDARY SCHOOL STUDENTS

presented by

Donald Allen Dennis

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Curriculum

 

 

b7 ,
g Major professor

Ma
Date y 19, 1971

0-7639

    
     

LIB R A I: y
Midligan S “w
University

  
   

ABSTRACT
A CREATIVE APPROACH TO INVOLVEMENT
IN NON-WESTERN CULTURE BY
SECONDARY SCHOOL STUDENTS
BY

Donald Allen Dennis

The purpose of this study was to present a model of
a creative approach to involving the learner and the teacher
in a non-Western culture.

The students in the sample were selected from a
secondary humanities program in Andover High School (Bloom-
field Hills, Michigan). Of the 100 in the sample, all were
seniors taking the course as an elective and with little or
no previous in-depth eXposure to a non—Western culture. The
community is a suburban area on the fringe of Detroit, with
an upper middle class atmosphere. The curriculum pursued
by all of the students in the study was college preparatory
with the humanities class an elective.

The procedure for the study was to systematically
involve the student and the teacher not only in content, but
also in a method for becoming actively and personally in-
volved in the learning situation. Through the model, the
learner was first introduced to information in an informal
manner and given encouragement to eXplore and expand an idea
that related to a non-Western culture. He was then informed,
by the teacher, as to where he might find resources to material

in his interest area. The teacher became a guide and facilita-

tor of learning, allowing the learner to develop the idea
within his own capabilities and interests. Once the learner
became familiar with the information, he was encouraged to
organize and present it to his peers with an emphasis on
media utilization. The final part of the model was peer
evaluative with feedback coming from the students and teach-
ers to actualize the success of the individual learner!s
efforts and at the same time to involve the total group in
the learning process.

The method and evaluation of the study were based
upon the findings of the Getzels and Jackson study on
creativity, the studies of Carl Rogers on self concepts
‘and studies by Arthur Combs and others on teacher training
procedures. Measures for the study came from standard verbal
and non verbal tests (Lorge Thorndike), an ethnocentric sur-
vey ("Public Opinion Survey" by T. W. Adorno) and a peer
evaluation. All results were placed on a rank—order corre-
lation.

The major findings indicated that a relationship
exists between the ethnocentric attitude of the learner and
his ability to relate not only to a non-Western culture, but
also to his peers. No apparent relationship existed between
the verbal and non-verbal skills of the learner and his a-
bility to become creatively involved in the learning process;
however, there was a relationship between creative involvement

and use of media.

The study indicates that present built-in restric—
tions of secondary school curriculums do not help the learner
in reaching his fullest potential. Further, the study im-
plies that learning about other cultures in American educa—
tion has been restrictive in both content and method. The
direction of this study was to examine the nature of these
restrictions and, through a model, to systematically build
in a curriculum procedure that would provide both the teacher
and the student the means of becoming creatively involved in

learning about another culture.

A CREATIVE APPROACH TO INVOLVEMENT
IN NON-WESTERN CULTURE BY

SECONDARY SCHOOL STUDENTS

By

Donald Allen Dennis

A THESIS
Submitted to
Michigan State University

in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Education

1971

,A‘A‘

 

Copyright by
DONALD ALLEN DENNIS
1971

DEDICATION

To my wife, Marmie, whose
help, patience and understanding
have been untiring, from climb—
ing the steep steps of Angkor Wat
to recording endless bits of
information. Without her encour-
agement this would have been a

lonely task.

11

ACKNOWLEDGMENTS

I wish to thank my committee for their valuable
adVice and guidance. I am greatly indebted to Dr. Troy
Stearns, Chairman, whose understanding of the needs of
education and the individual were a source of encourage-
ment. Appreciation is also extended to Dr. James Page,

Dr. Dale Alam and Dr. William T. Ross for bringing a
multitude of ideas into focus.

I am pleased to be able to thank other individuals
who gave of their time on my behalf; Van Ross who helped
smooth out rough edges; Dr. Marjorie Jacobson, Dr. William
Robertson and Arlene who gave freely in advice and assis-
tance; and to Dr. Ronald Anderson for including a Humanities
teacher in the teachers' Interchange Program at the East-
West Center.

Finally, I would like to thank the many Asians
who helped me to realize the meaning of a "global village"
as well as my students who, after all, are what this is all

about.

111

DEDICATION

TABLE OF CONTENTS

ACKNOWLEDGEMENTS O O O O O O O O O O O O O O O O 0

LIST OF TABLES O O O O O O O O O O O O O O O O O 0

LIST OF FIGURES O O O O O O O O I O O O O O O O 0

CHAPTER 1

CHAPTER 2

CHAPTER 3

DESCRIPTION OF THE PROBLEM . . . . . .

Introduction to the study '. . . . .
Background and need for the study . .
Purpose of the study. . . . . . . . .
Questions for the study . . . . .
Theory and assumptions of the study .
Definition of terms used in the study
Overview of the study . . . . . . . .

REVIEW OF THE LITERATURE . . . . . . .

Introduction . . . . . . . . . . . .
Education and Attitudes on non-Western
Culture in American Education. . . .
Creativity and the Learner - the
Teacher - the Curriculum . . . . .
Technology and the Learner - the
Teacher - the Curriculum . . . . .
Summary . . . . . . . . . . . . . . .

DESIGN AND PROCEDURE . . . . . . . . .

Introduction . . . . . . . . . . . .

The ”Ode 1 O O O O O 0 0 0 O O
The Time Element . . . . . . . .
The Symbiotic Plan of Involvement
The Process of Change. . . . .
The Symbolic Acceptance
Nature of the Sample . .
The Measures Used . . .
Method of Implementation
Summary . . . . . . . .

iv

Bass
11

iii
vi
vii

,‘Y ‘

CHAPTER H ANALYSIS OF RESULTS . . . . . . . . . . . 88

Introduction . . . . . . . . . . . . . . 88
Testable Hypotheses, Measures and Results 90
Analysis and Implications of Results . . 98
Summary . . . . . . . . . . . . . . . . . 102

CHAPTER 5 CONCLUSIONS, IMPLICATIONS AND
GENERALIZATION . . . . . . . . . . . . 103

Introduction . . . . . . . . . . . . . . 103
Conclusions . . . . . . . . . . . . . . 103
Discussion and Generalization . . . . . . 108
Implications . . . . . . . . . . . . . . 109
Recommendations . . . . . . . 113
Further Implications and Suggestions. . 115
Summary . . . . . . . . . . . . . . . . . 116

BIBLIOGRAPHY I O O O O O O O O O O O O O O O O O O O 118
APPENDIX A O O O O O O O O O O O O O O 0 O O O O I O 126

APPENDIX B O O O O O O O O O O O O O O O O O O O O O 1'40

LIST OR TABLES

Table

Creativity and Ethnocentrism Scores Obtained
on a Randomly Selected Sample of Humanities

Students 0 O O O O O O O O I O O O O O O O 0

Classroom Tests and Verbal Aptitude Scores
Obtained on a Randomly Selected Sample of
Humanities Students . . . . . . . . . . . .

Use of Media and Non-Verbal Aptitude Scores
Obtained on a Randomly Selected Sample of
Humanities Students . . . . . . . . . . . .

Project Acceptance Arranged According to the
Number or Media Used 0 O I O O O O O O O O 0

Media Used With Class Acceptance . . . . . .

vi

95

97

100

101

LIST OR FIGURES

Figure
Time Project Design . . . . . . . . . . .

Symbiotic Plan of Student Involvement . .

Analog Model of Student Process and Change.

Analog Model of Symbolic Acceptance . . .
Communication Flow . . . . . . . . . . .
Ideation and Communication . . . . . . .

A Scattergram Presentation of the Scores
in Table l O 0 O O O O O O 0 O O O 0 O O

A Scattergram Presentation of the Scores
in Table 2 O O O O O O O O O O O I O O O

A Scattergram Presentation of the Scores
in Table 3 C O O O I O I O O O O O O O 0

vii

Page
57

59
61!
69
83
8A

 

93

96

98

Chapter 1

DESCRIPTION OF THE PROBLEM

Introduction tg_the Study

 

The technological development in the world community
of culture has created a growing need to educate for relat-
ing to all members of the human race. Instant communication
has brought a "global village" concept to today's society.
Unable to cope with problems that have developed in communi-
cations or to utilize the benefits suggested by recent
improvements in the process of learning, many educators are
retreating to the shelter offered by tried but outmoded
ideas. Others are grasping at new "packages" and "canned
programs" for instant security as the market becomes flooded
with commercialized material for solving the demands of
today's education.

Mario Fantini, program director, Public Education,
the Ford Foundation, identifies the problem and then sets a
goal for the "Schools for the 70's" by stating:

Confronted with institutional obsolescence, the
schools have reacted by adding to a base structure of
education forged in an earlier century -—- the demands,
however, do not call for additional layers on the old
structure, but for a new conception of education ---

one that is functionally coordinated wi h the concerns
and aspirations of the various publics.

 

1Mario D. Fantini, "Institutional Reform," Today's
Education, LIIIIV. No. A (April, 1970) pp. A3-AD.

 

Many sincere and devoted educators are searching for
new methods for meeting the needs of today. Diversity,
rather than uniformity should be expressed by present educa-
tional institutions according to Fantini.l This diversity
of learning may well be the key to successfully bringing the
learner into contact with members of the human race beyond
his immediate sphere of identity and cpen the door to
personal as well as global understanding of human relation—
ships. This study is an approach for curriculum designers

in introducing cross-cultural communication.

Background and Need for the Study

The limitations of American school curriculums to
meet the challenge of worldwide communication are evident
in the omission of Non—Western Humanities studies. A 1969
survey of Michigan secondary school programs revealed that
only two percent of all Humanities courses offered were
including this area. Although new textbooks are adding
some Asian culture, much of the information points up
contrasts in culture with little suggestion of relevance to
the learner. Frequently this material is relegated to the
back of the text so that it can be eliminated by the teacher
pressed for time, or it becomes supplemental reading to
"fill in".

In its present structure, the American educational

system is providing the teacher with methods of exploration

 

1Ibid.

in Asian culture that bring few new ideas into focus. Too
often material of an impersonal nature is developed and
passed on to the teacher, who may in like manner pass it on
to the student. Contact with Asian culture on such a level
provides limited enthusiasm or personal identification, and
restricted learning for all concerned is the end result.

The learner usually receives his impressions of
Asians and their culture through edited reporting of the
mass media. Sensationalism rather than sensitivity has
frequently been the style with little or no in-depth infor-
mation presented to the listener, reader or viewer.
Cultural relevance has been lacking, with a distorted image
resulting in a polarization rather than a personalization
of cultural attitudes. Impressions and identification with
members of other cultures have become more negative than
positive with the meaning of humanitarianism becoming dis-
torted or lost. "What can he know of England, who only
England knows" was a challenge to the ethnocentric behavior
of British nationalism of yesterday and remains as a
challenge to the present American education system.

A new design for education is needed, one that
recognizes the learner's position in an emerging world
society. The 20th century has brought a series of events
that have all but destroyed the provincial placidity of the
past. Instant information, supersonic transportation and
other technological changes have brought down the fences or

geographic barriers that built up a false sense of security.

The personal "center of the world" concept as suggested by
the Chinese, practiced by the EurOpean nations and envis-
ioned by America's "manifest destiny" has been a mirage.
Interdependence, not independence, suggests the key to world
understanding. Now more than ever, the educational pro-
cesses are subject to review and strong revision. The fear-
oriented changes created in the past ouarter of a century as
a result of the atomic bomb, sputnik and power politics are
proving to be shortsighted. New goals, new ideas and new
procedures need to be tried. Students of today are cues-
tioning the system as never before, and rightfully so. New
direction must be given to involve these students in a real—
istic way with the functional use of technology for the
understanding and betterment of all mankind.

Interest in other cultures has developed, not only
from the classroom, but also from mass media contact. The
quality and quantity of this exposure needs to be analyzed
by today's educators, and positive long range goals for its
deve10pment and use must be created. Edward Shils calls
attention to the decline of "refined" culture in the West,
resulting not so much from mass media, but from society's
willingness to accept mediocrity.

There is much that is wrong with the quality
of culture consumed more or less by educated classes
in America. Very little of what is wrong, however, can
be attributed to the mass media.—--What is wrong, is
wrong with our intellectuals and their traditions, which

have little to do with the culture created for and
presented by the mass media.

 

1Edward Shils, "Mass Society and Its Culture,"
Daedalus, LXXXIIIV. No. 2 (Spring, 1960), 291-311.

Relevance may well be the key to bringing the mass
media into proper focus, relevance between information fed
through the educational system and that which is given by
the piecemeal operation of the information agents of our
mass society. It is the educator's challenge to develon in
realistic fashion a curriculum design with a positive empha-
sis on the creation of material and methods which give the
learner increased Opportunity to discriminate, individual-
ize and become actively involved in learning about the
nature of non—Western cultures in relation to his own.

A close look at curriculum design in Social Studies
and Humanities courses at the Secondary School level reveals
a pattern of development that has changed relatively little
as compared with the striking technological changes of the
past twenty five years. The textbook recitation and
lecture method of presentation continues to be the dominant
characteristic of curriculums, with information generally
presented in a time-event ordered and systematic fashion.
Evaluation and testing seek to level all learning and all
learners to one common denominator. Information input,
rather than concept learning, has often placed learners
into a set pattern with little or no regard to individual
differences in communication processes. The act of
creation has been removed from the classroom as well as the
shared experience so necessary for social growth.

John Dewey said:

Communication is not announcing things, even if
they are said with the emphasis of great sonority.

Communication is the process of creating participation,

of making common what had been isolated and singular;

and part of the miracle it achieves is that, in being

communicated, the conveyance of meaning gives body and

definitions to the experience of the one who utters as

well as to that of those who listen.1
Curriculum designers should pay heed to this bit of advice.

Humanities and social studies curriculums are logi-
cal places for bringing the student into contact with the
real and the relevant nature of non-Western cultures.
Changes in both content and method are being studied as a
result of surveys made in the 1950's and 60's by concerned
educators to determine the extent of non—Western coverage2,
but the critics disagreed about what should be done. Yet
one fundamental criticism was widely accepted: "Social
studies had been losing touch with social reality. U.S.
society had been transformed while social studies programs,
especially at the secondary level, were dealing with a world
of the past."3
Humanities programs have been encouraged as a stOp-

gap to such criticism, but to this point, their nature and
content show little in depth preparation. Cemrel Regional
Laboratories in St. Louis, in compiling data on all such

programs since 1900, have discovered a confused pattern of

learning with little or no emphasis placed on individual

 

1John Dewey, Art §§_Experience, (12th Printing;
New York: G. P. Putnam‘s Sons, 19587, p. 2AA.

 

2Dorothy Fraser, "What's New in the Social Science
Curriculum?" Nation's Schools, LXXXIV. (July, 1969). 30.

 

3Ihid., p. 31.

creative effort.l

Purpose g£_the Study

The primary purpose of this study is to creatively
involve the learner through a symbiotic plan for utilizing
media, information and imagination in learning about a
non-Western culture. A model has been created as a guide
for the teacher and the learner for the introduction of
non-Western Humanities at the Secondary School level.

The question of utility has become increasingly
more difficult with the gap between the educator and the
learner as to proficiency in the new technological hardware.
The learner often becomes more quickly adjusted to the
flexible innovations of hardware than the teacher. It is
through a creative approach to involvement that the educa—
tor will create greater utilization of media, not only for
expanding his own presentation, but also for involving the
learner in the process of discovery. It is not for the
teacher alone to be responsible for the manipulation of
hardware if he is to carry out his function as a motivation
agent and guide to the learner as suggested by the study.

A part of this study is to identify the creative
nature of the learner and the learning process as they
relate to learning of other cultures, specifically to the

Asians. Not only do students find it difficult to relate to

 

lStanley Madeja, "Cemrel Progress Report", (A report
to the National Art Education Association, April 2, 1969,
New York).

other cultures but the same basic problem of understanding
the nature of the non-Western world exists with many
teachers. One aspect of the model is to involve the
learner in a personal way with another culture.

The sudden appearance of the "global village"
concept makes it important that the teacher experience and
teach new dimensions in cultural relativism. The purpose
of this study then is to present a creative approach to
involvement in non—Western culture, and attempt to identify

the nature of the learner involved.

Questions for the Study
Although this study will be limited to the possi-

bilities and potential of curriculum method, its main
function will be to develop ways and means of involving,
in a creative way, Secondary School students who have never
been previously exposed to or involved in the study of
non-Western culture. The following questions are used as
the basis for study limitations.

1. Does a positive relationship exist between creative,
imaginative students and their empathy for foreign cultures?

2. Is there any significant difference in a student's
IQ and his ability to become involved in self directed
activity?

3. Do students who successfully utilize multi-media
approaches to learning about non—Western cultures show a

similar success in communicating with their peer group?

Theory and Assumptions g£_the Study

 

There is no doubt that the traditional factual
approach to non-Western cultural studies is in need of
revision. Many educators believe that textbook education
too often neglects the learner’s own ability to absorb,
analyze, and synthesize information.1 The approach is
external and directed with the assumption that each learner
has a built-in set of values and capabilities that need to
be individually challenged if a learning situation is to
become realistic. It is not for the educator to serve as a
disseminator of information and test evaluator, but rather
as a change agent and a catalyst to a personal learning
process. The role of the teacher in this study is similar
to the one described by Everett Rogers.

One important role of the educational change
agent is to select good innovations, and discard those
innovations which will be inappronriate for his clients
to adopt. The change agent thus plays a "gatekeeper"
role, which he is qualified to do on the basis of his
superior training, technical expertize, wide communi-
cation contacts, and access to other eXperts.2

The learner in the study is presented with a number
of ways in which to research, organize, evaluate and dissem—

inate information. He is given the responsibility of

becoming in turn the information agent for his peers with

 

lTheodore Kaltsounis, "Cognitive Learning and the
Social Studies Type," Educational Leadership, XXVI, No.6
(March, 1969), 613—621.

2Everett M. Rogers, "0n Innovations and Education,"
(A paper presented at the Conference of the Michigan 000p-
erative Curriculum Program, Boyne Mountain, September 2A,
1965).

10

selection of method according to personal choice. The
teacher serves as a coordinator and guide, suggesting
direction and limitations only upon request. The student
becomes a social scientist and brings his own personal
observations into the learning process. "The social
scientist can ask questions of his subject matter and get
answers, and he can project his own humanity imaginatively
into the subject matter and so increase his understanding of
it."1 It is in the belief that the learner can effectively
become a "change agent" and the teacher a learner, that the
design of this study is reinforced.

Understanding of other cultures is made effective
when the learner becomes part of that culture or when it
becomes part of him. Individual differences must be allowed
to rise to the surface and to become an integral part of
the learning process if an Opinion change is to be effected,
and for that matter if any opinion is to be reached. A
report on studies made by Herbert C. Kelman at Harvard
University on "Opinion Change"2 indicated that in a behavior
system in which induced response is embedded, the behavior
tends to be related to the person's values only in an
instrumental rather than an intrinsic way, and opinions

expressed by the individual are not really representative

 

1Herbert C. Kelman, "Processes of Opinion Change,"
Public 0 inion Quarterly, Princeton University Press, XXV,
'21'9‘6'1')‘

(SprIng, , 57-58.
2Ihid., pp. 58—78.

ll

of his true beliefs. This response adopted through
compliance will be abandoned when it no longer appears to
be the best path to social reward. On the other hand,
behavior adOpted through identification is a part of a
system of expectations defining a particular role, or a
role that is representative of himself and may in fact
become an important aspect of himself and be judged within
his own value system. This identification is best brought
into focus when the individual becomes active in and
relevant to the situation.

In this study the authoritarianism of traditional
student to teacher relationships is replaced by an attitude
of sharing eXperiences in a new educational venture. This
type of atmosphere creates a flexible classroom situation
in which the function of the individual depends upon
initiative and imagination. There is no threat of abso-
lutes that comes with cognitive learning situations. The
complexity of the individual and his approach to learning
parallel the complex nature of the foreign culture he
studies. Empathy for the problems of peer communication
when the learner attempts to present his material to the
other members of the class and to the teacher relates to
the problems encountered in cross-cultural communication.
It is in the belief that the learner as well as the teacher
may effectively become a change agent, and that the teacher
may become a learner, that the design of this study is

reinforced.

12

Definition of Terms Used in_the Study,

1.

ll.

12.

13.
IN.

 

 

Change agent — one who is directly involved with the
implementation of new methods and ideas.

Civilization - the most complex form of culture.
Communication — the act of sending and receiving sense
impressions for an intended purpose.

Conceptualization process — the forming of ideas into
basic patterns and relationships.

Creativity - the ability to disconnect and reorganize
a series of sense impressions (divergent thinking).
Cultural residue — the significant works of art, music,
literature, etc. within a culture.

Culture - the patterned behavior of all peoples from
the simplest to the most complex form of living.
Hardware - methods and materials used in learning.
Humanities — the study of human ties to culture.
Individualized instruction - instruction that directly
involves the learner in the learning process.
Innovator — one who acts to provide a fertile field for
the development of individual imagination.

Manifest destiny - 19th century American attitude that
the reason for all actions is justified by national
development.

Media - the vehicle of transmission of communication.
Non—Western - of or pertaining to areas not under the

direct influence of European beginnings.

13

15. Pelevance - of or pertaining to a specific or
identifiable characteristic.

16. Software — concepts, ideas and information to be
learned.

l7. Symbiotic — the combination of two distant elements

for mutual benefit.

Overview 9£_the Study

 

The study has been organized around the fusion of
ideas and research in existing literature that have relevant?
value to a new design for education. The works of previous
curriculum designers (such as Carl Pogers) in which emphasis
has been placed on the deve10pment of the individual, has
suggested a framework of reference for devising a method of
implementing Non—Western Humanities (Asian area) into the
Secondary School.

The basic source of information for the study came
from (1) existing literature, (2) contact with educators in
American schools and Asia, (3) direct experience in exposure
to non—Western cultures, (u) observations of classroom
experience in multi-media learning, and (5) an analysis of
related empirical data.

The design of the study provides a loose framework
for an analysis of results for (l) the relevance of the
creative process to empathy in understanding of other
cultures, (2) the nature of the learner in learning about
non—Western culture, and (3) the effect of utilizing

media in concept formation.

14

Chapter One identified the need for recognition of
cultural communication changes and the need for curriculum
revision to keep pace with the times. In this chapter, the
underlying assumptions, procedures and purpose for the study
were sequentially ordered. The nature of the role of the
educator and the learner as well as changes necessary
between teacher and student in developing a conceptual model
of classroom procedure were identified. Research and
references used specify the problems that confront today's
educators in developing world culture courses utilizing
technology and individualizing instruction.

The review of pertinent and relevant literature is
the basis for Chapter Two. Specific data on the amount of
emphasis given to non-Western studies in secondary school
programs are presented. Studies undertaken in the field of
self realization and creative learning along with the
results are analyzed. References pointing up the need for
involving the learner in media on a personal basis as well
as other cultures complete the chapter.

In Chapter Three, the model for the study, the
nature of the system to be studied, the measures used and
the method of data collection are discussed.

In Chapter Wour, an analysis of the results of the
data will be compared within the framework design of the new
curriculum.

Chapter Five explores the implications and limita-

tions of the findings and suggests directions for further

l5

explorations that are open to research and implementation.
The study is a design for bringing into focus ideas
and methods suggested by numerous educational researchers
and innovators in personalized learning. The direct
application of these ideas to non—Western culture demon-
strates their effect on a somewhat limited scope. This
study explores a symbiotic plan for creative involvement
as well as self realization by secondary school students

in learning about a non-Western culture.

Chapter 2
REVIEW OF THE LITERATURE

Introduction

 

The organization of literature and studies is pre-
sented in three parts. Studies first considered are those
relating to non-Western understanding in the American educa—
tional system. Next are reviews of studies and reports on
the nature of the learner and the teacher in the area of
creativity. The third related area is centered around studies
describing the effective use of multi-media for involving the

learner in new eXperiences as well as its direction and use.

Education Egg Attitudes gg_non-Western Culture ig_American
Education

Interest in understanding about non-Western cultures
has had a"crisis" oriented basis for students in the schools
of America with direction and force being dictated by the
sense of the immediate and the sensational rather than an
eXposure to in-depth observations that search for in-depth mean-
ing and relevance between peoples of other cultures and our-
selves. An example of such eXposure was researched by John
Hohenberg who reported on the first big interest by television
for Asian coverage as a result of "television's first war"
in 1965-66.

16

17

"As for the electronic media ---- with the exception
of battle pictures over T.V. the intelligence from Asia be-
came increasingly thin as it radiated outward from the center.
And in large parts of the United States there was so little
amplification from the media, except for an occasional news
magazine cover story, that it could scarcely be heard at all

until there was a crisis."1

The emphasis placed on the formation of values in our
present educational system has been a direct result of ob—
servation of Western EurOpean culture and a synthesis of ideas
and ideals brought to these shores by immigrants with little
or no exposure to Asian peoples. Past contact with non-Western
cultures in general was left to the business minded adventurer
seeking new worlds to conquer, often in search of "hedonistic"
directed goals. Humanitarianism was limited to a few dedicated
laymen, scholars and clergy whose personal observations and
comments have been treated by their Western brothers as novel
rather than relevant information. Hohenberg emphasized the
present need for understanding Asians with this advice:

A realization that their private interests are

tied up with the affairs of some of the principal

nations of Asia first has to come to the American

public. However slowly it is emerging, its develop-
ment is an observational phenomenon in the United

States, particularly among younger people whose lives

already have been affected by the growing pressure of
the confrontation between the two continents.

The most pressing need, therefore, is to develoo
many more communicators-correspondents, commentators,
editors, teachers, civic leaders, government officials,
and others-—--with a better rounded knowledge of Asian

 

1 John Hohenberg, Between Two Worlds, (New York: Frederick A.
Praeger, Publishers, 1967), p. 67.

18

affairs together with vastly expanded sources
of current and background information for the
public at large. There is no conflict in this
area of essential public education between a
democratic government and an independent press,
including television, for both have the same
obligation to inform the peOple despite their
differing interests.

The lack of emphasis given to Asian studies in
various areas of American school curriculums has been well
documented by recent studies in social studies and the
humanities. A review of these studies shows that the present
system has made little if any improvement in the area of non-
Western culture. The fate of the Asian studies program at the
East West Center, University of Hawaii, was to have a curtail-
ment of funds and a cut back of almost fifty percent in the
highly successful teacher interchange program as a result of
economy moves by the administration in 1968. Early in 1962
a series of guidelines on International Understanding was pre-
sented by the Department of Public Instruction in Michigan
(Publication No. 526) in which an appeal was made to develop
in depth materials for feeding into our present curriculum on
cultures now underemphasized or ignored. A recent follow up
study by the Humanities Teaching Institute of Michigan State
University pointed out limitations in course content on Asia.

A questionnaire directed to all secondary school systems in the
State of Michigan (January 1969) revealed that only two percent

of those responding listed Asian culture as part of their planned

 

lIbid, p. A28.

l9

program.1 (or 350 responding schools, eight included Asia).
Further research in the area of education showed
that there is a lack of significant data about Asia. Many
studies made suggested an ethnocentric bias that is evident
in both the East and the West which contaminates research
results.2 The nature of bias coming from the East is shown
by Mitsuhashi in a 1962 study of comparative geographic con-
concepts held by ninth grade students in Chicago and Tokyo.
This study reached the following conclusion: "Tokyo children
possessed more precision and accuracy than those of Chicago
for three basic reasons: (1) Better teaching methods, (2)
location of Japan to the rest of the world and (3) the alert-
ness to the influence of recent world develooment on their
nation."3
Teacher education studies indicated the primary source
of the problem of international understanding relates to a high
degree of inadequate teacher preparation, reflecting in turn
a sense of classroom insecurity in the area of Asian culture.
At the present time no significant research results are avail—

able concerning the content selection from cultural anthropology

__‘

1Jeanne M. Hollingsworth, "Survey Secondary Humanities
Programs," Report presented at Michigan State University,
January, 1969. (East Lansing, Michigan: The Institute, 1969).

2Lewis E. Lemmon, "A Value Analysis of Social Studies
Textbooks" (Unpublished Doctoral Dissertation, East Texas
State College, 196“).

3Setsuko Mitsuhashi, "Conceptions and Images of the
Physical World: A Comparison of Japanese and American Pupils,"
The Journal of Comparative Research, VI (1962), pp. 1&2-1H7.

”Lewis E. Lemmon, op. cit.

20

as a strong component in both humanities and social studies
education in secondary schools. The "AnthrOpology Curriculum
Study Project"1 on the secondary level is a project that may
shed light on this area in the near future. A study by Lewis
E. Lemmon in 1964 showed a low degree of human value orienta-
tion in the treatment of non-Western understanding in textbook
materials. The study revealed that an underlying need for re-
vision and change is evident and more methods are needed for
presenting the learner with an awareness of how one understands
his own culture through the study of others.2

. The nature of the past flow of cultural information
from the teacher to the student has been almost entirely the
history of national cultures develOped by nation states.
Francis N. Hamilton, Dean of the School of Education, George
Washington University, Washington, D. C., identified the
current lack of cross cultural education in teacher training
institutions (the level at which American teachers are trained)
in the United States as parochialism. It was revealed by the
fact that in 1963-6“ in liberal arts and other four year
colleges offering courses on the non-Western world, less than
ten percent of the students actually enrolled in such courses,
while less than one percent studied a non-Western language.

This despite the fact that seventy percent of the liberal arts

 

1Malcolm Collins, Director, "Anthropology Curriculum
Study Project," Chicago, Illinois, April, 196 .

2Lemmon, op. cit.

21

colleges and fifty percent of the four year institutions
offered at least one, and usually several, courses on the non-
West. Less than two dozen of nearly 1,500 colleges require
all candidates for the baccalaureate degree to take even a
single course dealing primarily with the non-West. "If our
students are but rarely exposed to non-Western studies of any
kind, it is indeed difficult to conceive that the widespread
development of a true intercultural or polycultural under-

standing is shortly to be realized."1

A similar study, by Anderson, using a 196“ survey also
showed that less than 10 percent of students elect courses deal—
ing with non-Western Studies in colleges which offered them.2
Today, on a state wide level, curriculums are even more defi-
cient in non—Western culture and this deficiency is carried
over to the University level.3

The educational neglect for becoming informed on cross
cultural concepts can be closely associated with the attitude
shown by those who become exposed to a foreign culture. Lead-
ing statesmen such as Woodrow Wilson, Wendell Wilkie, and
Eleanor Roosevelt have advocated an early involvement and need

for learning about others in search for world peace and brother-

hood. Eleanor Roosevelt said, "It should be a part of every

 

1Francis N. Hamilton, "Polycultural Education," The
George Washington University Ma azine, II, (Summer, 1965)
pp. JO-Jl. See Appendix Tables I & II for breakdown of courses.

2Wallace L. Anderson, "A World View for Undergraduates,"
The Saturday Review, (August 20, 1966), pp. 50-51.

3See Appendix A, Tables I, II, III.

22

young person's deve10pment to learn to be aware of other
people, to study them, not to antagonize them if it can be
avoided.----This awareness of other peOple's desires and
feelings is an important part of learning to live with other
people and in a society."1

The eXperience and sincerity of these statesmen, as
well as their obligation to the American peOple as personal
representatives, made them doubly conscious of the need for
this "cultural empathy". As Mrs. Roosevelt believed, "Cultural
empathy, too, is partly the child of intellectualized eXperi-
ence --- but it also implies a positive emotional attitude

toward differences in people. The feel of empathy thus seems

to be built into (or left out of) a person in early youth."2
The American educational system, with strong roots in
a European beginning has kept its back to the peoples of Asia.
Too busy with the "manifest destiny" of a new nation and the
problems of European cultural assimilation, American attitude
was one of isolation from most of Asia until the forced in-
volvement of World War II. "Race, religion, and language
often were treated as blocks to progress, as ethnocentric re-
presentatives of our nation: missionaries, merchants, and

military, moved across the continent of Asia."3

 

, ’ , A

2Ibid, p. 123.

3Hohenberg, op. cit., p. 67.

23

A few scholars and dedicated humanitarians were
respectful of the multi-faced character of Asian peoples, but
for the most part, Asians were relegated to a secondary posi—
tion in a world society. The economic control of their natural
resources, under European colonialism forced many Asians to
become subservient citizens in their own land. It was easy
for most leaders to accept a colonial attitude in communica-
ting the various cultural concepts found in Asia to the learn-

ers in the West.1

As the United States assumed her role of a world
leader, so did the role of responsibility to those being led
increase. Men who have worked with Asians in the capacity
of ambassadors and personal representatives of the United
States such as Reischauer, Fairbanks, Bowles and others have
been quick to point out the weakness that exists in our
culture for understanding the Asian. John Hohenberg notes
that "Few Americans are geared by background, training or
temperament to serve as pro-consults in the Far East and to
preside over the application of fantastic amounts of military
and economic power.2

Robert Redfield in his report to the "Anthropology
Curriculum Study Project" group recommended a change in

attitude in learning about American culture through other

cultures.

 

lIbid.

2Ibid, p. 82.

2”

There is another way in which acquaintance with
another culture is a major contribution to the edu—
cation of every American. This is because the
people of our country do not live in terms of a
culture in quite the same sense in which the Andaman
Islanders did or the Chinese peasants do. Cultures
differ not only in their content, in what values
they emphasize; they also differ in the degree to
which the values and institutions they provide are
consistent and harmonious and in extent to which
they are uniformly acceptable to the people who live
by them. The culture of the people of the United
States is an entity much less well defined than the
cultures of most of the peoples of history and of
the world today. In this sense contemporary Ameri-
cans need acquaintance with a well-integrated culture
because they have never had any.

Another approach with far reaching implications was
made in a recent report from the U. S. Office of Education
by Harold Taylor in which he suggests that "In modern society
there are no 'foreign' cultures and problems, only human

"2 An effective route for

problems shared by all societies.
the understanding of world cultures may thus be found at
home in direct and deep experience in the varieties of
American cultures ranging from the Spanish—American, Indian,
Negro, Puerto Rican, Chinese—American, and others, to the

culture of the urban and rural poor.3 Robert Leestma also

believes that the intercultural perceptive needs at home

 

1Robert Redfield, "The Study of Culture in General
Education,". Report presented at the Anthropology Curriculum
Study Project, Chicago, Illinois, April, 1964.

2Harold Taylor, "U.S. Office of Education Report,"
American Education, V, No. 5 (May, 1969), p. 7.

3Ibid, pp. 7-8.

25

and abroad are interrelated. The two should be seen as non-
competitive and mutually reinforcing. The widespread in-
terests in international education and in education for the
disadvantaged can be brought together to reciprocal advan—
tage, each providing a new source of support and assistance
to the other, each in the process acquiring new insights
for the achievement of its own purpose. Knowledge gained
will be useful in developing effective training programs for
people who plan to serve professionally in an intercultural
situation.1

The educational need can be closely associated
with the attitude shown by those who become exposed to a
foreign culture. According to a survey by Hawkes, "It is
the challenge and obligation of curriculum innovators to
develop methods of involvement in international understanding.
Many teachers want the security of a definitively organized
curriculum and a specific set of lesson plans. They want
to know what to teach."2 In teaching world affairs this is
neither possible nor desirable. "If teachers are convinced
that the administration is not only willing but anxious for
them to use their initiative and to develop new approaches

to old subject matter, they will accept their responsibility

 

1Robert Leestma, "OE's Institute of International Studies,"
American Education, V, No. 5 (May, 1969), pp. 8—9.

2Anna L. Rose Hawkes, The World ig_Their Hands (west
Lafayette, Indiana: Kappa Delta Pi Press, I966), p. 66.

26

of becoming involved and to use a creative approach that

combines the teaching and learning process.

Ethnocentricity and Foreign Policy ip_American Education

 

Ethnic differences are so numerous and so elusive
that some peOple have concluded that there are no unifor-
mities among the cultures of the world. The claim for
"cultural relativity" may go even further. The saying
"mores make anything right" implies that all standards of
conduct are entirely a matter of habit. A strong voice for
cultural relativity is Gordon W. Allport who said, "Right
is what you have been taught. Conscience is only the voice
of the herd. In one culture it is proper to kill your grand-
mother; in another one may torture animals if one likesf'
Yet anthropologists warn against this loose interpretation
of group differences. Actually, all human groups have

developed activities that are "functionally equivalent".1

Whereas details may differ, the members of every society
agree in many of their purposes and practices.

The impact of changing technology on cultural seclue
sion has not been fully understood with the policy makers of
world governments. Resultant confusion on cultural contact
has caused widespread damage to the interpersonal relation—

ship of members of various national, political and social

 

1Gordon W. Allport, The Nature g£_Pre£udice (Massachu—
setts: Addison-Wesley Publishing Co., , p. 115.

27

organizations. The state department of the United States
has found itself to be lacking in competent advisors on

more than one occasion when a crisis or confrontation occurs
between foreign policy makers and the cultural surround-
ings of their respective assignments. A multitude of in-
cidents have indicated patterns of cultural insecurity as

a result of "cultural shock" due to the sudden loss of
familiar signs, patterns and symbols. The compensation for
such a sudden and dramatic change often causes advisors to
attempt to mold an image of familiarity on new surroundings.
As Harlan Cleveland stated about the Overseas American, "We
can make anyone over into ourselves but we cannot make our-
selves over, even imaginatively, into other people. Our
thoughtlessness is caught in our assumptions that what we

do is never chauvinistic or nationalistic, though what others
do may well be."1 This ethnocentric attitude has often
created one of antagonism between the American and those
members of the eXposed culture. Cleveland indicated another
problem that confronts Americans abroad: - "the feeling of
arrogance eXpressed by individuals functioning in a totally
new environment."2 Other cultures and particularly the

people of Asia are steeped in tradition and their activities

 

1Harlan Cleveland, et. al, The Overseas Americans (New
York: McGraw-Hill Book Company, Inc., 1960), p. 31.

2Ibid, p. 139.

28
are reflective of this attitude, "while the American seems

to act on impulse, and with little or no consideration for

tradition."1 He summed up a survey of our foreign service
program with this statement, "Trends in the United States

reflect a way of thinking that is quite different from most

"2

other cultures. Americans tend to be pragmatic. This

pragmatism has often given rise to serious consequences in-
volving the East and West.

The sudden loss of symbols (cultural shock) ex-
perienced by an individual in being exposed to another
culture, according to Brown, causes a certain amount of
negativism and rejection to occur.

Westerners who go into other countries some-
times feel as if they were in a topsy—turvy
situation. Aside from any difference in physical
type there is a sense of strangeness about every—
thing. The speech seems rapid and unintelligible;
gestures and facial expressions are strange; dress
and ornamentation are peculiar; houses, furniture,
and utensils appear odd. The food may seem taste—
less or be too highly seasoned. Various behavior
patterns may seem not only queer but wrong or un-
natural. Any effort to find out why peOple behave
in these seemingly queer ways rarely brings a
satisfactory answer. People usually do not know
why they act as they do except that they have always
done it that way.3

The easiest and most frequent course of action is

for the individual thus exposed to retreat completely within

 

1Ibid.
2Ibid.

3Ina Corinne Brown, Understanding Other Cultures,
(Englewood Cliffs, New Jersey: Prentice Hall Inc., 1963),

p. l.

29

his own set of symbols as may be seen by the American hotels
which separate the traveler, for the most part, from the
culture of the country in which they both are placed. The
second course of action is to retreat from the reality of
the situation by avoiding any more than a minimal contact as
in the case of a guided tour. Relating this situation to
the classroom, it is apparent that much teacher—textbook
directed information, tends to create an Americanized version
of other cultures or to avoid any cultural reference that

is of foreign substance. A third course is to negatively
react to the situation by introducing defensive or aggres-
sive action.

The Korean conflict served as a reminder for those
involved that little was known about the nature of the non-
Western world. Often the frustration familiar to every
sensitive emerging nationalist, the inner conflict between
the desire to cherish and preserve traditional cultural
values and to live in harmony with the 20th century was
misinterpreted by Western observers. Diplomats and repre-
sentatives tried to get the Asian to conform to the United
States newly formed system with negative results such as
the Korean conflict of the 1950's.

Token grants for advance research programs in non-
Western areas have only recently been encouraged. The

1

establishment of the East West Center in Hawaii and the A

 

1Donald A. Dennis, "Bridge Between East and West,"
Michigan Education Journal, XXXXIV (March, 1967). 7. pp. 30—32.

30

Peace Corps Program are excellent samples of the potential
for effecting a positive change in understanding. These
programs have been introduced with modest funding and great
success. Similar support in the total education program is
now needed.

Today the problem of understanding is very real in
the encounters between the Vietnamese and the Americans.
After years of service at the city level, Don Luce, director
of the International Volunteer Services for South Viet Nam,
resigned. His reason: "American failures in Viet Nam have
been essentially failures in communication and understanding

of the people and their culture."1 DP- Emanual Tanay,

associate professor of psychiatry at Wayne State University,
who was with the military in Vietnam says the army builds

up hostility in the young draftee and helps to perpetuate
"My Lai" incidents. He is supported by the other experts

in the "dehumanizing" theory of army training that is
accented in confronting civilians who are of a foreign

culture and especially of another race.2

The American in the past has had his actions and
attitude defended by the Asian on a premise of being a young

and growing culture. His child-like enthusiasm and exu-

 

1Donald Luce and John Sommer, Viet Nam: The Unheard
Voices (Cornell University Press, 1959), p. 87.

2Emanual Taney quoted by Robert Lifton "Why Civilians
are War Victims," U;S. News and World Report, LXVII, No.
24 (Dec. 15, 1969), pp. 55-28.

31

berance have excused him from displays of ignorance to the
situation in which he became involved.1 This rationaliza—
tion for those who have accepted the representative of our
youthful culture, along with America's youthfulness, is
rapidly changing in the second half of this century. With
maturity comes responsibility, and along with responsibility
comes a need for direction to understanding other cultures.

Oyerview

 

An overview of the literature on non-Western Under-
standing in American Education indicated that encouragement
for curriculum improvement in this area is not only desirable,
but desperately needed. Lack of training and understanding
of Asia has caused some concern among educators and right—
fully so. Past performance showed that ignorance has created
anxiety and conflict. One possible way to prevent such
eventualities as the Korean War is to have positive approaches
to Asian understanding in curriculum coming directly from the
source; the teacher and learner.

Creativity and the Learner - the Teacher - the Curriculum

 

 

Although the intensive study of creativy had its begin-
nings in fairly recent times, much of value has been dis-
covered about man's creative potential. A considerable in-
terest has recently been indicated that some procedures in
our educational system - including conformity, pressures ex-

erted by teachers, emphasis on memory development, and rote

 

IIbid.

32

learning, plus the overcrowding of classrooms - militates

against the development of creative capacities.1

The nature of the learner and his creative approach
to understanding another culture has important implications
for this study. Most research in the area of creativity has
pointed out that the need for ideation and reconceptualiza-
tion are relevant to understanding that which seems to have
no previous pattern of recognition. Research in the field
of creativity in learning has been as extensive and abstract
as the act of creation itself. According to Robert Mueller,
"The creator is he who defies existing notions in search of
the unknown. The creator has an unexplainable faith in
change and the fact of originality. Whether an artist or a
Scientist, the creator searches for skeletons in the cup-

board, areas where loose ends exist, needs for change."2

Two significant studies on creativity provided
some measure of relevance to this study. The studies by
Getzels and Jackson3 revealed that there is little to no
significant relationship between high Intelligence Quotient
scores and highly creative individuals. The work of C. R.

Rogers" identified a significant relationship that exists

 

1Herbert A. Otto, "New Light on the Human Potential,"
Saturday Review g£_Literature, LII, No. 5, (Dec. 20, 1969),
p. 15.

2Robert E. Mueller, Inventivity, How Man Creates in_Art
and Science, (New York: The John Day Co., I963), p. 81.

 

 

 

3d. w. Getzels and P. w. Jackson, Creativity and In:
telli ence, (London and New York: JohnIWiley and Sons, Inc.,

”C. R. Rogers, "Towards a Theory of Creativity," Crea-
tivity and It's Cultivation, ed. H. H. Anderson (New York:
Harper and Brothers, 1959).

 

33

between the creative individual and his willingness to ex-
perience, to personalize and to reorganize concepts. Proba—
bly the most significant finding of C. R. Rogers was the
emphasis given to qualities that are characteristic of a

potentially creative person.

1. Openness to experience: extensionality.
This is the opposite of psychological defensive-
ness, when to protect the organization of the self
certain experiences are prevented from coming into
awareness except in distorted fashion. In a person
who is open to experience each stimulus is freely
relayed through the nervous system, without being
distorted by any process of defensiveness....This
means that instead of perceiving in predetermined
categories the individual is aware of the existen-
tial moment as it is, thus being alive to many ex-
periences which fall outside the usual categories.

2. An internal locus of evaluation. Perhaps
the most fundamental condition of creativity is
that the source or locus of evaluative judgment
is internal. The value of his product is, for the
creative person, established not by the praise or
criticism of others, but by himself. Have I
created something satisfying to me? Does it ex-
press a part of me - my feeling or my thought, my
pain or my ectasy? These are the only questions
which really matter to the creative person, or to
any person when he is being creative.

3. The ability to toy with elements and con-
cepts . . . . . Associated with the openness and
lack of rigidity described under #1 is the ability
to play spontaneously with ideas, colors, shapes,
relationship — to juggle elements into impossible
juxtaposition, to shape wild hypotheses, to make
the given problematic, to express the ridiculous,
to translate from one form to another, to trans-
form into improbably equivalents. It is from this
spontaneous toying and exploration that there arises
the hunch, the creative seeing of life in a new and
significant way. . . .

 

1Ibid, pp. 75-76.

3“

Studies on creativity, in the main, provide educa-
tors with insight to behavior patterns and the conceptuali-
zation process. The personalization of this process was
emphasized by Barnes.

It is when we think or describe an event, that
we fill in the gaps between a series of otherwise
disconnected sense-impressions with an imagined
continuity . . . to observe - to take notice of —
is in some measure to experience, and observation
therefore implies imagination. No knowledge is
possible without an act of synthesis on the part
of the knower, some kind of putting together, the
imagining of a relationship - there can be no such
thing as a 'mere' observation, a passive mind re—
ceiving an imprint. We bring something of our-
selves to the discriminationlof the most trivial
object in the outside world.

The studies of E. P. Torrance, J. W. Getzels, P. W. Jackson
and others identified the role of the learner and the teach-
er in our present educational structure as being inadequate to

the challenge of the creative learning potential.2’3

The
very meaning of creativity implies that one is willing to
break from a traditional point of view and to rearrange or

u
reorganize symbols and concepts in order to solve a problem.
It seems logical to assume that such a behavior pattern may

facilitate the process of understanding the nature of foreign

cultures and in turn allow a higher degree of insight and

 

1Kenneth C. Barnes, The Creative Imagination, (London:
Swathmore College Press, 1960), p. 9.

 

2E. Paul Torrance, Guidipg_Creative Talent,(Englewood
Cliffs, New Jersey, Prentice-Hall Inc., 19621

3Getzels and Jackson, 0p. cit., pp. 118-120.

”H. H. Anderson, (ed.), Creativit and Its Cultivation,
(New York: Harper and Brothers, 1959), p. 237

35

relevance to develop. The logical area of emphasis lies

within the scope of the Humanities curriculum.1

Assuming
that the elementary purpose of Humanities is to study the
process and results of a communication of thoughts and idea
within and across cultures, it should follow that a creative
approach may well reduce the contamination of external in-
fluences on learning about another culture.

Gatzels and Jackson challenged the achievement
goals or expected classroom behavior because of the symbol
limitation of present testing patterns. "To be well-informed
we need only a good memory, to be knowledgeable we must also

be able to discover."2

The need for change and re-direction
of learning processes continues to occupy considerable amounts
of time and expenditures in today's schools. The Education
for the 70's program has involved a number of schools with
innovative curriculum ideas in an attempt to find the answers
to the problems of educating in an age of accelerated in-

formation.

The Teacher and Creativity

 

Torrance recommended that teachers foster creativity
by encouraging experimentation, independence of thinking,

sensitivity, respect of ideas and questions, recognition of

and valuing originality,3 Students need to relate creativity

 

1Hanley Elam and William P. McLure (eds.), Educational
Requirements for the l 0's, (New York: Frederick A. Praeger,
Publishers, 1967), p. .

 

2Getzels and Jackson, op. cit., p. 127.

3Torrance, 0p. cit.

36

to "self-actualization, of initiative; their own involve—
ment in their work and their self—discipline. And it
(creativity) also emphasizes helping them to develop the
ability to deal in new and novel ways - at least for them -

with the various aspects of life they encounter."1

The teacher can influence cross-cultural learning
experiences by his recognition of creativity. Social
scientists have provided additional insight as to the cause
of creativity by suggesting that the very nature of man's
attempt to communicate through existing culture patterns
and to relate to established symbols may provide him with a
certain sense of security, but the possibility exists that

such established forms of behavior contribute to a high

degree of ethnocentricity and a stifling of creativity.2

The personality studies by T. W. Adorno et. al. at Stanford

University in 1950 indicated a rigid clinging to established

patterns by those individuals with ethnocentric bias.3

B. F. Skinner gave direction to educators with his analysis,

The only solution is to use human ingenuity in
the area where it is seldom applied: helping man
live with man. Understanding and compromise are
the only ways for man to live with man, and creation
is the main ingredient in understanding and com-
promise. Curriculum innovation provides educators
with the opportunity for a break with the "locked
in" traditional processes. It needs to further ex-

 

lRudolf Ekstein and Rocco L. Motto, From Learning tg_
Love to Love g£_Learning (New York: Brunner-Mazel Publishers,

I§E§Jj_b. 58.

2David Krech, et. al., Individual ig.Society, (New York:
McGraw Hill Co., 1962), pp. 201-203.

 

3Ibid, p. 202.

37

pand its content to the greater involvement

in other cultures. All objections to cultural
design, like design itself, are forms of human
behavior and may be studied as such. It is

possible that a plausible account of the design

of cultures will allay our traditional anxieties and
and prepare the way for the effective use of

man's intelligence in the construction of his

own future.

Since empirical data suggested that there is no real correla-

tion between I.Q. and creativity,2

the emphasis in curriculum
planning that is to encourage creative thinking may be applied
to all students at all levels.

As yet, not enough is known about the nature of the
creative process to say with certainty that one method of
teaching is better than another, however, findings of educa-
tors to determine sound approaches to creative involvement

in the learning process can be utilized. J. P. Guilford3

and W. Lambert Brittainu suggested in independent studies

of creativity that it is a general criterion for creative—
ness, regardless of where applied, that the most obvious
characteristic is for the learner to maintain freedom in using
his adaptive ability to the different situations with which he

is dealing. It is this adaptive ability, inherent in all

 

1B. F. Skinner, "The Design of Culture," (eds.), Roger
Ulrich et. al., Control g§_Human Behavior, (Glenview, Illinois:
Scott Foresman and Co., 1966), . 332.

2E P Torrance’ "Educational Achievement of the Highly

Intelligent and the Highly Creative: Eight Partial Replications
of the Getzels-Jackson Study," Research Memorandum BER - 60-18,
Bureau of Educational Research, University of Minnesota (Sept.l960).

3J. P. Guilford, "A Factor—Analytic Study of Creative
Thinking," A Study, University of Southern California, 1952.

“W. Lambert Brittain, "An Experimental Study to Determine
a Test on Creativity," a Study, Pennsylvania State University, 1956.

38

learners, which curriculum designers can challenge. Silber-
man pointed out that freedom is a word often used in the
study of our democratic process, but seldom used in reality
when the classroom confrontation between teacher, learner
and subject material occurs.1 Some current studies and
writing on the subject of creativity emphasize an "open
system” of instruction with relatively unstructured situations
being suggested or an atmosphere of nonrestrictive activity
giving the student a free hand in coping with the problem or
problems he may encounter. This type of activity is in
contrast to the traditional "closed system" that suggests
that students should be expected to perform according to set

patterns or standards. Silberman's report2

further points
out that "the most important characteristic schools share
in common is a preoccupation with order and control. In
part, this preoccupation grows out of the fact that the
school is a collective experience requiring in the minds of
those who run it, subordination of individual to collective
or institutional desires and objectives." This structure
expands itself from the elementary level through the struc—
turing of college curriculums.

As Philip Jackson stated, "If students were allowed
to stick with a subject until they grew tired of it on their

own, our present curriculum would have to be modified dras-

tically. Obviously some kind of controls are necessary if

 

1Charles E. Silberman, Crisis ig_the Classroom, (New York:
Random House, l970),pp. 122-123.

 

2Ibid.

39

the school goals are to be reached and social chaos averted."1

The relaxing of controls in the hands of curriculum innova-
tors has sometimes created a harmful effect and a negative
result with damage to the process of education. Even the
sweeping changes of those who professed Dewey's pragmatic
philosophy introduced changes at times with disastrous re—
sults. Dewey himself was appalled by the lack of under-
standing of educators to jump onto the "band wagon" of pro-
gressive education with little or no thought to the challenge
to the individual. "It is significant subject matter which
stimulates the deplorable egotism, cockiness, impertinence
and disregard for the rights of others apparently considered

by some persons to be the inevitable accompaniment, if not

the essence or freedom"2’ was Dewey's reaction to the break-
down experienced by the early advocates of the progressive
movement.

Findings by Getzels and Jackson have prompted them
to conclude that several drastic changes are necessary in
present educational practices in relation to creativity; the
most significant of these is that we need to distinguish
further between intelligent thinking as measured by I.Q.
(And such procedures) and creative thinking. The teacher

is free from the "halo" effect of rating students according

 

1Philip W. Jackson, Life _I_p_ Classrooms, (New York: Holt,
Rinehart and Winston, 1968), p. 67.

2Silberman, 0p. cit., p. 180.

H0

to I.Q. scores and is challenged also with the student
to discover, consider and evaluate information on other
cultures with little or no contamination, either from the con—
finement of the learning system or his own cultural symbols.1
"Only the human being can provide a sense of what a live
culture can be. This, he does, not only by example but also
by bringing to the fore the importance of the dimensions of
feeling and sensitivity for the human condition. Knowledge
is not enough. One must distinguish," as Archibald MacLeish
once put it, "between a fact and the feel of a fact".2

The recognition of the need for creative teaching
and the need for cross cultural understanding and the re-
levant nature of the two are supported by leading educators.
J. Douglas Brown, Dean of the Faculty at Princeton Univer-
sity has been a strong advocate of creative teacher-scholars.
In a recent issue of Daedalus he stated that: "The intuitive
instinct in a potentially creative teacher-scholar can be
dulled by his own habits of mind or by his environment. To
range widely requires the courage to break with convention,
to avoid undue respect for authority, to keep logic in its
proper place, and, above all to avoid over concentration in

a single field of experience."3 He further identifies a

 

1Getzels and Jackson, op. cit., p. 12A.

2Quote of Archibald MacLeish by Henry Winthrop, "What
Can We Expect from the Unprogramed Teacher7", Teachers
College Record V1. 67, Feb. 1966, p. 325.

3Douglas J. Brown, "The Development of Creative Teach-
ers-Scholars," Daedalus, LXXXXIV, No. 3, (Summer, 1965), p. 620.

“1

firm basis of liberal education as a vital resource for a
creative person. The interplay of ideas and approaches

from many fields of learning and human experience enriches
and strengthens the resources for creativity. Creative
teachers are not bound by highly structured materials and
curriculum content and can readily adjust to new ideas

and concepts.1 In the same issue, Cliff Wing, Jr. de—
clared that inflexible college curriculums stifle creativity.

There are two kinds of inflexibility. First
a sampling of courses from the sciences, social
studies, humanities and arts usually is required
during the first two years of college, special-
ization allowed only later. Second, the sequence
of courses designed internally by the various de-
partments on the college campus inhibits flexi-
bility. Progression may be based on some agreed
upon logical ordering of the discipline itself.
But what of the deveIOpmental patterns of the
individual student who is concentrating in the
field. Suppose he comes to a discipline highly
excited about one small portion of it, and suppose
he shows creativity, or unusual ability. Under
present conditions he is not allowed to probe
the area of his interest but is told to wait for
two years, learn the broader subject matter first,
and later perhaps relate it to the current focal
point. In short, inflexibility in order courses
within a given discipline may force a creative
person to grow wide before he grows tall - even 2
though growth forced in this way may stifle talent.

This outright condemnation of present curriculum
structure is a view shared by educators of today as well as

those leaders of past reforms in the field.

lIbid.

21bid, Cliff Wing, Jr., pp. 636—637.

U2

Overview

In an analysis of the numerous studies on creati-
vity, this study limits itself to techniques for stimulating
individual creativity in the classroom and the resultant
effects upon cross-cultural understanding. Although many
studies have been made of specific attempts to bring about
creativity such as the "brain-storming" technique and its
effect upon problem solving, these methods seem to have
limited value for effecting involvement and understanding
in the individual learner and another culture. As Carl
Rogers pointed out, "the fear of being unconventional is

in direct relationship to the lack of creative production."1

The unconventional nature of explorations in another culture
owe their success to the latitude given to creative thought
processes in the curriculum.

There is no question that the task of educators
in this technological age can suggest awesome complications,
but at the same time, the challenge can be easily met by
those who are willing to look at the problem in a creative
manner. Solutions to the most difficult tasks may be easily
solved by involVing rather than immersing the learner in
the learning process. The sooner the educator accepts the
position of a "facilitator of learning" as defined by Carl

2

Rogers, the sooner he will discover the challenge of teach-

 

1C. R. Rogers, op. cit., p. 173.

21bid, pp. 157-166.

"3

ing is to inspire as well as inform, to involve as well
as expose. Self actualization, as described by Rogers1

is the key to a successful learning experience.

Technology_and the Learner — the Teacher - the Curriculum

 

 

 

 

According to behavioral psychologists such as
Skinner, Adkins and others in their treatment of learning,
educators need to spend more time in increasing the variety
of stimulus dimensions to which the learner will be sensi-
tive and responsive. Studies by these and other behavior-
ists have pointed to the need for new designs in education
that will individualize the learning process and recognize
the human potential for variation in methods involving the
learning process. Predictable behavior patterns not only
seem to be the goal of most educational researchers, but
also with classroom teachers. It seems easier to nail
patterns to a theoretical framework than to allow for in-
dividual variations. At the University of Florida Blume,
Combs and Soper have conducted a number of studies around
learning and teaching methods that indicate education must
include more than the acquisition of facts. "It must be
the instrument through which peOple release the tremendous
creative potential that was born in all of us. Whatever
methods and materials are needed to do the Job - that is

education."2

 

1Ibid.

2Robert Blume, "Humanizing Teacher Education," Phi
Delta Kappan, LII, No. 7, (March, 1971), p. "11.

 

M

The potential for opening the door to individualized
instruction lies with teacher attitude, not "packaged hard-
ware." A Research Study by Leo Dworkin at Michigan State
University indicates that "Education has so neglected the
creative aspect of its own progress that the major con—
tributions to its own field are now largely coming from
external sources in terms of 'packages' to be accepted or
rejected."1 The teacher as a motivator must be willing to
recognize the creative potential of the new technological
hardware in the hands of the individual student. The class-
room no longer can be merely the scene of a continuing
verbalism between teacher and pupils. "Today, the class-
room is a place for arranging A-V Opportunities that permit
students to experience creative discoveries from use of
combinations of motion pictures models, specimens, globes,
charts, tapes, overhead transparency materials, automated
learning devices, filmstrips -- to mention a few."2 Accord-
ing to Walter Wittich, there is a definite challenge to the
classroom use of multi-media concepts that goes beyond the
use of pre-packaged or "canned" instructional materials.
The hardware itself should be used in an experimental man-

ner by both teacher and student if it is to realize its

 

1Leo Dworkin, "A Systems Approach Toward the Recon-
ceptualization of Curriculum," (unpublished Doctoral Dis-
sertation, Michigan State University, East Lansing Michigan,

1969), p. 22.

2Walter A. Wittich and w. Henry Durr, "The Audio—
Visual Tools of Learning: How to Make them Work," School
Administration, LXX, No. 1, (July, 1962), p. 37.

“5

full potential. Many educators have mistakenly overlooked
the influence of this hardware as a means of exploration
and communication in the hands of the learner. There is

a widespread belief among educators that the use of audio-
visual materials is a supplement to regular classroom
activities. The limitations placed upon the creative as-
pect of these tools is with the belief that they are teach-
ing tools, not learning devices. Today's learner is caught
up in a multi—media environment receiving information from
a variety of sources (television, radio, motion pictures,
printed word, etc.) yet the written word becomes the
primary modus operendi when he enters the classroom.1
The pencil, pen, or typewriter becomes the medium as he
expresses ideas to the teacher as well as the class. It
becomes the exception rather than the rule for the learner

to use a tape recorder, camera or video-recorder, and free—

ly express his own ideas or concepts.2

The learner needs to be challenged within the
framework of the curriculum to express himself in the same
manner and with as much creative imagination as he finds
in his everyday experiences. Often the successful members
of our society reflect the inadequacy of and failure to

challenge the individual in our schools when they relate

 

._.fiv_.v fi

lIbid.

2Tony Schwartz, "The Pencil Box," Photography Magazine,
(May, 1968), p. "8.

U6

this phase of their learning experience. Even Albert
Einstein confessed to being a mathematical failure while
undergoing his public schooling. His imaginative mind

could not be channeled to a systematic educational expe-

rience.1

Edward Weston described his school experience in

these words:

My education was not from the public schools,
where I dreamed my life away, but from my camera.
Before it came into my life I had drifted along
mechanically, passing from grade to grade by
fair or unfair means -- watching the clock for
recess or noon hour or vacation time, taking
books home for study and returning them still
unstrapped the next morning. But suddenly my
whole life changed because I became interested
in something definite, something concrete. Im-
mediately, my senses of sight and touch were
developed, my imagination keyed up to a high
pitch. At last, after years wasted accidently
enough it is sad to relate -— I became inter-
ested.2

The extended range of vision provided by the
camera is Just one of many ways to learning that has been
neglected in the classroom. A series of studies on stu-
dent behavior and attitude by Lehman and Payne showed a
significant relationship between extra curricular activi-
ties and value changes in international understanding with
students while the formal academic experiences in social

studies and humanities made little or no attitudinal

 

11bid.

2Edward Weston quoted by Schwartz, Ibid, pp. h8-H9.

“7

change.1 In the informal atmosphere of extra—curricular
activities, the student occasionally is provided the
freedom of choice in expression that personalizes his
learning experience. The Opportunity of providing a
personal contact with the elements of another culture lie
not only with the information provided but also with the
procedure. The camera becomes one way to catalize the ex:
perience. Dale's Cone of Experience2 (Appendix A, Model
I) points to the retention of information as well as in-
fluence on attitude being directly related to sense in-
volvement. Curriculum content can better meet the needs
of the learner when it provides the flexibility of in-
dividualized methods of expression as well as instruction.

The Direction g§_Media Use Today

 

 

A 1970 publication by the American Library Asso-
ciation and the National Education Association called
"Standards for School Media Programs" is a document,
according to Carlton Erickson, director of the Audio—
visual Center, University of Connecticut, that represents
"the true nature of what media-service programs ought to

3

be like". The nature of this report indicated help is

 

lIrvin J. Lehman and Isabella K. Payne, "An Explora-
tion of Attitude and Value Changes of College Freshmen,"
Personnel Guidance Journal, XXXXI (March, 1963), pp. “03—h08.

2Edgar Dale, Audio—Visual Methods ig_Teachin , Revised
edition, New York: Holt, Rinehart, Winston, 1955;.

3Carlton W. H. Erickson, "School and the Media," oday's
Education N.E.A. Journal, (February, 1969), p. 29.

 

H8

on the way for teachers, but little case was made for students
to use the media creatively. "The extra equipment and new
content materials will be arranged so as to do some of the

burdensome teaching for him (the teacher) and thus free him

for new and challenging professional activities."1

Professor Arthur W. Combs, (University of Florida
teacher-educator) gave this challenge,

Responsibility and self-direction are learned.
If young people are going to learn self-direction
then it must be through being given many Opportuni-
ties to exercise such self—direction throughout the
years they are in school. Someone has observed
that our schools are Operated on a directly con-
trary principle. Children are allowed more free-
dom Of choice and self-direction in kindergarten
(when they are presumably least able to handle it)
and each year thereafter are given less and less,
until by the time they reach college, tgey are
permitted practically no choice at all.

He further challenged classroom teachers to innovate their
programs and to get students actively involved in the learn-
ing process through self discovery by stating, "People too
fearful of mistakes cannot risk trying. Without trying, self-

direction, creativity, and independence cannot be discovered."3

In most information on Media reviewed for this study“

the general direction Of it was to the use Of such media for

 

11bid.

2Arthur W. Combs, "Fostering Self-Direction," Educational
Leadership, XXIII, (Feb., 1966), pp. 37fl-375.

 

31bid, p. 375.
"Listed in the bibliography.

“9

teachers to improve their own methods of teaching the various
disciplines. Although much valuable theory and data were
presented as to the effectiveness Of media in the learning

process,1 limitations were placed on methods for utilization
of media by the learner.2

In 1962 the National Education Association's Division
Of Audiovisual Instructional Service organized a position

3 The

paper on the function Of media in the public schools.
first function was to supplement instruction for the class-
room teacher, and the second was to utilize media for learn—
ing. This paper gives little emphasis to the second purpose
of educational media instruction. Research on media itself
and its effectiveness on learning is extensive. Models for
implementing multi media identify the teacher as user, seldom
the student as user. Smith and McAshan research studies in-
dicate that eighty-five percent of course learning may come

A Research studies have

from sources other than the teacher.
been funded through Title VII Of the National Defense Educa-

tion Act, Ford Foundation and others with results suggesting

 

1Sharon W. Miller and Robert M. Brown. "DevelOpment of
a Method for Measuring Sources of Learning," A Study, New
York State Education Department, 196“, Albany, New York.

2John G. Church, et. a1. "Method for Increasing Learning
Utilizing Learning Profile Findings," (Albany, New York: New
York State Education Department, 196H).

3National Education Association, "Media In the Public
Schools," A Paper, Washington, D. C., 1962.

“Church, Op. cit.

50

that the use of media in the learning process is effective.1
The reluctance of educators to accept the new technology in
spite of favorable findings has caused many studies to develop
to discover why. Instructional content studies by Carpenter
(1955 and 1958), Homes (1959) and POpham and Sadvavitch (1960)
indicated little difference in acceptance of content whether
from television, tapes, text or teacher lecture.2 The lack
of interpersonal interaction in television acceptance was the
basis for two studies by Hoban in 1965.3 One study showed a
direct correlation between lack Of interpersonal relations
between classmates and teachers and student interest in tele-
vision centered courses. The second study provided empirical
data that neither cognate theory nor media research is likely
to contribute significantly to the improvement Of instruction
until they are more closely related.
A Multi-Sensory Approach to Writing, Reading, and

Discussion by David A. Sohn proposed the following approach:

(a) stimulate the kids with a powerful aesthetic

experience.
(b) allow them to react dynamically.
(c) help them to respond creatively. This is an
example Of the movement away from the tendency
to use films, filmstrips, slides, etc. only as

information dispensers and as rewards. To be
totally effective, however, this kind of

k

1Loran C. Twyford, "Educational Communications Media,"
Encyclopedia g£_Educational Research, (Fourth Edition: London:

2Ibid, p. 376.

3Charles E. Hoban, "Determinants Of Adult Enrollment in
Tkalevised College-Credit Courses, Part II: Motivation Re-
Sistance, and Conclusions," (University Of Pennsylvania, 1965),
P.. 35,

51

approach must be Joined with one that will
allow the machines to facilitate a two way

communication process.

This article emphasized the fact that the students

involved in working with media to

create their own films,

slides and tapes increased their interest in school with al-

most no loss or damage to equipment used by them.

According to Lawrence M. Stolurow in a recent issue

of Educational Leadership;

 

Instructional technology has to evolve for edu—
cation by its use in education. The hardware it-
self is clearly not sufficient to produce the de-
sired learning effects; it needs to be used with
quality materials and with discrimination. There-
fore, the most efficient strategy for introducing
hardware into education, if we want it to fit into

the mainstream and grow in a
use a symbiotic plan for its
this plan, the technology is
schools so that it serve the
teaching them as best we can

desirable way, is to
entry and use. With
used by students in

immediate purpose 3f
with what we know.

In a review of achievements and goals by Lawrence

Stolurow little attention was given to individual creative

activity with technological hardware. For the most part,

teaching machines were utilized to disperse information on

an individual or group level, with the information planned

and canned well in advance. Although such methods allowed

for relative freedom for the learner to absorb information

1David A. Sohn
.Methods, VI, NO. 8 (April, 1970).

"Toward Media Competence," Media and

 

p. “2.

2Lawrence M. Stolurow, "Introducing Technological Hard-
ware in Education," Educational Leadership, XXV, NO. 8 (May,

1968), p. 767.

52

on his I.Q. level and at his own pace, the learning situation
could not truly involve him on a personal level. "Technology
is not the solution to today's educational problems, nor will
it help in tomorrow's solutions unless we make it an instru-
ment Of and for education. Technology has to be fashioned

to aid education. Swords are no plowshares. They must be
hammered and refashioned to be used to till the soil. Simi-
larly, today's technology comes from business and entertain-
ment!’ It has to be refashioned for education.1 The degree

of freedom is in a direct relationship with the challenge to
the learner not only with the area Of exploration but also
with the instructional materials themselves. Calvin W.
Taylor said, "Instructional materials could be designed to
permit and at times, deliberately, to cultivate different

learning methods among individuals and also with an individual."2

Overview

Dr. Edgar Dale's Cone of Experience (Appendix A,
Model I) suggested that the individual learns much faster
through direct, purposeful experiences and although visual—
verbal information is an improvement over verbal symbols in

the learning situation, the effectiveness is increased con-

Siderably with the increased level of multi sensory involve

ment. In today's education, curriculum planners no longer

¥

1Ibid.

2Calvin w. Taylor, "Effects of Instructional Media on
Creativity " Educational Leadership, XVIIII, NO. 7, (April,
1962). p. 1357.

53

look at the Media as a "one way" method to learning. Students
need to discover, along with the instructors, the possibility
of self-expression with today's technological hardware. Fre-
quently the learner points the way. Multi-media (multi-screen)
presentations have become popular. Underground films Often
outdraw closed circuit television at many universities, and
total sensory involvement through sound and light shows con-
tinues to attract large groups Of students. The media it-
self may not be the biggest attraction. The personal asso-
ciation of becoming involved in the planning, preparation

and presentation, as recent studies have suggested, may be

the key to increased attention and increased learning.

Summary

The relative newness Of non-Western culture in the
present school curriculums as well as the inadequate prepara-
tion of Americans tO the problems Of cross-cultural communica-
tion are well documented. Leading educators, curriculum
developers, and statesmen indicate a need on the part of our
present educational system to remove much Of the traditional
ethnocentricities that restrict communication between our-
selves and other members Of our global village. The incen-
tive for this study is a direct result of the need for pro-
viding a way for the inclusion of non-Western culture in an
existing secondary humanities program.

Explorations in creative personal involvement in
education by both students and teachers and the effects Of

this involvement in the learning process were reviewed.

5”

Relevant data from Getzels' and Jackson's research with
secondary school programs, the results of Carl Rogers' in-
dividualized and self-concept methods were related to the
model in this study of student involvement. The teacher's
role was similar to concepts developed by Everett Rogers,
Arthur Combs and others, who advocate a non-authoritarian
position for the teacher in the learning process. The model
for this study places the teacher in the role Of a facilita-
tor Of learning or change.

The role of technology and the use Of media in the
secondary school programs Of today were researched. The
collected information demonstrating an existing need for
personal involvement in the use of media provided incentive
for its inclusion in the model.

The relative newness Of fusing cross-cultural learn-
ing with creativity and media involvement in developing a
program Of non-Western humanities had no apparent duplica-
tion in other studies. This study presents a working model
for secondary curriculums and analyzes the results Of its
implementation in a suburban high school setting. The method
has been so ordered as to present a symbiotic model for
creatively involving the learner through media in a non-

western culture.

Chapter 3

DESIGN AND PROCEDURE

Introduction

A curriculum model that brings the latent interest
Of the student into classroom focus may well Open the door
to cross-cultural communication. The resistance to learning
about other cultures is Often magnified by biased eXposures
or by total exclusion in the learning cycle of the student.
Evidence to support both conclusions has become apparent in
the results of this study. The model created for this study
is only a beginning.

The necessity of curriculum revision to nurture the
creative Spark of the individual cannot be over emphasized.
A report by the National Foundation for Educational Research
suggests that the consequence of different modes of school-
ing should be sought less in academic attainment than in
their impact on how children feel about themselves, about
school and about learning. "For three hundred years or more,
schools have been denounced for their capacity to destroy
children's Spontaneity, curiosity, and love Of learning,
and for the tendency to mutilate childhood itself. To create
and Operate schools that cultivate and nurture all Of these
qualities without reducing children's academic attainment -

this is a magnificent achievement."l Such challenges to

 

1Charles Silberman, Crisis in the Classroom, (Random
House, New York, 1970), p. 262.

55

56

present curriculums at all levels makes it important that

new designs be introduced that consider the student an in—
terested and involved learner. A new design may easily in-
corporate the idea Of cross—cultural communication as the mod-
el Of this study suggests. I

The Model

The model used in this study is to provide a method
of student involvement in a non-Western culture. It is or-
ganized to facilitate the procedure for the teacher and the
learner to become involved. The model is to be used as a
way to bring both the teacher and the learner into immediate
contact with content by utilizing the resources available,
both human and material.

The application Of the model used in this study is
organized into four parts: 1. The time element; 2. The
symbiotic plan of involvement; 3. The process of change;

4. The symbolic acceptance. The parts are so arranged as
to facilitate their use in develOping a curriculum.

The Time Element

 

Due to the nature Of the Bloomfield Hills School
system the time model had restrictions, successfully circum—
vented by utilizing the flexibility of the design itself.
Class scheduling set the first limitation by requiring a
time schedule Of 55 minutes per day for five days per week

for all participants.

 

57

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58

In the initial stages of development, this regula—
tive situation proved desirable. At this point the teacher
assumed a role of dominance in instituting action. In the
final stages of the model develOpment (show and tell stage)
the specific block of time also proved beneficial. It was
at this point when the entire group made themselves avail-
able for interaction and evaluation.

The time schedule for class meetings as a group was
important in the incubation stage of the idea, for this is
when the teacher acted as a motivator for idea development.
In the second phase, the bulk of effort was turned over to
the individual pupil and the teacher became a facilitator
of learning. The next two phases of the model were student
directed and the role of the teacher was one Of evaluative
support. The student was given encouragement to react to
his findings in his own individual way and to organize a
concept with the tools and procedures most familiar to him.
(Music students might interpret Indian ragas while a physical
education major might demonstrate yoga exercises). In phase
three the method became a part of the learner and the learn-
ing situation reached the personal level. This in turn
placed the responsibility Of learning with the student with
no threat from an external source. Support from the teacher
came with providing a variety Of media and resource materials.
The fourth phase was almost exclusively in the pupil's hands,
and the teacher assistance was of a technical nature (use Of

Audiovisual equipment, etc.). The fifth phase was important,

 

59

not only for bringing in all members of the class, but also
this stage encouraged an expansion Of the idea for further
involvement.
Symbiotic Plan g§_Involvement

The saturation Of student involvement in the learn-
ing process utilized three basic resources. The resources
were to simultaneously challenge the learner to develOp and
relate to the ideas presented. 'These sources were cultural

information, media and creative imagination.

Noun: 2.
THE SYMBIOTIC PLAN OF STUDENT INVOLVEMENT (SATURATION)

IK

: FPRMAHTI N
" T
l \ 5

 

 

 

 

 

 

 

 

 

 

 

 

 

PART II:

60

The first introduction of non—Western culture was
through the guidance and encouragement of the teacher. As
a facilitator of learning, the teacher provided as many
avenues and suggestions for ways of Obtaining information
as possible in the existing structure. This study utilized
information from the school library,1 the community library
and other outside resources (commercial, embassies, and in-
formational organizations). It must be realized that in
this particular stage of idea develOpment the learner was
given a broad range of individual selection, so that he
became personally responsible for any material that was used.
Learning is much more efficient, according to studies from
the University of Florida,2 if the learner first feels a need
to know that which is to be learned.

The second kind of resource material and information3
placed at the disposal Of the learner was suggested as a
possible guide to a method or framework for developing his
own research. This material came from the results Of previous
student explorations, teacher contribution and commercial
sources. It was in the form Of hardware (audio-visual
presentations). In addition tO a descriptive analysis Of

content for each recorded kind of information, the addresses

 

1
See Appendix B for annotated bibliography.

2Arthur w. Combs, "Fostering Self Direction", Educa-
tional Leadership, XXIII, (Feb., 1966).

3See student project list in Appendix B.

61

of a number of added resources were included. The very
nature of this particular resource, once in Operation, be-
comes as expansive as the program itself. It must also be
noted that this resource area required little investment on
the part Of the school. Expansion resulted from the efforts
and interests of the students with the material collected
becoming a permanent library resource.

The third resource was in the hardware, rather than
the information, and it was in this particular area that the
learner, as well as the teacher, found the greatest challenge
and the greatest reward with individual experimentation.

The acceptance of media in learning is important because
acceptance determines the extent to which the advantages

Of media may be realized. To some degree, the teacher may
motivate the learner to attempt to identify his information
output within the limits of certain media, but this can be-
come more restrictive to the learning process.1 For the
most part, with some 5,000 new instructional materials be—
coming available each year2 it is an impossible task to ex-
pect any individual to remain current in the expanding area
of technology. It became more apparent that the exposure of

media outside of the classroom, by students in the study was

 

1Robert Blume, "Humanizing Teacher Education", Phi Delta

 

Kappan, LII, No. 7, March 1971, p. N12.

2John 0. Fritz and Byron G. Massialas, "Instructional
Television and the Classroom Teacher," Audiovisual Communica-
tions Review, XII (196“), pp 5-15.

62

much greater than from within.1

This fact as shown by the
student media survey made it important to the function of
the model that an air of encouragement to explore with media
was an early influence. The location of media resources

was left to the individual; however, every effort was also
made by the teacher to make equipment or media of the school
available.

The use of media for exploration and development of
ideas within the framework of the model divided its use into
two phases. The first phase was in the input Of information
in which the learner was observing, analyzing and evaluating
material presented to him through media. (Resources used in
this particular study are found in Appendix B as they relate
to the model described in this chapter.)

The Process g§_Change

 

The approach to the Model was "tailor made" to fit
the individual learner. In the first phase, the teacher
and learner analyzed elements of a culture as to the reason
for their creation. This activity could be in a combined
class situation with a small group or on a one—to-One basis.

The initial step was one in which a subject or ex-
perience was viewed by the teacher and learner and compared
to a similarly familiar element in their own culture. (For
example the selection Of a reading of the activities Of a
barber in India and a barber in America or the viewing Of a

picture Of the facade of a Chinese temple and a traditional

 

1See Questionnaire, Appendix A, Survey C.

63

Western church). At this point, the situation was allowed
to develOp freely with little control being felt by the
participants. This was the "Opening Of the door" and was
one of arousing curiosity rather than in giving information.
In working with the model described here it is im—
portant for the teacher to Open as many vistas for communica-
tion as possible and to be able to work with the potential
of the individual in whatever method or approach he selects
for conceptualizing an idea or developing a procedure for
communicating this idea to the classroom. The teacher serves
as a motivator and facilitator of learning. The hidden po-
tential of the learner in the model depended upon the re-
sourcefulness of both the teacher and the learner in eXplor—
ing an idea put forth. Individual imagination and creativity
were encouraged at all points Of procedure. The model helped
to create an environment that extended the learning process
beyond the crowded classroom situation, and so encouraged

the learner to become creative.

614

     
   

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65

One of the factors for motivation, subscribed to
in the adult world, is the influence Of social acceptance
by peers on the activity of the individual. A constant
reminder of peer influence is apparent in the world of ad—
vertising, in club and group activities, and in almost all
areas of human relationship, yet the traditional teacher-
pupil attitude forces a structure in which the student
learns only from the teacher. The dictionary supports this
idea of a one way action to learning, that the teacher,
"imparts the knowledge Of, to cause to know a subject." The
teacher as a facilitator of learning should recognize the
need Of the learner for similar peer approval and judgment
of his activity in the learning situation.1

Carl Rogers linked learning with freedom in his
idea of the role of the learner, "Independence, creativity,
and self-reliance are all facilitated when self-criticism
and self-evaluation are basic, and evaluation by others is
of secondary importance. The best research organizations,
in industry as well as the academic world, have learned that
creativity blossoms in an atmosphere of freedom. External
evaluation is largely fruitless if the goal is creative
work."2

As is suggested in Part III Of the model, the initial

attitude of the learner is influenced by the original in-

 

1C. R. Rogers, Freedom to Learn, (Charles E. Merrill
Publishing Co., Co1ufibfisj‘6h163'156',), pp. 157-160.

2Ibid, p. 163.

66
formation as well as ideas presented. The source Of this
material is dependent upon the nature of the resources avail—
able in the particular learning situation, and regardless Of
the degree to which the learner is exposed, the model is
flexible enough to fit the situation.

The involved attitude was one in which the learner
was approached with the idea Of becoming personally involved
in the selection and development of an area of interest to
him. The approach used by the teacher was a combination Of
permissiveness and guidance and control. Permissiveness
toward self actualization by the learner allowed the student
a certain amount of flexibility in the selection Of an in-
terest area and its research and development. The~ teacher
at this stage of development became sensitive to the in-
dividual's way Of working and encouraged the idea of rele-
vance between the symbols found in another culture and those
of the learner. A certain degree of patience and understanding
became necessary for this phase of the model to succeed. The
guidance and control of the learning situation became one of
familiarizing the learner with the resources Open to his in-
vestigation, possible approaches to these resources and the
utilization of the information obtained.

One of the most important advantages Of the model
'was to open the learning situation as a two way street be-
‘tween the teacher and the student. It was not necessary for
‘the teacher to be an authority on other cultures, but rather
‘to encourage the student to discover for himself. It was

:in.this structure that the classroom atmosphere needed to

67

develop if the full potential Of the model was to be real—
ized.

The reflective attitude Of the model was one in
which the learner presented his ideas and concepts to his
peers, not so much for a value judgment on his ability to
perform but more as a disseminator of information. The
challenge to the learner at this stage of development was
to facilitate his findings to the uninformed individual,
group or class. The teacher assumed a role of equality with
the peer group, and in turn also became the recipient Of
information. Again the method or procedure rested with the
individual, and the style of communication took on a per-
sonal characteristic. (See Appendix B Samples) Limitations,

if they were to be considered,(time, content, media, etc.)

were arrived at in an informal way prior to the presentation.
The learning situation and procedure should take precedence
over detailed factual information, and the degree Of success
or failure is measured more in how the participants react
than in what bits of information they retain.

In the model described here the exposure to foreign
culture became primarily the responsibility of the learner,
with its relevance depending upon the individual's ability
to conceptualize an idea within his own framework of refer-
ence. TO achieve a measure Of success with the model meant
to reject the traditional learning pattern and to replace
it with a learner centered pattern. The design of this study

was built around the assumption of John Dewey that the self

68

concept of the individual needs to be recognized and en—
couraged through the school experience.1 A new model using
the "open system" or unstructured but purposefully directed
activity is the framework for supporting this assumption.

The teacher-learner pattern for the model did not
require the dissemination Of factual information about an—
other culture (which may create a distorted image) but in
its place provided unlimited avenues Of exploration for both
the teacher and the learner. The model by its very nature,
reduced the elements of cultural shock, by permitting a
flexible pattern Of identification of symbols. Static know-
ledge was replaced by pliable concepts and the only restric-
tions to the learning situation was the amount Of resource
exposure, the motivation developed, and the media for com-
munication.
The Symbolic Acceptance

The final and most important aspect of the model
was to cause the learner to become personally cognizant Of
and actively involved in the symbols in an unrelated culture.
The first step was to bring the learner into an awareness
of the other culture on a limited basis. The process may
be one of discovery (the tasting Of Indian curry), one Of
informing (a film Of travel in Indonesia), influencing (story

of Chinese develOpment of gunpowder) or by comparing (physical

 

1John Dewey, Art As Experience, 12th Printing, (New York:
G. P. Putnam's Sons, 1958.)

69

 

 

 

 

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characteristics of Japanese and Americans). This first step
served as an introduction to the culture, and was designed
to arouse the curiosity Of the learner.

The second exposure took on a note of inquiry.
Where the first treatment may have suggested a limitation
Of a culture, this exposure was on a broad perspective with
the treatment of general thoughts and ideas involving rapport
from the group according to their own personal involvement or
information in the area (racial develOpment, language patterns,
geographical limitations, religious development and social
systems.).

The third phase was one in which the learner ex—
plored, through research some element of a culture that had
personal meaning, held some interest to him or was other-
wise challenging in its implications. There was no restric-
tion as to the phase Of culture or to the depth Of the study
by the learner. The limitations depended entirely upon the
degree of challenge for the learner to develop any and all
resources at his disposal in becoming informed.

The fourth element of involvement was the presenta-
tion. Media became important; however in this study it was
usually found to develop at the end Of the research period.

A flexible attitude in regard to media determined the method
of presentation which in turn depended upon the material
researched. The learner should not totally commit himself
to media until he has established the content Of his study.

In this fourth stage Of develOpment, acceptance of ideas

71

from another culture were in direct relationship to the in-
terest and relevance they had for the learner; therefore
the media involvement was one of complementing both the
student as well as the new concept. As the concept was
formed, the individual learner experienced similar problems
of symbolic organization for presentation Of his materials
to the peer group as when he began to gather information.
An indirect empathy for the problems of communication of
ideas from one set Of symbols to another was the direct
benefit of exposure to this phase of the model

Nature g§_thg_Sample

The total number of students involved in this study
(100) came from middle and upper middle class families with
homes situated in Bloomfield Hills, a suburban Detroit area.
The students were selected at random from the first group to
take a Humanities course in the system.

The area of the sample was twenty-seven square
miles with single family homes comprising eighty percent
of the total real value (over 220 million dollars). The
median market value of these homes was $N0,000. The equal—
ized evaluation behind each child Of school age approached
$25,000 for those enrolled in the public school system.

The professional nature of the parents in the school
district created an atmosphere for academic achievement
which in turn resulted in a heavy emphasis on college prepa-
ratory programs. Of the total number graduating (650) from
the two high schools (June Of 1969) eighty-five percent en-

72
rolled in institutions of higher education. Although some

consideration for non—academic areas was given, the student
found little opportunity for preparation for trade skills

and post high school employment.1
The educational philosophy of the district was so
stated:

Believing that the educated citizen is an
integral part of our democratic society, the
Bloomfield Hills Schools take as their major
objectives that organization, fostering, and
support of a program Of education that will en—
courage and enable the boys and girls of the
community to attain an education commensurate
with their abilities, aptitudes and interests.

As our society is composed Of individuals,
each with unique characteristics and each with
rights, privileges and responsibilities defined
by law and established by the public will, the
Bloomfield Hills School District pledges itself
ever to encourage and strengthen the concepts of
the individual dignity and integrity Of those
who are associated with it in any capacity.

It is,therefore, the commitment of the Bloom-
field Hills School District tO support, foster,
organize, develop and maintain a school program
and facilities which will in every way help to
better the individual in becoming an educated,
contributing member of society so that through
the education of the individual our democratic
society may grow in dignity and worth.2

Nature gf_the Curriculum

The Bloomfield Hills School system Operates a K-12
system with a 6-3-3 plan adOpted in 1955 as the result Of a
study conducted by Michigan State University and approved
by the community. The requirements of the North Central

Association Of Colleges and Secondary Schools provides the

 

lFacts About Bloomfield Hills Schools, (Birmingham,

Michigan:‘ League of Women Voters, 1970), pp. #3, A“.
2Ibid, p. 38.

73

guidelines for the school year (180 days) with a class load
of approximately 25 students per teacher being the average
size. School millage votes have generally favored this size
and also support a well trained staff with a high percentage
of advanced degrees in evidence (better than 50 percent
holding master's degrees).1

Of the 16 schools in the district, eleven are ele-
mentary, three are junior highs and two are high schools.
The present system supports a flexible program in which a

continuous progress program2

has been initiated by one high
school, along with its feeder schools and a comprehensive
program continues with the other. The sample used in this
study came from students enrolled in the comprehensive school
program.

The school day Of Bloomfield Hills Andover High
School is divided into six (fifty-five minute) periods and
students generally followed a program schedule that includes
one period Of English, one of social studies, one of science
or mathematics, and one of physical education. An elected
program for one or two periods (sometimes on a one semester
basis) includes language, arts, humanities, psychology,

typing, study hall and special areas.3

 

Viv—TV

1Ibid, p. AA.

2A plan adapted in 1968 within the framework of the
"Education for the Seventies" experiment of the United States
Office Of Education.

3Appendix A, Survey D.

7h
Non-Western studies are included on a limited scale
in the study of literature, language, the arts (music, drama
and visual art) and psychology; however, all teachers in-
volved with these courses have found little reason to utilize
the Asian materials in their specific disciplines. In addi-

tion,no resource people have been brought to the school to

talk on non—Western cultures.

Emphasis is given in the social studies department
to the explorations of Western history, thought and ideas
with little attention given to the non-Western world. A
re—evaluation of course content to bring more realistic
percentage levels in non-Western areas into the present pro-
gram is in progress. The suggested basis for these levels,
relevant to populations, land area, and contributions to
past and present political, social and cultural changes or
developments at the time Of the study came from student
newspaper supplements.l
Nature g£_the Humanities Program

The five humanities classes utilized in this partic—
ular study were part of a one year program in which one
semester emphasized the Western cultural develOpment and the
second semester emphasized the non-Western cultures. The
classes were Of an elective nature with only seniors being
admitted. There were no academic requirements, although an

analysis of grades indicated that eighty percent of those

enrolled were in the upper fifty percent Of the senior class.

 

1"The Weekly Observer", "Student", "Time Magazine", and
"National Observer".

75 \

u—“"

Of the one-hundred students participating fifty-eight were
female and forty-two male with the range of age levels
(seventeen and eighteen) within one year. Prior to the course
exposure, the students were given a survey to determine

their contact with non—Western culture. A sample Of interests
and activities indicated little or no contact with any Asian
culture by members of the five classes prior to the course
itself,1 Further support of this finding was indicated by

a survey of teachers and their knowledge in teaching about

2

Asia. Teachers in social studies as well as humanities

avoided any in depth coverage of Asian cultures usually be-
cause Of limitations in their own backgrounds.
Philosophy g£_§h§_Program at_Bloomfield Hills_

The present definition Of humanities programs is
changing from one Of exposing the learner to the so called
"classics" to one of personal exploration of man's communi-
cation process. One definition Offered by Walter Ong suggests,

It is Of course fatuous to think that all human
awarenesses and learning can become simultaneously
present to every mind at all times, or even that
most of it can be accessible to every mind at all
times. Moreover, the demand for relevance frequent-
ly warps understanding of the past beyond all recog-
nitions: The Renaissance humanist is interpreted as
a protO-revolutionary of the early nineteenth century -
sort of Cotton Mather as a Jeffersonian democrat. If
the totality Of humanistic awareness is to be acces-
sible and relevant, it is going to be on some more
general grounds. One way in which cultures across
the globe grow together in humanistic studies is

 

1See Appendix A, Survey A.

2See Appendix A, Survey B.

76 \

simply through the natural development Of con-
cepts suitable for relating diverse cultures to
one another.

The basic phiIOSOphy Of the Bloomfield Hills Humani-
ties Program2 encouraged the natural development of concepts
described by Professor Ong in the area of procedure. Students
were given time and facilities to utilize their own methods
to discover and express ideas about other cultures. The
introduction to the philOSOphy and purpose of the Humanities
Program was stated in such a manner as to complement the
develOpment Of the model used in this study as described by
a recent statement.

The basic purpose of this course is to create a
design for learning that is relevant to today's
society. With the effect Of mass communication on
today's society (e.g., one half billion peOple
throughout the world watched the moon landing as it
happened) we are indeed in a 'global village.‘ We
can no longer isolate ourselves from the established
cultures Of two thirds Of the world's pOpulation nor
can we ignore the factors that create prejudices,
misunderstandings and distrust. It is the fear Of
the unknown that provides the atmosphere for these
factors. The 'World Humanities' will attempt to
dissolve some Of the reasons for this fear.

The procedure and division of interest areas is as
follows:14

All projects and special materials that result
from the efforts of the World Humanities class will
be evaluated by the class and the instructor. The
media center will select usable materials and list

—__——37"""

Walter J. Ong, "Crisis and Understanding in the Humani—
tiez,3" Daedalus, Summer 1969, LXXXXVIII, No. 3 (Summer, 1969),
p' 50

:2
The philOSOphy as written and on file in the office Of

Ergedhigh school prior to the develOpment of the design Of the
u y .

3Ibid.
Ibid.

77

them for future use. Any student or student

group who has demonstrated an idea or concept

that has relevance to other areas Of the curric-
ulum will be encouraged to expose this proficiency
to that specific area. Using an interest question-
naire as a guide both students and teachers from
other disciplines will be encouraged to participate
in relevant tOpic area as often as time permits.
Students will be encouraged to relate other class-
room information as well as personal experiences to
the course content. Follow-up studies and continu-
ous Observations will be made to reevaluate the
effectiveness of all phases of the program. Real-
izing the newness of the program, in-service training
as well as an information distribution center will
be available for teacher assistance.

The success or failure Of any new or innovative
program depends to a large degree on the factors Of
relevance, involvement and flexibility. It must
be remembered that this is only the beginning. The
need for this beginning is obvious. The continua-
tion and strengthening of this program depends on
the classroom situation. Any ideas, changes and
growth potential must be realized within the frame-
work Of the classroom.

Nature g§_SchOOl Library Resources Used in_Study

 

"For the most part, a limited budget has been the
reason given by educators for the apparent lack of resources
and utilization of these resources in the classroom; how-
ever, numerous studies indicate that more importantly the
teacher's role, lack Of interpersonal interactions, and the

attitudes of students and teachers affect the acceptance Of

resources".2 In Bloomfield Hills the North Central Associa-

tion requirement Of seven books for each pupil enrolled in

 

1Information supplied to both teachers and students
prior to course enrollment. On file in high school counsel-
or's Office of Bloomfield Hills.

2Charles F. Hoban, "Research and Reality," Audiovisual
Communications Review, IV (1956), pp. 3-20.

78

the senior high library (ratio is approximately eleven to
one) gave no indication Of how the selection was to be made1
nor to what use the collection, once it had been obtained,
was to be transferred to the learning situation. Further
specifications on equipment did not consider any other in-
structional materials. The Bloomfield Hills School budget
Of $12.00 per year per pupil for library and resource pur-
poses2 indicated the basic financial structure for the in-
clusion of research resources. Additional funds were avail-
able,but not specifically marked for the regular budget.
Information made available to the student through
the research phase of the model required an identification
of books found in the school's resource center that related
to the humanities course in general. (See Appendix B for
Listing). The compilation of this material has been done
to present a brief description Of content as well as the
apparent significance of the material to the learner. The
model was so structured as to Open other resources to the
learner and to this end two additional bibliographies have
been compiled. One of these opened the library from the
other high school located in the school system with a similar
annotated bibliography. The third bibliography refers to

texts in general that were available at the township library

to the learner in the area of Asian studies and it is an-

 

1A recommended list Of books is given to libraries, but
its use is Optional.

2 Facts About Bloomfield Hills, op. cit., p. 71.

79

notated as to the content of each book.

The Measures Used

 

The measures used for this study were selected for
two basic purposes: to determine if a correlation existed
between the creative learner and his attitude towards learn-
ing about other cultures and to determine the relationship
of the learner's aptitude in verbal and non-verbal areas and
his use of media. The selection of the "Public Opinion
Survey" was made based on its previous use and reliability

as determined by educational psychologists.1 The survey

provided a basic scale of social attitude.2

3

The second measure was one develOped for the study
and considered the evaluation by the peer group to the creative
communication of the learner. It was based on the analysis
of Getzels' and Jackson's studies on creativity." The measure
selected for verbal and non-verbal use was the Lorge-Thorndike
Intelligence measure. This selection was partly due to its

recent use by the school system5 and partly due to its P811-

ability in general use in education. The use of media was
determined by a numerical rating scale Of peer judgment in

which researched information was presented by the individual

 

1T. w. Adorno, et. al., The Authoritarian Personality,
(New York: Harper and Brothers Publishers, 1950), pp. 210-220.

2Appendix A, Test A.
3Appendix A, Test D.

1'J. W. Getzels and D. W. Jackson, Creatiyity and Intelli
genes, (London and New York: John Wiley and Sons Inc.,) 1962)

5Students used in the stud had completed the test just
prior to enrolling in the Human ties course.

80

l
learner.

Method g£_Implementation

 

All of the students involved in the study were
given the Public Opinion Survey and the Lorge—Thorndike
test prior to exposure to the model. These measures were
recorded and the procedure as described in the model was
administered for a period of twenty weeks.

Cognitive tests were designed to determine the
process (according to the Getzels and Jackson study)2
whereby an organism becomes aware of, or obtains knowledge
Of an Object, a quality, or an idea. The cognitive in—
formation presented to the class as a whole was determined
approximately once every three weeks, by using brief identi-
fication quizzes.3

The final measureu used was an evaluation of the
self—directed efforts of the learner after the presentation
Of his information to the peer group.

During the same twenty week period, each member of
the class was given a less rigid testing procedure to measure
the personal interest phase and the progress of his learning
about another culture. Since the learning process involved

a high degree of personal inventiveness by the learner, this

 

1See Appendix A, Survey B.

2Getzels and Jackson, op. Cit, p. 13.

3See Appendix A, Test B and C.

”See Appendix A, Test D.

81

testing was done on an informal basis between the teacher
and the learner. As Guilford and others have noted, the
develOpment of scoring procedures for tests of creativity
present some unusual problems. Here, more than in other
testing areas, the choice between subjective and objective
scoring methods is of paramount importance. The question
becomes how to reflect, in a score, the richness and unique—
ness of a subject's response without sacrificing scoring
reliability.1 The method Of scoring in this particular
instance became part Of the new model only to the extent that
it served to re-enforce the teacher and learner relationship.

The student-evaluative form Of measurement intro-
duced in this study served a dual role. Primarily it served
to involve the group with the learning procedure Of the in-
dividual in an informal way. In order to evaluate a pre-
sentation by the learner, it became necessary for the evalua-
tor, in this case it was the student, to establish some sort
Of direct contact with the situation. The second purpose
was to cause the learner to bring the information to the
peer group level with no threats from the teacher. Willard
Whaller recognized the existing problem:

At the heart of the schoolmen's inability to

turn responsibility over to the students is the
fact that the teacher—student relationship in its

conventional form is a form Of institutionalized
dominance and subordination. Teacher and pupil

 

lD. Krech, et. al., Individual in Societ (New York
and London: McGraw-Hill Co., 1962),— p. 221.

82

confront each other in school with an original
conflict Of desires; and however much that con-
flict may be reduced in amount, orlhowever much
it may be hidden it still remains.

The test design for this study was an attempt
to reduce this conflict.

'The Role g£_the Teacher and the Learner

 

The qualities of climate developed in the classroom
became largely dependent upon the teacher and his attitude
toward the learner. The teacher needs to think Of himself
as a facilitator of learning. -- "If I distrust the human
being then I must cram him with information of my own
choosing, lest he go his own mistaken way. But if I trust
the capacity of the human individual for developing his own
potentiality, then I can provide him with many Opportunities
and permit him to choose his own way and his own direction
in his learning.“2 A more specific condemnation Of the
traditional role Of the teacher defined by Silberman is
"The teacher represents the adult group, ever the enemy of
the spontaneous life of groups Of children."3 It was a
major element in the success Of this study that the students
felt less inclined to confront the teacher with a conditioned
response. Success of willingness to learn is in direct
relationship to the reduction of the threat from the teacher
to learn. It was important for the teacher to reduce his
role of "task master" in the learning situation. Thus the

change from A to B was expected.

 

lW. Whaller quote by Silberman, Op. cit., p. 137.

2C. R. Rogers, op. cit., p. 11A.

3Silberman, Op. cit., p. 137.

83

Figure 5

Communication Flow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

L . I
T - Teacher———J- L

L - Learner

The non task master role was the major thrust Of
the teacher attitude in working within the model. Self-
reliance must be characteristic for the teacher-learner
relationship in order to insure success.

The teacher first acted as a motivator, and a
guide for develOping interest and then trust in the learner.
The motivation of the learner in exploring another culture
required the efforts of the teacher tb encourage two ideas.
The first idea was to explore the interaction of persons in
their exposure to new sets Of symbols and their acceptance
of or rejection to these symbols. The motivation itself
could be divided into multiple goals by the learner accord-
ing to his own perception and interests. It became the most
difficult as well as the most challenging factor for the
teacher to be able to utilize the reaction Of the individual
learner and to suggest a path for further action. Teacher-
learner talks helped to identify the resistance to the

communication flow as suggested by the diagram.

8h

Figure 6

Communication gf_gn_ldea

 

 

 

 

 

 

 

 

 

 

 

'Teacher Filter Factor )Student Idea
Idea or Environment Isolated Treatment
Information Experience Relevant Association
77 Medium Comparative Treat-
ment
Attitude

 

 

Ideally speaking, the teacher might approach the
level of a participant rather than be a disseminator Of in-
formation in order to encourage the learning process in the
individual student. The teacher may be forced into an
authority role at first, but as the situation demands, more
responsibility for the learning process should come from the
student. As shown in the diagram above, the first motiva-
tion for further exploration required that the teacher be-
come cognizant of the'filter factor" Of the teacher and the
individual student in both the receiving and the transmitting
of the idea.

The second factor was one which required concentra-
tion on the method, rather than the message or idea to be
conceptualized. The motivation tested in this particular
phase of the design came from recognizing the identification
that the learner had with the various media and in identify-
ing means of personal expression that were readily available
to him, and which he might find acceptable in the transmission
‘Of a concept to his peers. The teacher placed himself in

the position of trust in the judgment of the individual as

85

to what medium of expression was to be used. Evidence again
points to the fact that there was a direct relationship be-

tween the individual student's selection Of media and his a-
bility to conceptualize.

Once the idea had been accepted by the learner along
with media for expressing this idea, the teacher then be—
came a resource person, suggesting rather than directing the
activity. The determination Of the degree of freedom given
each learner depended upon the projected goal for each. In
Example A there seemed to be a greater degree of control
necessary for the isolated treatment Of an idea than the
comparative treatment. Although no data was available, a
more positive relationship seemed to have existed between
the creative learner and his acceptance of an idea suggested
with the teacher, compared to his acceptance Of an idea
from the teacher.1

The Silberman report took strong issue with the
traditional role Of the learner:

Schools discourage students from developing the

capacity to learn by and for themselves; they make
it impossible for a youngster to take responsibility
for his own education, for they are structured in
such a way as to make students totally dependent
upon the teachers. Whatever rhetoric they may sub-
scribe to, most schools in practice define education
as something teachers do for students, not something

students dozto and for themselves, with a teacher's
assistance.

 

1Based on teacher—learner experience with the model.

2Silberman, op. cit., p. 135.

86
It is important for the utilization of this study that the
curriculum designer think in terms Of learner motivation and
self-concept develOpment rather than in the learner becoming
a recipient of a specific body Of knowledge that is to be
checked according to a pre-determined structure or fixed
criteria. Carl Rogers suggests:

We are, in my view, faced with an entirely
new situation in education where the goal of
education, if we are to survive, is the facilita—
tion of change and learning. The only man who is
educated is the man who has learned how to learn;
the man who has learned how to adapt and change;
the man who has realized that no knowledge is
secured, that only the process of seeking know-
ledge gives a basis for security. Changingness,
a reliance on process rather than upon static
knowledge, is the only thing that makes any sense
as a goal for education in the modern world.

The changingness brought about through technology
and its effect upon communication; the failure Of static
knowledge to educate to understanding as reflected in the
Mai Lai incidents; and the need for a creative process of
bringing the individual learner into active involvement in
the human develOpment Of human understanding was the motive
for the Symbiotic model of this study. Leon Kirchner2
sounded an ominous note on the direction of learning.

. . .the use to which we put our 'indis—

pensable tools' is threatening and has in-
creased the necessity for comprehensive and
imaginative programs involving all of our in—
tellectual, artistic and creative resources.

The methods and objectives of the university
have been ominously altered in favor of the

 

1C. R. Rogers, Op. cit., p. IOU.

2Leon Kirchner, "Notes on Understanding", Daedalus,
(Summer, 1969), LXXXXVIII, NO. 3, p. 745.

 

87

dominant technological mode. Obsolescence,

ever present in accelerating systems, now

applies directly to "human increments" who

genetically resist being geared into slots

that are predictably terminal.
The flexibility and freedom for personal involvement Of the
model was to reduce this effect.
Summary

The model first was considered as a means to involve

the learner, in an informal way, with the elements of another
culture. The method took precedence over the content for
several reasons. First it was understood that both the
teacher and learner might be approaching unfamiliar territory
and that the content itself became the residue of the method,
in much the same manner as culture itself is the residue
of an achieving society. Second the method allowed a degree
Of freedom in selection for the learner that might reduce
his apprehensiveness for approaching unfamiliar ground by
placing familiar tools in his hands. The third and the most
important aspect was to allow both the teacher and learner
to enter a flexible situation in which the creative imagina—
tion Of the individual was challenged to action, with the
suggestion Of the learning process becoming a continuous
and expansive act requiring imaginative effort rather than
a definitive end in itself. As man's greatest cultural
achievements are created in an atmosphere Of free associa—

tion, so should the learning process be placed in bringing

them into focus.

Chapter A
ANALYSIS OF RESULTS

Introduction

The method Of creatively involving the learner
through the hardware (materials to learning) and the soft-
ware (concepts, ideas, and information to be learned) are
basic to the model for the study. The design of the study
was to measure relationships that might exist in the
learning processes Of those involved in the model.

Present school curriculums need the inclusion Of
methods that can bring more depth in developing under-
standing of non-Western cultures.1 The need to provide
personal learner involvement and to create greater empathy
for those peOple who live in other cultures is a task Of
education. Robert Redfield suggested that the secondary
school is the curriculum area that can best provide an
adequate method of instruction and challenge to the
learner.2

The plan proposal for the study is to bring a

program of Asian studies into existing Humanities

 

lRobert Redfield, "The Study Of Culture in
General Education," Report Presented at the AnthrOpOlogy
Curriculum Study Project, Chicago, Illinois, April, 196“.

2Ibid., p. 3.

88

89

programs. It is the intent of the design to measure the
progress Of the learner and to examine the effects that
resulted from implementing the program in a suburban
secondary school.

It was important to the Model that self evalua-
tion became a factor for motivating the student in his
activity. Since the design was to measure motivational
factors in the framework Of a totally new eXperience, it
was evident that a highly personal relationship might be
possible and that in this light the learner could become
the center of attention. The implied design suggested a
direct relationship between the creative nature Of the
student and his willingness to empathize with another
culture. Due to the complex nature of this relationship
and its highly personal implications, the findings are
limited in this area. However, further eXpansion of this
idea is indicated in Chapter 5.

Today whole curriculums are being designed where-
in faculty contact and technological devices are carefully
combined to take maximum account of individual student
needs, interests, learning speeds and styles. Moreover,
libraries are exploding in size and content under the
impact of technological innovations. Once the teacher
merely orchestrated books, manuals, films, and tapes.
Today, the learning resource center, with its data retrie-
val banks, multi-media aids and multi-purpose rooms and

space allocations, is available to challenge and offer

90

significant assistance. Mounting evidence that academi-
cally marginal students, in particular, learn best when a
variety of sensory stimuli are utilized, should encourage
the imaginative use of such handy devices as micro-film
techniques, recorders and cassettes, magnetized tapes,
Slides and transparencies, especially as this equipment
becomes increasingly compact, portable, adaptable and less
eXpensive to purchase and maintain. "Most encouraging
with respect to these devices, is that it is possible to-
day to eliminate the one-way communication characteristics
of Older audio-visual methods, and build feedback mechan-
isms intO technological aids in very SOphisticated ways."1
Measures Of media involvement were used and results were

analyzed as to personal relationship between the learner,

the information and peer acceptance.

Testable Hypothpses, Measures §3g_Results

The purpose Of this study was to present a symbio-
tic model for creatively bringing the learner into contact
with another culture through the personal use Of media.
The design was intended to measure the nature of the learn—
er and the effect Of implementing a non-Western study in
the present curriculum. With the eXposure Of students to

the model and the use of a rank-order correlation of the

1Ed Cohen, "Behavioral Objectives," Media d
Methods, VI, NO. 7 (March, 1970), 7A-75.

 

91

tests and measures used, the following hypotheses are
made: 1. A positive relationship may exist between
creative imagination and empathy for foreign cultures,

2. A significant positive correlation exists between the
verbal aptitude Of secondary humanities students and fac-
tual test results, 3. There is a significant positive
correlation between personal involvement and use Of media
by the learner.

In the selection Of a measure Of cultural empathy,
it was decided that the Public Opinion Survey created by
Adorno, Frankel-Brunswik, and Levinson would be used.1
This test of ethnocentricity or prejudiced behavior was
given prior to eXposure to the model to all groups;
however, the final group in this study was tested again
after eXposure to the model using the same measure. The
survey indicated a parallel exists between low ethnocen-
tricity and empathy for those Of another culture.2 The
second measure was a peer evaluation Of the procedure
used by the learner in presenting his findings. The
degree of creativity was determined by the group (peer
evaluation) in reacting to Phase IV of the Model in
which each student was asked to consider the amount of

imagination used in the selection, content and

1Appendix A, Test A.

2D. Krech, et.al., Individual in Societ , (New
York and London: McGraw-Hill Co., 196277'557’EUl—202.

\O
“Q

presentation of the elements of another culture. The
results were analyzed through a rank-order correlation.
Scores from the construct test design on procedure were
scaled to a measure of points given by the peer group for
creatively communicating a cultural concept. The results
of the ethnocentric measure were ranked with the smaller

number indicating the greater ethnocentric attitude.

Table 1

Creativity and.Ethnocentrism Scores
Obtained on a Randomly Selected
Sample of Humanities Students

__

Student Creativity Ethnocentricity'

 

 

1 6A 96
2 65 111
3 60 115
A 57 98
5 76 119
6 62 1A5
7 5A 76
8 70 15A
9 60 126
10 50 87
11 61 101
12 A5 8A
13 55 115
in 56 122
15 58 11A
16 53 96
17 76 133
18 78 1A3
19 60 85
20 65 lou
21 72 151
22 A5 62
23 6A 133
2A 60 123
25 65 105
26 65 126
27 60 122

28 58 119

 

93

Creative test scores were based on a total number
of points given to the learner by his peers on the inter-
pretation and presentation Of researched material. Six
points were the maximum number from each student for a
highly creative presentation and one point for little or
no creativity. A random selection was made Of twenty-
eight scores, as shown in Table l. The creative measure
was the total number of points given by the entire peer
group using Test D (See Appendix A). The ethnocentric
measure was scaled so that the higher the number, the
lower the ethnocentricity Of the individual. These scores
were then ranked with the ethnocentric measure results.

A scattergram, Figure 7, suggests their relation—
ship (a perfect correlation is indicated by the diagonal

line).

Figure 7

A Scattergram Presentation g§_the Scores ;g_Table l_

H m.

r-]r. I ‘ I l IL
* T 1'}: _
f . l‘

 

 

 

 

 

 

 

 

 

 

 

 

3;

 

 

 

 

Ethnocentricity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

9’6 I :3 to 69’ 70——_J1}J"

Peer Evaluative Measure Of Creativity

914

Using the ethnocentric measure (Public Opinion
Survey), the group pre-test average of 119 on the f scale
was reduced to 111.5 on a subsequently administered post—
test. Ethnocentrism was then lower after exposure to the
Model suggesting some change in the attitude of the eXper-
imental group.

The second hypothesis tested related verbal apti-
tude and the success Of the learner in the cognitive area
of Asian studies. The Lorge-Thorndikel scores were com—
pared with the test scores Of the students over factual
information. The purpose Of the testing of this hypothe-
sis was to measure the eXpected performance of the learner
in a traditional curriculum. The Classroom test results
were placed on a rank—order correlation with the results
Of the verbal aptitude scale Of the Lorge-Thorndike test
which was administered prior to the eXposure of the Model.
During the twenty weeks of exposure to the Model, periodic
testing Of factual information was done. The classroom2
scores were the average results Of five tests with letter
grades transformed into numerical equivalents. (A is 11,
B is 8, C is 6.) Table 2 gives the data concerning class-
room tests and verbal aptitude.

A scattergram, Figure 8, was used to suggest the

direction Of correlation between these two measures (a

‘perfect correlation is indicated by the diagonal line).

1Standard Form used.

2See Appendix A, Tests B and C.

95

Table 2

Classroom Tests and Verbal Aptitude Scores
Obtained on a Randomly Selected
Sample of Humanities Students

 

 

—'—

Student Classroom Tests Verbal Aptitude

 

9;
83
56

H

H
42-0-4003me :14
J:-

N

\OCIDNQU'IL-wmp—J

NPQRHJFJFHJFJFHJFJFH#
NpJCNOCD~JOWH£nflfoFJO
H F4 FJFJ FAFJHFJ H
ocncnmc30cncnac>O~qc>
\oxncvndwmcoqunqnomno
.tkdaxh3\zm001aflhugm\o

N
x]
mU'l FDKO (DH CDU'I
3\
U1

 

96

Figure 8

A_Scattergram Presentation g£_the Scores lg Table 2

 

A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

\Q._
was_
2’.
m 9.
E-*
o
O
$“r #-
m
E. O-
L)

F

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.41.37“;

 

”Vest-5.5006968 umber/‘93,”; m

Verbal Aptitude Score

3

The final hypothesis considered the relationship
that exists between the ability of the learner to use
media and personal involvement in the idea to be explored.
The measure of student reaction (peer evaluation) in Phases
IV and V of the Model (See Appendix A, Test D) was a con—
struct in which each student reacted to the effective use
of media by the learner, in communicating a concept about
another culture. The degree of media involvement by the
sender was rated on a six point plus measure (similar to
the creativity evaluation) and the results were ordered
with a Lorge-Thorndike pre—test of non-verbal aptitude, as
presented in Table 3. The results were then placed on a

scattergram, Figure 9.

97

Table 3

Use of Media and Non—Verbal Aptitude Scores
Obtained on a Randomly Selected
Sample of Humanities Students

 

 

Student Use of Media Non-Verbal Aptitude

 

l 62 51
2 61 80
3 62 7“
u 58 86
5 A8 15
6 73 98
7 69 88
8 55 68
9 66 7A
10 67 98
11 56 98
12 62 77
13 53 AB
1“ 38 55
15 50 58
16 59 AB
17 59 6“
18 76 8a
19 57 58
20 58 u2
21 7a 80
22 76 98
23 7o 96
2M 60 55
25 72 67
26 70 9o
27 53 83
28 60 86
29 59 96
30 58 51

 

 

98

Figure 9

A_Scatterg:am Presentation of the Scores in Table 3

 

“18‘ 1 ’ j: [-

 

 

’e’ .v
1.
1p

p—a
|

 

 

 

 

 

 

 

 

 

 

l THT—l'
2‘ I; .

Use of Media

 

 

 

 

/ ‘ ‘

flfiflgga‘t‘!
I
L-t
4. O

1
1
1
{

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

J 40 1 l,
,, s -j._i_a_.a_.L_L
3596mmaasomssu‘xsonseuumnv
Non-Verbal Aptitude Score

9’?

 

 

Analysis and Implications g§_Results

Evidence in the study suggested that there was
a greater sense of achievement felt by the learner in the
creative use of media for the study of another culture
regardless of his verbal abilities. Students were more
inclined to score higher in factual examinations when
their verbal scores were high, but the learning through
self discovery utilized both verbal and noneverbal
skills of the learner. More importantly, it removed
many of the barriers to learning created by restrictive
educational practices. The Silberman report described

restrictive verbalized learning as education for docility.

"Most teachers dominate the classroom giving students no
option except that of passivity. Exhaustive studies of
classroom language in almost every part of the country,
and in almost every kind of school, reveal a pattern that
is striking in its uniformity: teachers do almost all the
talking, accounting, on average, for two-thirds to three-
quarters of all classroom communication. . . analyses of
the nature of student and teacher conversation indicates
that the student's role is passive, being confined, for
the most part, to responses to teacher ouestions or
statements."1

In the study by Getzels and Jackson, the restric—
tive measures of students' abilities as set up by educa-
tors made it impossible to measure the creative ability
of the individual; but it did measure his response to
visual and verbal stimuli.2 The Model for this study is
one that suggests a new evaluation procedure for the
learning that occurs. Results of the design implemen-
tation agree with the results of the Getzels and Jackson
study in that correlation of intelligence (I.Q.) to

creative ability were not significant in the experimental

population used. Indications from the results of the

 

1Charles E. Silberman, Crisis in the Classroom,
(New York: Random House, 1970), pp. lh8:lfi9.

 

2J. W. Getzels and P. W. Jackson, Creativity_and
Intelligence, (London and New York: John Wiley and Sons,
Inc., 1962), pp. 16-170

 

 

lOO

creative rating scale of this study were that peer evalua-
tions were more favorable to those students who used

more media in presenting their projects. The tabulation

of media in the Table of Project Acceptance (Table 4)
showed the greatest number of high ratings with the projects
using three or more media while the projects using one
source of media had the fewest number of high ratings. Al-
though the use of media had a positive effect on peer eval-
uation, there were three high creative projects that used
only one medium. These results imply that media did not
cause the learner to be creative, but its use gave more

Opportunity for creative expression.

Table A

Project Acceptance Arranged According
to the Number of Media Used

 

 

 

Number of Media Used Low Medium High
Projects Using One Medium 13 12 3
Projects Using Two Media 3 16 1“

Projects Using Three or 0 3 35
More Media

 

 

N=lOO Humanities students

101

Table 5

Media Used With Class Acceptance

 

 

 

Student Media Class
Number Used Rating*
1 Tape - Posters 61
2 Photographs - Talk 62
3 Readings H8
u Slides - Tape 69
S Slides - Tape 66
6 Slides - Talk 56
7 Slides - Talk 53
8 Photos - Talk 50
9 Records - Talk 59
10 Tape - Posters 59
ll Tape 57
12 Movie - Slides - Tape 7h
13 Talk 50
1“ Tape - Slides - Photo 7O
15 Talk 53
16 Slides - Talk 6h
17 Slides - Talk 60
18 Tape - Slides 76
19 Talk 54
20 Photos - Talk 70
21 Tape - Slides - Talk 75
22 Tape 53
23 Tape - Slide - Movie 78
2“ Tape - Talk 65
25 Movie - Slides - Tape 7“

 

 

*Possible Total of 80 points for Communication

of Idea

102

It was necessary for the teacher to approach the
use of media openly in the learning process. As was evi-
dent from this study, teachers were not enthusiastic about
working with multi-media and audio—visual equipment intro-
duced to help the students.1 Results of Table u and Table
5 indicate that productions improved as the number of media

increased.

Summary
In the studies of Getzels and Jackson, the findings

clearly indicated that for the adjusted student, learning
is more of a shared experience than a solitary one, and he
readily accepts the value system as well as the interaction
of his peers. The results of peer evaluative measures used
in this design supported these findings. The individual
student who was more creative in his efforts accepted the
evaluation of the group.

The evidence of acceptance of new symbols was found
to be in direct relationship to the relative freedom given
to the learner to explore, to discover, and then to
communicate his findings to others.

The conclusions of this study are based on the
findings on procedure used in developing the Asian studies

area of a humanities program at Bloomfield Hills, Michigan.

 

lAudio—Visual Department Survey, 1970, of school
in study. Only ten percent of the faculty requested the
use of a television camera and monitor in the first year
of its purchase by the school.

Chapter 5

CONCLUSIONS, IMPLICATIONS AND CENFPALTZATION

Introduction

 

The first four chapters of this study have been
organized in such a manner as to suggest a need to provide
background to develop a learner model for a creative
approach to involvement in non-Western culture.

The study indicates that present built-in restrict—
ions of secondary school curriculum do not help the learn—
er in reaching his fullest potential. Further, the study
implies that learning about other cultures has been
restrictive in both content and method. The direction of
this study was to examine the nature of these restrictions
and to systematically build in a curriculum procedure that
would provide both the teacher and the student the means of
becoming involved in learning about another culture.

In this final chapter, conclusions will be present—
ed based on results found in using the model constructed
for teaching a course with implications made for future

study and use.

gpnclusions

 

The model for involvement suggested in Chapter 3
and the direction given by the findings in Chapter A

present the following questions.

103

10“

Question #1. What kind of exposure may be employed
to involve the learner immediately in another culture,
specifically Asian studies?

The structure of the model described in Chapter
provides the answer in a three part process of exnosure and
saturation. The elements of this process challenge the
imaginative as well as cognitive domain of the learner.

The three elements are as follows:

1. Communication: The vehicle used for the trans—
ferral of information and ideas becomes an integral part of
the total experience. The students and teacher become
learning partners as they explore the potential of media in
symbiotic expression. The method then supports the learn-
ing experience instead of competing with it.

2. Information: The exploration of new symbols

 

becomes a challenge to both the student and the teacher as
they identify, relate and transmit ideas across cultural
boundaries in a two way exposure with mutual benefit
replacing individual anxiety, and empathy replacing fear.

3. Imagination: Under the relative freedom and

 

flexibility provided in the model, a strong sense of per-
sonal achievement could be cultivated. Since the teacher
assumes the role of the facilitator of learning, the
student is given the Opportunity to explore ideas and con-
cepts with few restrictions. The cpen structure, along
with the newness of the symbols to be explored, allows for

a high degree of creative involvement by the learner.

105

Utilization of this design provides the elements
necessary for absorbing rather than reflecting (i.e.,
rote learning for test patterns) or rejecting the elements
of another culture. The student could utilize and develOp
personal interest areas while at the same time he is
expanding his learning to new areas. The teacher is also
provided with an expanding pattern of development, in the
place of the restrictive traditional roles in the learning
process.

Question #2. If understanding of another culture
is to occur, how is time to be organized in the curriculum
for the development of an idea?

The utilization of hardware is important to this
design as well as personal involvement, so a prOper time
seouence should be considered. Since all educational
programs are restricted to a schedule and all curriculums
are designed to designate a beginning and a termination of
effort, the model has been structured accordingly:

Pha§g_I; Introduction g§_Ideation
The first phase of the procedure is one of providing back-
ground and identification of the problem. Since the iden-
tification initially rests in the hands of the teacher, it
is important to the success of the model that limits be
established only to the introduction of the study.
§h§§g_ll; Exploration, Acceptance and Expansion
From teacher dominance to a role of student-teacher eXplor—

ation is the shift in emphasis given to this expanded

106

element of time. Procedure at this point becomes critical
in that the student needs to be drawn into the development
of a plan. From a role of dominance, the teacher shifts to
the role of advisor, while the student shifts from an
observer to a participator as he eXplores and expands ideas
of Phase I.

Phase III: Research, Development and Concept Formation

 

At least fifty percent or more of the total time provided
for in the curriculum schedule is given to this procedure.
The research and development stage is the building process
with the major element of responsibility shifting to the
student. Research and develOpment of both media and method
reduire that the teacher becomes a guide to resources as
well as advisor. Concept formation should be student cen—
tered to be student accepted.

ZE§§£.£XF Transformation and Communication g£_Igga§_
With the realization that the student is to assume respon-
sibility to his peers, the teacher assumes a position of
equality with the peer group. At this point in procedure,
the learner becomes the teacher and should be permitted as
much freedom as necessary with both media and content in
order to communicate a concept to his peers. The "show and
tell" phase is one in which a reinforced empathy for
communication is felt by the learner due to the very nature
of this position.

Phase y; Evaluation and Continuation g£_Concept

Feedback for reinforcement of learned concepts, information

107

and ideas, due to the restrictive nature of the present
curriculum should be limited by time primarily to the
ideation period. This time is deliberately shortened in
the model in order to suggest to the learner that there is
a continuance of the learning situation beyond the restric—
tive confines of the classroom schedule.

Question #3. What determines the direction of
progress and change in the learner?

It is expected that students entering a program
designed in this model have had little or no exposure to
Asian culture, and for that matter, little exposure to a
world humanities program, as was indeed the case. This
fact suggests that any information of a previous nature is
the result of outside contacts.

In the presentation of ideas, the teacher can be
made aware of the nature of the ethnocentric behavior of
the learner prior to the introduction of the model through
the use of the Public Opinion Survey used in this study
(Appendix A, Test 1) and results of Questionnaire A (See
Appendix) indicated almost no exposure to non-Western
culture by the 100 participating students before being
introduced to the model. Only 13 students were able to
answer yes to the question, "Have you had any previous
<zontact with Asian cultures either from people, travel
(or other classes?" Seven answered yes, minimum contact,
:four answered yes, average contact, and two replied yes,

rmore than average contact. (The same questionnaire was

108

administered after exposure to the model with the response
of yes, average contact for 57 students, and yes, more than

average contact for the remaining 43.)

Discussion and Generalization

The problems that this study has attempted to
identify and to overcome have been in the learning about
non-Western culture. Using a predetermined scale of
measurements of learner skills and attitudes, the model was
introduced, constructs were devised and student progress
was measured within the framework of this design.

The nature of the learning process and the chal—
lenge necessary to bring the learner into contact with a
non—Western culture by utilizing this process determined
the design and use of data. Taking into account the
studies of Tolman1 in regard to acceptance of behavior
patterns, the emphasis was placed on acouainting the learn-
er with as many facets of sense involvement as possible in
opening him to the acceptance of another culture. The
means to this end came with the encouragement of the study
of the process as well as the idea to be communicated by
the learner. This then places the learning process into a
symbiotic design in order to encourage its use by the
novice (teacher or student).

The most complex area of the study was in the

1E. C. Tolman, Purposive Behavior ip_Animals and
lMen, (New York: Century Press, 1932).

109

attempt to identify the creative involvement of the
learner. The Getzels and Jackson study due to its
similarity sample with the pOpulation used in this model
was considered.

The progress of the learner was further identified
through the degree of association that the learner made
between his own set of symbols and the new ones. This can
be determined, to a degree, by the learner's efforts at
reaching for resources in both content and media.

The most effective measure of a student's progress
was determined in the presentation of information to his
peers. It is at this point of progress and change that the
evaluative measure (see Appendix B, Peer Survey), deter-

mined by the peer group, becomes important.

Implications

 

There are a number of implications that may be
drawn from the results of the model and findings presented
in Chapters 3 and H. Since the model was developed to
answer the questions raised in Chapter 1 and supported by
research in Chapter 2, the implications are extensions of
this support. Data used should not be conclusive, but
only suggestive of directions for further research. There
are implications for the teacher, the learner, use of

media, curriculum design and curriculum content.

 

1J. W. Getzels and P. w. Jackson, Creativity and
intelligence, (London and New York: John Wiley and Sons,
InCo’ 196v?)-

 

 

110

1. Implications for the Teacher:

a. The approach to learning may be greatly
expanded if a two way street is used. No
longer can the teacher expect to dissem-
inate information to the learner as though
the teacher is the only source. The
learner needs to feel himself to be part of
the learning process.

b. Lesson plans must be flexible enough to
allow for student reaction, feedback and
change. Silberman said, "The trouble,
then, is not with the schedule or the
lesson plan itself, but with the fact that
teachers too often see them as ends in
themselves rather than as means to an
end."1 The model serves only as a means
to an end.

c. Fear of inadequate preparation by the
teacher is virtually eliminated since the
teacher becomes a "facilitator of learn-

"2

ing rather than a disseminator of infor-

mation.

.1Charles Silberman, Crisis ig_the Classroom, (New
‘fork: Random House, 1970), p. 125.

2C. P. pogers, Freedom tg_Learn, (Columbus, Ohio:
(Sharles E. Merrill Publishing Co., 19595, P. 109.

2.

111

Implications for the Learners:

a.

 

The model onens the door to "self actuali-
zation"1 by the learner since it provides
not only a greater percentage of time in
personal research and development but also
a period of time in which he becomes the
authority. The Opportunity to transmit
discovered information to both peers and
teacher may be a strong motivation to learn
about another culture as the means becomes
a reinforcement of a self actualizing
procedure.

Substitution of a flexible method for an
exact method of procedure (textbook learn—
ing, lecture, etc.) in the process of
communication may expand the learning
potential as well as the "creative imagi—
nation" of the learner. It is especially
important for the learner, at any age, to
discover and invent learning situations.

of Media:

The model Opens the teacher and the learner
to free use of media. Once the fact of
technology and our modern communications
system is recognized, as Keniston suggests,

the learning process may benefit from the

lIbido, pp. 214-260

112

results.

"The values, requirements, demands and
virtues of technology are not in them-
selves bad; but their unquestioned
supremacy is a human and social misfor-
tune. Judgments of skill, competence,
and effectiveness have replaced useful-
ness, beauty, and relevance to human
needs as criteria or worth; instrumental
values have replaced final purposes and
cognitive skills have replaced virtuous
character as standard of human value.
Nor is the technological process necess-
arily destructive; it only becomes de-
structive when men and women serve it,
rather than vice versa. The human prob-
lems in our society stem not from the
fact of technology, but from the supreme
place we assign it in our lives."1

b. A method of bringing technology, through the
learner, into the classroom environment is
suggested by the model. The challenge of
symbiotic communication in utilizing media
for gathering and disseminating concepts and
information, in turn challenges the learner
to reorder or rearrange a learned set of
symbols (e.g. to demonstrate the meaning of
Chinese cosmic order with familiar visuals
such as the atomic structure of matter).

In the process, a related empathy may develop
in recognizing the problems of cross cultural

communication.

1Kenneth Keniston, The Uncgmmitted, (New York:
Harcourt Brace and World Inc., 1965), p. H22.

113

U. Curriculum Design and Content Implications:
The constant need for curriculum design to
change in order to relate to the needs of the
learner in today's society suggests a flexible
model. The model of this study could have been
expanded to include a multitude of subject
areas or disciplines. The only limitations
suggested have been in the areas of administra—
tive procedure and resources (time, course con—
tent, facilities, and media). The enthusiasm
of the teacher and the students is not restric-
ted by the model and a change of method or
expansion of content lies within the creative
imagination of those who are involved with its

use.

Recommendations

 

The present study introduces a model of procedure
for bringing content into the curriculum at the secondary
school level. Some suggestions as to the process of in- -
volving students in another culture are as follows:

Recommendation #1. It is recommended that a method
for bringing non—Western studies into the present curricu-
lum in new or existing humanities courses at the secondary
school level be immediately put into effect, since the
research of this study indicates neglect in this area. The
"global village" nature of today's society makes it impera-

tive that learning expand to include the total of man's

114

aspirations, desires, needs and accomplishments. The
logical beginning is with the relatively open structure of
the present humanities curriculum.

"If a world-wide consciousness could arise that
all division and all antagonism are due to the split-
ting of opposites in the psyche, then one would really
know where to attack. But if even the smallest and
most personal stirrings of the individual soul — so
insignificant in themselves - remain as unconscious as
they have hitherto, they will go on accumulating and
produce mass grouping and mass movements which cannot
be subjected to reasonable control or manipulated to a
good end."

The model of this study suggests the means to bring
in the unconscious and unrecognized elements of the global
society in a simplified, relevant and immediate way.

Recommendation #2. It is recommended that curricu-
lum designers recognize the human potential of the learner
in structuring any curriculum. The lack of faith shown in
a highly controlled situation does little to challenge the
learner. Creativity, imagination, self actualization and
discovery must be built into the learning situation if
course content is to become realistic to the eyes of the
learner. To be innovative is not enough. To be humanistic
and realistic toward the situation that exists and its
implications for future develOpment is the measure of
success or failure in education. "Implicit in the search

for a breakthrough is the conviction of alienated subjects

that they are constricted by conventional categories,

 

lcarl G. Jung, The Undiscovered Self, (Boston and
Toronto: Little, Brown and Co., 1959), p. 38.

115

imprisoned by the usual way of seeing the world, of cooing
with their own feelings and fantasies, of dealing with
other people, even channeling inner impulse into acti-
vity."1 Curriculum designers must think in terms of
creating new ideas to learning, and bring the student in
as a participant, not an "alienated subiect".
Recommendation #3. It is recommended that the
learner in the secondary school curriculum be given the
opportunity to utilize the technological hardware, in a
personal way, as a means to self actualization. Present
limitations suggest that media competency rests with a few
interested teachers and with "packaged" or commercial
materials. For the most part, given the Opportunity to
utilize media hardware, the student is capable of designing
and communicating a concept that holds more significance to
the immediate situation than any ore-packaged program.
Curriculum designers need to become aware of the increased
exposure to technology by the student, outside of the
curriculum, and to utilize this in developing learning

situations.

Further Implications and Suggestions

There are some other far reaching implications
suggested in the study that deserve further consideration.
These implications are outside the immediate learning

procedure described in the study.

1Keniston, op. cit., p. “22.

116

1. In the progress of the study, the test for
ethnocentric behavior was administered to a class of
advanced art students (an elective course for students with
an aptitude for drawing and painting) with significant
results. The average score for these students was nine
points lower than the score for those students enrolled in
the humanities course. Since the lower score indicates
lower ethnocentric behavior, it may be that a measure of
success in the creative arts could be determined by this
test. A further observation was made which indicated that
art students who scored higher on this test were more
inclined to work alone and were less open to suggestions
about their work.

2. The numerous problems that have resulted from
encounters between representatives of one government
(soldiers, statesmen, tourists and others) and nationals
‘may be early indicated by their performance not only on an
ethnocentric behavior scale, but also be a creative
'measurement. Since, by definition, creativity suggests
the facility for re-ordering patterned behavior, it may
well be a key for the screening and selection of foreign

serVice personnel.

Summary

The purpose of this study has been to create a
1-model that would successfully challenge the teacher and the
ILearner not only to become involved with learning about

Einother culture but also to offer encouragement in the use

117

of technological hardware.

Recognition of the potential of the learner was
identified through comparing the results of studies made
in creativity and the relationship of intelligence in the
learner (verbal and nonverbal measures). The model is so
designed as to relate creativity, the imaginative use of
media, and learning about another culture.

The study is not intended as an end in itself, but
rather to be used as a possible guide for the further

develOpment of curriculum design.

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L22

 

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125

APPENDIX A

NON—WESTERN EDUCATION-GOVERNMENT PROGRAMS

Programs for International Understanding have de—
veloped in the last decade through the U. 8. Office of
Education in the area of:

1. Teacher Exchange - Mutual Educational and Cultural
Exchange Act of 1969 (Fulbright Hays Act).

2. Research and Study Abroad - Grants for non-Western
language study of graduate students.

3. Foreign Language and Area Centers — Title IV of
National Defense Education Act allows graduate level
training of 90, 000 students in 106 language centers
at 63 American colleges and universities (1969
figures) since 1968.

A. Research — National Defense Education Act financed
in the area of foreign language curriculum develop-
ment and comparative education studies.

5. Foreign Curriculum Consultant - Specialists @pproxw
imately 30 per year) are brought to the U. S. to
enhance study of their special areas.

6; Educational Development Program - Foreign service
program of three to six months duration to bring
American ideas in culture and education to foreign
educators.

7. Assistance to Other Visiting Educators - Approx-
‘1mately 1000 visitors per year are given study and
travel aid in the U. S.

8. Technical Assistance — (Assistance International
DevelOpment) gives specialized training to about
A00 educators (mostly from Africa and the Far East).

9. International Organization - The Office of
Education acts as a clearing house for reports
and publications on U. S. policy on international
education. . ‘

10. The Institute Of International Studies -
Established in 1968 to administer and direct pro—
grams eXpanding international education.

Institute of International-Studies.

Division of Foreign Studies

U.S. Department of
Health, Education,and Welfare

Language and Area Centers Section

Washington, D.C. 20202

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Term. Dresses GRHNTED w asmN srumé‘s BA MA PhD
Language and Literature 7b 17 3
Linguistics‘ 5 2 1..
East Asian Studies 91 73 ~-
Anthropolgy 26 3 2
Business -- -- 2
Economics 23 6 3
Education _ _ 15 7 --
Fine Arts _ 46 3 4
Geography*_ 1 1 2
History 199 33 14
Journalism anémgommunicatiOu?_ -- -- --
Law - __ _‘ 9 -- --
Mathematics AI- .“‘ -- -- -.
Natural Science “_wm 27 -- --
PhllOSOphy and Religion ...“--n_ -33 S 2
Political Science 130 13 6
Psychology q“ 14 -- --
Sociology I. 58 ,5 3
TOTALS 751 168 42 .

 

 

III:

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moan NosN Noam as Nn NsN an N» oNN can NON Nam cNaN «ANN .aeunm
as NN NcN aNc. NoN NNn N nN NN . naN s aNN «as nnN as»
san NNNN NNso soNN .oNa I omSN on NmN NNN oasn «NoN NNon amnnN noes NeNNN
n on No .. u. u- N SN NN NN an cN «N NNN mNN
“Nae caON seam non NNN NNn nNN .NNN osN «NNN NNm nmoN sons «NoN .NNnm
SNsN ass «Nan an on. oN cos. «a nae nnN NNN oNo m oNnn NonN NNom
«No non ems N . u: N s. s: n. «a oNN coN w NON aNs NwNN
moeNN NNmN sconN «on man was NNN sNN NoN sNNN :NONN. NNNN. I NNNnN some anoN
NNown NNNnN saNNn coco momm sons NooN ssNqummNm.1mlmmm.umsne cansN «NaNo ONNNN amass
luadllnuaul luau. 7E: Juana Ndudfl. dd Janna Au JmJQL A

eou< ousuuuouaq 1m nouunwownua = owuowceq ounoaanouum

uuwuon< aquea
doaahd oueaumnnom
mucus” ueosnuuoz
«sous» .m a uoN>om
«an< hogan

anew oavvwz

aun< :uoom

uwu< unoonuaom

sand undm

 

”duos venue

nou< pawn:

 

 

wsmN NNaaqwunoaNNouau usuavauuuoenp can nonsense

 

   
 
    

Visual
Symbols

dio ’ Recordingsr
Still Pictures

'Motion Pictures \\‘

Instructional Television:
Exhibits

'Field Trips

Demonstractions

 

(4) Demonstrations.

(5) Field Trips
(6) Exhibits

- \
Dramatized Experiences \
Contrived Experiences
Direct, Purposeful Experiences \\
(1) Direct, Purposeful Experiences involve DOING
'(2) Contrived experiences ‘ inorder of de-
(3) Dramatized Experiences ‘ ‘ creasing directness

involve OBSERVING
in order of de-

(7) Instructional Television ' . creasing directness

(8) Motion Pictures

(9) Radio, Recordings, Still Pictures

(10) Visual symbols
(11) Verbal symbols

involve SYNBOLIZING
in_order of increasing
' abstractness

Presented At
Teacher's Media WorkshOp
University of Hawaii
Summer 1965

Survey of Student Information
Questionnaire A
The follering questionnaire is to ess.st in the plenuino an: Celsiusu -nt pf course
content and direction fee the Esnwwester Humanities class. This is your class so be
as complete as possible ml d1 yous 9‘ arms cas.
I. Do you ha a any special §n§:er est or cons;act In eon tvrn culture? (Susie,

ant, religion, fciends, pen pals, etc.) Ye ED l5 YES,
explain briefly

 

 

2. Have you traveled to a Eon~uestern country? Yes No If yes,
tell where? for how long? Why?

 

 

3. Do you have contact with Non-Wcsfze 9 resources? (materials, People, etc.)
Yes No If yes, give a brlef description.

 

 

9. What would you like to see lncluded in a tion-“es tern Humanities program?

 

 

5. Other comments:

 

 

NAHE

GRADE

 

Survey B
Teacher Information
The following questionnaire is to assist the planning
and develOpment of information and resources on non-Western
culture in the Bloomfield Hills School curriculum. Any
suggestions from you will be sincerely appreciated.

1. Do you have any special interests or eXperience in non-
Western culture (music, art, literature, history, religion)?

Yes No If yes eXplain briefly

 

2. Have you traveled to or spent any time in a non—Western area?

Yes No If yes tell where

.—

 

How Long? Under what conditions? (military, student,
peace corps, tourist, etc.)

 

*7

3. Do you have any contact with non—Western resources? (people,
materials, institutions, etc.)

Yes No If yes eXplain

 

A. Would you be willing to contribute information (suggested
book titles, articles, resources, etc.) to be utilized by
the school system in this area?

Yes No If yes eXplain

'1’.—

 

5. What would you like to see included in introducing non-
Western culture into the curriculum?

6. Comments:

Name -
Position -
School -
Phone -

'2' [lo you have access to the following equipment?

 

 

 

 

 

 

 

 

 

 

Survey C
YES NO CHECK ONE Results From
Teletyicgon 100 Students

100 O ’ "

91; 6 Record Player

63 37 Tape Player

58 “2 Tape Recorder

79 21 Camera (still)

3“ 66 Camera (movie)

57 143 Projector (slldc)

31 69 Projector (Howie)

 

 

 

2. How may hours per week do you watch television? Aygzagg 8,] Hours

3° Have you used «any of the following ezgulpment to produce your own m&’:¢;e;';"3§le?

 

 

 

 

 

 

 

 

 

 

Mill-ES NEWER Milli-EL}; OCCASSBEEQLLV OFTEN g

n

Tape Recorder 39 3o 17 IN E
Stlll Carma 12 50 20 18 1‘
Slide ijector 1414 32 19 5 E
Movie Projector 69 11 17 3 ‘1'
mule Camera 72 lll 11 3 {

 

 

ll. 00 you have access to other Add. equipment? Explain _

 

 

a..-

Summary D

CLASS OFFERING FORM 1970-71
Bloomfield Hills Andover School

Because we are attempting to do some new things in scheduling this year, we
are not going to offer formal study hall sections.

How long we continue this plan depends directly on how the students accept
the reSponsibilities of keeping their studies up.and how they make use of the
informal student area and the new media center:

All courses will be offered next year on a semester basis. This means more
flexibility and more new course offerings for the students due to teachers being
in the classroom instead of study halls.

The minimum number of credits for graduation is still I“ units, with at least
I Physical Ed, I English and % government credit as part of the IA.

College bound students should have a minimum of 3 English, 2 Math, 3 Sociai
Studies and either 2 Science or 2 Foreign language credits as a part of their
14 credits. .

 

Please look over the course offerings. Discuss them with your parents and
counselor and make your selections. '

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

First Semester ' Second Semester
Course - Title Course Title
No No
lst alternate 2nd alternate
selection - '.u . . a

3rd alternate

 

Alternate slections are needed in case we cannot offer a section due to lack of
students or too large a class size. All selections are considered final.

 

Student Signature

 

Parents signature

 

Counselor signature

 

Sample of Student Programs 1960—1971

in.
m I‘ II—

STUDENT PROGRAM OF STUDIES - BLOOMFIELD HILLS ANDOVER HIGH

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name Q06 J Ohm Grok—1.2.1503. NM. ll
(LAST) (FIRST!
James Doe 123“ 5th St.- Bloomfield Hills
PARENT‘S NAME ADDRESS—STREET AND NUMBER AND P. O.
Age—Binhdate—Yem Month Day linker Na
PERIOD ROOM SUBJECT TEACHER
H.n 135 Miss Popp
‘ 117 Novel, Mr, Lyons
2 101, .Humanities Mrl,Dennis
3 205 Typing Mrss Miles
__fl 301 Study Hall Mr. Lane
5 2911 17%3- A- M- MrJloyer
5 135 Government Miss Pooogs
7
8

 

 

 

 

Locker Cam hinntion

.__~—.-«’

STUDENT PROGRAM OF STUDIES - BLOOMFIELD HILLS ANDOVER HIGH

 

 

Nam. Doe Jane Grad-bimbo NW
(LAST) (FIRST)
George Doe 128 Birchway, Birmingham
PARENT'S NAME ADDRESS-”STREET AND NUMBER AND P. 0.
Age—Jinhdate—Year Month Day locker No

 

 

PERIOD ROOM SUBJECT TEACHER

H. R-

l

2

 

l
Locker Combination
N ama

rs“ I“ '

1'5

Test A
T. w. ADORNO'S MEASURE OF ETHNOCENTRICITY

PUBLIC OPINION SURVEY

- - . . .--. a———-—. - *

o d

The following statements refer to opinions regarding a number of social groups and
issues. Please mark eachrstatcment on the left hand margin according-to your agree-
ment or disagreement. ' ‘ '

01 slight agreement -' -l slight opposition
.92 moderate agreement , -2 moderate opposition
*3 strong agreement . _ , -3 strong opposition

1. Human nature being what it is, there will always be war and conflict.

2. Obedience and respect for-authority are the most important virtues children
should learn. .

3. No weakness or difficulty can hold us back if we have enough will power.

It. Science has its place, but there are many important things that can never possibly
be understood by the human mind.

5. Every person should have complete faith in scan supernatural power chose decisions
be obeys without question.

6. When a pardon has a problem or worry, it is best .for him not to think about it,
but to hr: cg. busy ulth more cheerful things.

7. A person mm has bad manners, habits, and breeding can hardly expect to get along
with decent people.

8. What the youth needs most is strict discipline, rugged determination, and the
will to work and fight for family and country.

9. Some people are born with an urge to jump from high places.

10. Nowadays when so many different kinds of people move around and mix together so
much, a person has to protect himself especially carefully against catching an
infection or 65.8L;8$ fromthem.

ll. Aninsult to our honor should always be punished.

12. Young people sometimes get rebellious ideas ,' but as they grow up they ought to
get over them and settle dom.

13. What this country needs most, more than laws and political programs, is a few
courageous, tireless, devoted leaders in whom the people can put their faith.

lie. Sex crizgzcs such as rape and attacks on children, deserve more than more
iuprimarisen;g mph criminals ought to be publicly whipped or worse.

‘2

15. People can be (It’ll-:43: into two distinct classes: the weak and the strong.

 

 

 

vil

N

‘30

‘1.

\
u,

 

‘0.

 

16.

17.

18.

19.

20.

21.

22.

23.

2h.
25.

. 25.

28.

‘ 29.

30.

There is hardly anything loser than a person who does not feel a great love,
gratitude, and respect for his parents.

Some day it will probably be shown that astrology can explain a lot of things.

nowadays more and more people are prying into matters that should remain ’
personal and private.

wars and social troubles may some day be ended by an earthquake or flood that
will destroy the whole world.

Most of our social problems would be solved if we could somehow get rid of the
immoral, crooked and feeble-minded people.

The wild sex life of the old Greeks and Romans was tame compared to some of .the
goings on in. this country, even in places where people might least expect it.

If people would talk less and work more, everybody would be better off.

Most people don't realize how much of our lives are controlled by plots batched
in secret places.

Homosexuals are hardly better than criminals and ought to be severely punished.

No sane, normal, decent person could ever think of hurting a close friend or
relative.

Tamil iarity breeds contempt.

It is essential for learning or effective work that our teachers or bosses
outline in detail what is to be done and exactly how to go about it.

Some leisure is necessary but it is good hard work that makes life interesting .
and worthwhile.

Books and movies ought not to deal so much with the unpleasant and seamy side
of life; they ought to concentrate on themes that are entertaining and uplifting.

When you com e right down to it, it's bums a nature never to do anything without
an eye on one's own profit.

(3ch

iJJ

r-w
‘n‘

Test B

FACTUAL HUMANITIES EXAM

I ’
fisa;-- -w.‘ _-“--—-.~n.,. “aw-J <.--‘_.¢w‘ .-,. uo-‘e
- w a - s
(\ 1“. 7'. ¢ 1' ( ‘ 1
1i. . J .J - _

20.
210
22.
230
2b.
250

Test C

Humanities Test # 10

From Hawaii to Southeast Asia News

 

Score

 

1. Complete the Following:
1. Nature worship is in . religion of Japan and inf

in China and Korea.'

 

2. Two forces inbalance on Korea's flag are i and
3. The capitolpof Japan is on the island of ' .
4. EXpo "70" is near the cities of and . 7 .

5. Three major religionsand philosophies of China and Korea'

 

 

and Taiwan are , . -’ , and . .
6. The capitol of Korea (South) is with million
peOple.

7.‘ The main river of Korea is the I of Hong Kong is
8. is the Chairman of Red China of Free China.
9._ The population of Red China is, times that of U. S. A.

10. The Dynasty of Korea was basis of Korean style even

 

 

though they practised ' philosophy from .
II. Identify: ‘ ‘

 

 

 

 

 

 

 

 

l. r Most important river of Southeast Asia.
2. ‘ Origin'of this River. .
3. - Five countries that it flows through in
4. Southeast Asia.
5.
_ 6.
7.
8. k ”Common language of this area.
.9. _» Two most important food crops.

 

 

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ram; 0.. access:

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zomh€N_4.ha

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zouh<h2mmuxm humfioma no 2c.h¢=a<>w bzmoshm

 

APPENDIX B

The following annotated bibliography, lists of
resource materials and resource areas is presented in the
exact form given to all students working with the Model
of this study. The lists are ordered accordingly to the

introduction of material to the Humanities classes.

ANNOTATED BIBLIOGRAPHY
CROSS CULTURAL COMMUNICATION
Andover High School Library - Humanities Classes 1969-7O

Key

H.S. - High School
H.S.A. - High School Advanced

REQ. - Required for all students

REC. - Recommended for additional
information and interest

RES. - Research in Special areas

Lederer, William J. A Nation of Sheep, Fawcett Publications,
Greenwich, Conn., 1961-1967 (61h Printing).

A personal account of U. S. State department blunders in Asia
prior to the Viet Nam conflict. A lucid account of how false
information and twisted ideas become state dept. policy.

HOSO-REC.

Long, David F. The 011tward View, Rand bIeNally and Company,
Chicago, N. Y., San Francis co, 1963.
A modern historical ans lysis of U.S. and foreign relations.
The book is crisis oriented with excellent illustrations of
editorial cartoons and propagarda photOgraphs. Agood sampling
of the e:<posure gi1en in other cou11 tries to U. S. policy since
1716 and more specifically since 1900.
Hess-’RES.

Clevelandwmangone-Adams The Overseas American, McGraw~Hill Book
Company, Inc., N. Y. Toronto, London, 1960.
A well reseached book on the problems of Americans abroad.

Vivid descriptions of personal eXperiences of employers, employees

and otters who choose to Spend time in another culture. An

ezzael lent description of "cultural shock" and' 'culturzl empathy"

in cross-cultural communication is related.’

. HOSOAO-RE‘QO

Fairbank, John K. thpa, Belknap Press of Harvard U. Press,
:ambridge, Mass. 1967.

A very realistic and frsn1k analysis of the reasons for distrust
between the U.S. and China. Some of the blunders caused by our
attempts to impose our culture and attitudes and subsequent re-
actions from the Chinese are analized on a culturewconflict basis.

Haso“RECo

Buck, Pearl S. M Sov_cral 'Jorlds, The John Day Co., Pocket Books,
N. Y. 1.954-1968 7th priutingT} .
fin engacing and warm account of the life and exteriovce of'a
3cunzr .irl growing up in Chins. A look at China fro the ins ‘
as a mSmber of a minority group.
Hoss‘m‘ZQs

Buck, Pearl S. The Good Earth, Pocket Books, New York, - ',

1964 (52nd printingl.

w A highly readable account of the Chinese attitude toward his
environment. The entire social system is analized in a
humanistic fashion. -
' Hos oo-REQ

,Markandaya, Kamala Nectar in a Sieve, The John Day Company, N. Y.-
1954, Signet Book 1964.
- A very personal and moving acoount of a village women in India
and her attempt to keep the family tagether in spite of a hostile
environment.
H.S .-REQ.

Kahn-Herman-Wiener, A. J. The Year 2000, The Macmillan Company,
New Ybrk 1967.
A systematic evaluation of our expanding society in the next

”’ 33 years utilizing the Hudson Institute' 8 research data and
projections on pOpulation, economics, politics. Some humanistic
observations and alternatives are suggested. The obvious .
implications of pOpulation changes, Japan' 8 economic growth,
nuclea.r power, knowledge explosion, storage and retrieval systems.
and the loss of individualism due to mass communication are
strong points.

H. S. A. “RES.

Go 2d friend, Arthur The Twisted Image, St. Martin' 8 Press, N. Y.
.19 3.
A.close personal observation of the U.S.I.S. policy in India
under the Eisenhower administration. The need for grass-roots
'level of communication to provide true image to another culture
'and failure of the U. S. I. S. in understanding this cross-cultural
axionais the focus of the book.
- 11.5.-on

Benton, William The Vbioe of Latin America, Harper and  Brothers,
New Ybrk 1961.
An overview of the basic problems and suggestions for improving
0.8. and Latin American relations. Not very strong on grass roots
level, but clearly states the case for education and economic
-assistance.

J

H. S. “REC.

~-mBates, Marston The Prevalence of People, Charles Scribner' 8 Sons,
New Yerk, 1962.
A conversational look at man and his culture through population
studies. The book appeals to the human factor in the growth
of civilization. '
H. S. -RECO

.
f
ea
‘-

Hoffer, Eric_ The True Believer, Harper and Row, New York. 1951. .
A candid commenary on the nature of mass movements and their

cause and effect. The insight presented is thourzht provo‘:ing

as well as informative by a writer well known for controvezsi.s l,

but down to earth observations. . -

H036~ILECO

Daedalus - Spring 3457 - Color and Race, Journal of the American
Academy of Arts and Sciences, Vol. 96, No 2, Boston Mass.
A collection of writings and observations from leading .
scholars that describe the significance of racial characteristics
and skin pigmentation in human r elations.

 

HOS e‘REQ o

Dagiel, Bradford Black, White and Griy, Sheed and Ward, New York,
19 .

4 ‘-»
...-Q - .— -

This is a collection of 21 observations by white and black
witers and leaders on the race problem. The personal observa-
tions give one an insight as to the barriers to communication
between whites and blacks in our society. . RE
. Has 0" Co

- Hapgood, David Africa: From Independence to Tbmorrow, Atheneum,
New Ybrk,1966.

The need for understanding and communication between the _
traditional villager and the innovators is the key to tomorrow '
in Africa. A well written account of the African and his

. search for a better world as seen from a grass roots level.
. . H.8."REQO

Hogenberg, John Between Two Worlds, Frederick A. Praeger, New Ybrk,
19 7.
This is an extensive look at the power of the press in
presenting information about ASia to America and includes
Asian journalism as well as American. The need for a strong
sense of responsibility to the peOple who read the periodicals
and.publica ions rather than to political or personal gains is
stressed. Xany excellent accounts of recent events in Asia as
well as interviews are included.
.pp,‘ . HUM-REC.

underhill, Ruth M. First Came the Family, William Morrow and Company,
New Yerk, 1958,1967 (Stfi h Printing}.
. A very elementary look at family~patterns and customs throughout
the world. Some of the symbolism that carries over to our own
family traditions is eXplained as to origin and purpose. The
need for certain relationships is explained.
P H. S .“REC.

Huxley, Elepeth Back Street New Worlds, William Morrow and Company,'

New Yerk, 1965.

‘ An Englishwoman gives a first hand report on the impact of

immigrants on England after 'Jorld war II. This is an.analysis

of the problems confronting divergent culturegroups that have,

for various reason 3, been thrust together. Traditional barriers

to communication and resultant mis-conceptiogs are well illustrated.
- H ~REQ.

Barber, Joseph Good Fences I.a;e Good Ne eighbors, The Bobbs-l Ierrill
Company, Inc., Indianapolis - New York, 1953. "
The resentments and frustrations of Canadians in dealing with
the United 5 ates is brought to light in a highly readable
account, that pulls no punches. The need for recognition as
individuals is a maior step to understanding, and this book

describes man{ of the short-sighted ways in which we forget this
fact-. Unders a

 

H.S.LE3"FCO

nding begins in your own bac‘ ayard as this 0book reTeaic.

ANNO TATED BI BLIO GRAPH!
C: 35 CULTURAL COMMUNICATION

Lahser High School Library - Humanities Classes 1969-7O

Key

H.S. ~ High School

H.S. A. - High School Advanced
REQ. - Required for all students
REC. - Recommended for additional
information and interest
Research in special areas

RES.

Canon John Arnott MacCullock, D. D“,Editor The MytholOgy of All
Races, Cooper Square Publishers, Inc., New York 1964. (13 Volumes).
Encyclopedia of stories of the worlds myths. ,
H. S. -RES.

Idndsay Patterson, Editor The International Library of Negro Life
and Histo_y, Publishers Company, Inc., New York, 'Nashington, London
196', 1968. (5 Volume
An account of the accomplishments of the Negro in America
gritten for young peOple. Music, Art, Theatre, Medicine, BiOgraphy,
ivil War. .

 

H. Sg'RESo

Staley, Eugene The Future of UnderdevelOped Countries, Praeger
laperhacks, N. Y., Washington, London 1961.
' This was published for the Council on Foreign Relations to show
the political implications and venerability of underdevelOped
areas of the world. It gives results of communist influences and
dictatorshi.ps (eg. Mao' 8 China) through appealing to Economic
DevelOpment.
H. S.-RECQ

Shriver, Sargent Point of the lance, Harper and RowaPublishers,
(paper; ck) New Yerk, Evanston, London 1964.
A series of lectures on the democratic ideas of the Peace Corps

and its ooligation to humanity.
H.S.-REEC.

Dulles, Foster R. Yankegs_and Samurai, Harper and Rowe Publishers,
New Yerk 1965.

U. S. role in emerging Japan. Western view.

. HoSo-R-ES0

ward, Barbara India_and the West - Pattern for a Common Policy,
W.W. Norton and Co.,Inc. Iew York 1964
An analysis of the ectnomic growth, its effect and future plans
for India. Alucid acctznt of the problems faced by tl1e glanners
of India,
HOS.“REC..

Chase, Stuart The Proper Study of Mankind, Harper and Rowe,
New York, Evanston, London 1956.
EXplores various conce ts in regards to social sciences
(eg. the culture concept and presents a limited world view.
HoSc”RESo

 

Josephson, Eric and Mary, Editors Man Alone - Alienation In Modern
Societ , A Laurel Edition (paperback), Dell Publishing Co., Inc.
New YOrk 1962. ' -

A series of essays cuvering man's alienation with himself and
the loss of identity through mass culture. These are excellent
essays from the best writings of the 20th century.

H.S.-REG.

McCluhan, Marshall Understanding Media, New American Library, New
Ybrk 1966.
A modern philos0pher's look at our "electronic circus".
i. HOBO-REC.

Mead, Iargaret, Editor Cultural Patterns and Technical Change, a g
A.Mentor Book, The New American Library of World lit.,Inc. 501 "
Madison Ave. , New York, New York 1963 (8th printing). '
The impact of the technical age on traditional societies. A
manual prepared by the World Federation for Mental Health Society
of the United Nations. An Objective view of change.
HOSO-RECO

 

 

Dechaume, Francis China Looks at the World, Pantheon Books, Random
House, New Yerk 1967. ° *
An in-depth presentation of China today and the West.
. HQSQ’RECO

Griffin, John Howard glack Like Me, Houghton-Mifflin Co.,YBOSton,
Riverside Press, Cambridge 1960—61.
An interesting cross cultural eXperiment that reaches the core
or bias. 6 ‘

 

HOSO-RECO

The following ‘-.t of paperbacks serve as the basic reading
background to a cop e in Non Western Humanities. These are not in
the library at the ;resent time. All students will be required to
do some readings fr~s each book.

Fairbank, John King The United States and China, The Viking Press,
New York, 1964 (6th Printing). ,
One of the most complete reviews of China and the present
attitudes and policies shaped by the political division after
werld War II. Also includes an accurate account of the cultural
develOpment.

Reischauer, Edwin C. The United States azd Japan, The Viking Press,
New York, 1965 (3rd Printing).
A close analysis of the Japanese character with some historical
references. The relationship between the U.S. and Japan before
and after werld War II are emphasized. Excellent reference material
on the structure of post war Japan. _Emphasis is on the political,
educational and economic issues.

Goodrich, L. Carrington A Short History of the Chinese People, Harper
and Row, New York and Evanston, 1963.
A concise, easy to follow history of the Chinese people, well
illustrated and prcvides excellent reference and resource materials.

Linton, Ralph The Tree of Culture, Random House, New York, 1955, 58.
This is a good basic text for cultural anthropology. The
material is divided into regional development and presents a close
study of the humanistic attitudes in the various societies. The
why of cultural patterns is explored within the limits of specific
geographic areas. .

 

Brown, Ina Corinne Understanding Other Cultures, Prentice- -Hall, Inc.,
Englewood Cliffs, New Jersey, 1963.
One of the more humanistica approaches to the study of mankind
and his relationships in today s society. An excellent comparative
approach to other cultures that reaches to the roots of understanding.
Recommended as basic reading in world humanities.

Dean, Vera Micheles The Nature of the Non ”estern World, Mentor
Books, 501 Madison Ave. , ”New York, 19"“6‘3"((th Printingj.

A lucid account of the problems in non-western cultures that have
resulted from western contact. The history of Colonialism and its
effect as seen through sympathetic western eyes. The book tends to
over-simplification of cultural contrasts, but does present excellent
factual material as to the reasons for lack of understanding between
western and non-western peoples.

 

mcCord, ‘dilliam The Springtime of Freedom, Oxford University Press,
NeW'York, 1965.
- This book is a very realistic approach to the problems and solutions

developing societies A historical analysis is utilized to bring
home the point that success stems from capitolizing on the differences
between peoples and th a variety of approaches must be analized no

in order to bring deVelcom nt and unity to emerging nations.

mxasapggsouacss

Pamphlets: .- . A .g _ ...

_Heine-Geldern, Robert, "Conceptions of State and King hip in Southeast
Asia", The Far Eastern Quarterly 1942 II . '

_ Kublin, Hyman, "India and the World Today", Foreign Relations_Project:
Laidlaw Bros., Inc., River Forest, 111. ' . '

Organizations: (Asian Pamphlet Materials)'

(The) Asia Society ~ 112 E. 64 St., New York, N.Y.

Japan Society - New York,N.Y. _ '9 ". “

(Unesco Publications Center 9 New York, N.Y. .' .
United States National Commission For Unesco - Washington, D.C.
Records & Music: (General Asian)

1

Angel Records, Capitol Records Distrib., 1750 Vine Street,  Hollywood
California . ,

Columbia Records, Division of CBS, lnc., 799 7th Ave., New York, N.Y.
Desto Records, 12 East 44th St., Nengork, N.Y. ‘ '-

Folkway Records, 117 W. htth St., NewYork, N.Y.

Warner bros. Records, Inc., 321 W. 44th.St., N.Y.

‘Wbstminster Recording Company, Inc., 275 7th.Ave., New York, N.Y.

a'World Pacific Records, Hollywood, California

There are several visual aid presentations available through the
Andover School office. These are not commercial but are the result
of student projects as well as collected information from two study
trips around the world. If any of the titles may be of use to your
program, please feel free to avail yourself of tie material by send-
ing a request with the title and date (s) to be presented to this
office. The title, grade level, time, media for presentation and a
brief description are presented to aid the selection and use of each
one.

Donald Dennis
Humanities Department

1. My Peeple Say This is a Junior Senior High level 25 min.
tape slide presentation about African People.
The complex tribal structure of Africa, it' s
customs and culture are compared to those of
America.

2. Tokaido , This is a Senior High level 30 min. tape
‘ slide presentation. The trip between Tokyo
and Osaka as experienced in 19th century
Japan is described through the blockprints
Of leo 311189 c

3. Culture and_Polit;gg This is a Senior High.level 15 min. tape
, slide presentation. .Control of Chinese
culture is explored as is evident in the

present communist regime.

4. The Meaning of "on" This is a Senior High level 30 min. 80 slide
presentation. It is a look at the complexity
of India through it‘ a people and it's religion.

5. gods of the Nile This is a.Junior Senior High level 22 min.
tape slide presentation. The story of ancient
Egypt is unfolded by a trip up the Nile and
exploration of the tombs and pyramids.

6. .The_Chinase Mystique This is a Junior Senior High level 20 min.
"tape slide presentation. Chinese character
for more than 3, 000 years has been shaped by
his natural environment and his art shows
evidence of this. .

7. Surrealism This is a Senior High.level 30 min. tape slide
presentation. A look at literature and art
of the surrealist movement of the early 20th

 

century.
8. gThe Contempapy This is a Senior High level 60 min. tape pre-
Japanese sentation. A talk by Edwin Reischauer that

 

tells of Japan' 5 role in todays world.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

Mythology

Daumier

Islamic Architecture

 

The Myth of Rama-Yana

India (Rubber-
Coffee-Sugarl

Jatcka Tales

 

Art of Asia

Zen in Japanese Art

Around theuflorld

 

Christmas
‘ 21'o r l g

Around
Tne

'favorite holiday.

This is a Junior Senior High level 90 min.

tape slide presentation. The literature of
Ancient Greece as well as it' 8 art is described
with a trip to Mount Olympus.

This is a Senior High level slide presentation
that varies in time length. French - 19th
century artist who uses the editorial cartoon
to describe the life and times of the new
French republic.

This is a Senior High level text and slide
presentation that varies in time length.
It is an overview of the development of
Islamic styles from Spain to India.

This is a Junior Senior High level text and
slide presentation that varies in time length.
Literature of India.

This is a Junior Senior High level text and
slide presentation that varies in time length.
The economy of India as seen through three
major resources.

This is a Senior High level text and slide
presentation that varies in time length.
Indian Literature.

This is a Senior High level text and slide
presentation that varies in time length.
It describes Indian art-culture prior to
the time of English colonial rule.

This is a Junior Senior High level 10 min.
tape slide presentation. Introduction to the
art and a brief overview of major areas of
culturalcrvelOpment in Asia.

This is a Senior High level 20 min. tape

slide presentation. An introduction to one
of the most important attitudes to cultural
development in Japan.

This is a Junior Senior High level 50 min.
16 N11 film presentation. Phillipines-
Singapore- -Southeast Asia and India. This is
part of the film made by Donald Dennis while
taking a world trip in 1966.

This is an all grade level 22 slide presenta-
tion that varies in time lzngth. Student art
of customs alound the world in ca lebratin: a
Similarities and differences
are quickly shown and eXplained as to origin.

20.

21.

22.

23.

24.

25.

26.

28.

29.

30.

31.

Glimpses of Spaig

Michelangelo

leonardo

Da Vinci.

Visual Art of Japan

 

Vietnam

England

War and Art

Chinese Musig

 

Aztec Art

Indonesian Music

Chinese Painting

Korean War Prisonerg

This isa Junior Senic High level 9 min.
tape slide presentati a. It provides a
quick tour of Spain a1.d it's present day

culture.

This is a Junior Seniin High level 60 min.
tape slide presentatixl. It shows the life
and work of one of the giants of the Western
Renaissance art movemeat.

This is a Junior Senicr High level 60 min.
tape presentation. Tr: life and work of one
of the men who shaped the scientific mind
of modern western society.

This is an all grade level 40 slide presenta-
tion that varies in time length. Sculpture,
prints, architecture, drama and the traditional
arts of Japan are surveyed.

This is a Senior High evel 30 min. tape slide
presentation. General look at Vietnam - 1t' s
people - it' 8 country - it' 8 culture and it's
confllCt.

This is an all grade level 40 slide presenta-
tion that varies in time length. A general
view of the present attempt to become the
center for the new "Youti Culture"

This is an all grade level 16 slide presenta-
tion that varies in tin a length. The history
of conflict as seen through the e; as of the
artist.

This is a Junior Senior High level 30 min. tape
presentation. An introduction to Chinese music
as presented by radio re 6 China of Taiwan.

This is an all grade level 14 slide presenta-
tion that varies in time length. General

art objects of pre Columbian culture give

an insight to the past in America.

This is an all grade level 5 min. tape pre-
sentation. Folk songs of Indonesia.

This is a Senior High level 5 min. tape slide
presentation. Brush tschnique and its
importance is portrayed.

tape'pre-
washed

This is a Senior High level 30 min.
sentation. Interview of the rain
Americans by an arry psychologist.

32-
33.
34.

35.

36.

37.
38.
39.

40,

Chinese

Indoctrination

The Beatles

 

The Globe Theater

Japanese Music_

lpdian Music

Hgtts Riot

American Indian Art

Japanese

nodd C123

Black Like Me

This is a Senior High level 60 min. tape
presentation. Father Clifford tells of
communism in China and how he was sucessful
in not submitting to thought reform.

This is a Junior Senior High level 15 min.
tape slide presentation. The Beatles rise to
fame as the avant-gardeof music today and

tc;orrow.

This is a Senior High level 14 slide pre- ,
sentation that varies in time length. A view
of Globe Theater and it s impel ence as a
means of eXpressior in lizabe. t*11n sngland.

This is a Junior Senioi Hig:1 leve12 hour tape
presentation. Koto - old and modern music
is played and interpreted.

This is a Junior Senior High level 60 min.
tape presertation. ThLee classic Ragas (sitar).

This is a Senior High level 10 slide pre-
sentation that varies in time length. The

race problnm is explored through Bob Dillan' s
socit.l commentary and Life magazine photography.

This is an all grade level 20 slide presenta-
tion that varies in time length. It shows

samples ofI ndian design in their utilitarian
art formSQ '

This is an all grade level text and 20 slide
presentation that varies in time length.
Wedding ceremony in Japan today. Both Shinto
and Buddhist ceremonies are shown.

This is a Junior Senior High level 60 min.
tape presentation. A talk about personal
experience by John Howard Griffith. An inside
view of race prejudice in the south. ‘