A Scientific Theory of Culture and Other Essays
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Cooperation Across Cultures: an Analysis of Intercultural Competence in Development Organizations
Lisa Armbruster COOPERATION ACROSS CULTURES: AN ANALYSIS OF INTERCULTURAL COMPETENCE IN DEVELOPMENT ORGANIZATIONS WORKING PAPER VOLUME | 205 BOCHUM 2014 www.development-research.org | www.ruhr-uni-bochum.de IEE WORKING PAPERS 205 Lisa Armbruster COOPERATION ACROSS CULTURES: AN ANALYSIS OF INTERCULTURAL COMPETENCE IN DEVELOPMENT ORGANIZATIONS Copyright 2014 Herausgeber: © Institut für Entwicklungsforschung und Entwicklungspolitik der Ruhr-Universität Bochum Postfach 10 21 48, D-44780 Bochum E-Mail: [email protected] www.development-research.org ISSN 0934-6058 ISBN 978-3-927276-91-8 Abstract Behavior, attitudes, and values differ extremely throughout the world. Whenever two members of different groups such as cultures, nations, or societies interact, such differ- ences become a determining factor for the process of interaction. When thinking of such areas where interactions among members of different cultures constitute a crucial pre- condition, development cooperation comes to one’s mind right away. Development policy and cooperation take place in intercultural settings as members of so-called more devel- oped countries interfere in the development of so-called less developed countries, which always includes a cultural component. Hence, such international and intercultural inter- actions require a competent way of dealing with cultural differences. Consequently, this paper examines the extent to what intercultural competence is a determining factor for the success of organizations of development cooperation. It does so by analyzing the case of the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) in Bolivia. Bolivia rep- resents a highly interesting context for studies dealing with interculturality as the country has passed a constitution in 2006 which explicitly includes concepts of interculturality (interculturalidad). -
Influencing Behavior During Planned Culture Change: a Participatory
Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2016 Influencing Behavior During Planned Culture Change: A Participatory Action Research Case Study Michael Valentine Antioch University - PhD Program in Leadership and Change Follow this and additional works at: http://aura.antioch.edu/etds Part of the Industrial and Organizational Psychology Commons, Leadership Studies Commons, and the Organizational Behavior and Theory Commons Recommended Citation Valentine, Michael, "Influencing Behavior During Planned Culture Change: A Participatory Action Research Case Study" (2016). Dissertations & Theses. 322. http://aura.antioch.edu/etds/322 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. INFLUENCING BEHAVIOR DURING PLANNED CULTURE CHANGE: A PARTICIPATORY ACTION RESEARCH CASE STUDY MICHAEL VALENTINE A DISSERTATION Submitted to the Ph.D. in Leadership and Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy September, 2016 This is to certify that the Dissertation entitled: INFLUENCING BEHAVIOR DURING PLANNED CULTURE CHANGE: A PARTICIPATORY ACTION RESEARCH CASE STUDY prepared by Michael Valentine is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Leadership and Change. Approved by: Elizabeth Holloway, Ph.D., Chair date Mitchell Kusy, Ph.D., Committee Member date Ashley Lackovich-Van Gorp, Ph.D., Committee Member date Stephen A. -
Cross-Cultural Universals and Cultural Relativities G E R Lloyd Needham Research Institute, Cambridge
INTERDISCIPLINARY SCIENCE REVIEWS, Vol. 35 No. 3–4, 2010, 201–14 History and Human Nature: Cross-cultural Universals and Cultural Relativities G E R Lloyd Needham Research Institute, Cambridge Recent studies in a wide range of different, if overlapping, fields of research have converged on a number of issues concerning the cross-cultural universality, or the cultural relativity, of human cognition. Those fields include social anthropology, linguistics, history, philosophy, developmental psychology, evolutionary psychology, and neurophysiology as well as cognitive science, the synoptic discipline, itself. The conclusions that have been proposed differ sharply. Some researchers (for example, Nisbett 2003) are convinced that there are radical differences in the ways in which different groups of humans perceive and reason — and in the ways in which earlier humans have done so in the past insofar as their thought patterns can be reconstructed from the evidence available to us. Others insist that, despite surface differences, there are robust underlying cross-cultural universals in such areas as colour perception (Berlin and Kay 1969), the basic emotions (Wierzbicka 1999) and even the ‘common-sense’ classification of animals (Atran 1990). A first question that arises concerns whether or how far the parties to the disputes are merely talking past one another. Certainly there are major differences in the data cited and the methodologies used in those different areas of research. Social anthropologists analyse ethnographic field reports, including those stemming from questionnaires designed to elicit responses to key issues to do with how their subjects perceive and reason. These may relate to matters that do not form part of the ordinary experience of the people investigated, such as how they would classify animals or artefacts that they have never seen. -
Durkheim and Organizational Culture
IRLE IRLE WORKING PAPER #108-04 June 2004 Durkheim and Organizational Culture James R. Lincoln and Didier Guillot Cite as: James R. Lincoln and Didier Guillot. (2004). “Durkheim and Organizational Culture.” IRLE Working Paper No. 108-04. http://irle.berkeley.edu/workingpapers/108-04.pdf irle.berkeley.edu/workingpapers Durkheim and Organizational Culture James R. Lincoln Walter A. Haas School of Business University of California Berkeley, CA 94720 Didier Guillot INSEAD Singapore June , 2004 Prepared for inclusion in Marek Kocsynski, Randy Hodson, and Paul Edwards (editors): Social Theory at Work . Oxford, UK: Oxford University Press. Durkheim and Organizational Culture “The degree of consensus over, and intensity of, cognitive orientations and regulative cultural codes among the members of a population is an inv erse function of the degree of structural differentiation among actors in this population and a positive, multiplicative function of their (a) rate of interpersonal interaction, (b) level of emotional arousal, and (c) rate of ritual performance. ” Durkheim’ s theory of culture as rendered axiomatically by Jonathan Turner (1990) Introduction This paper examines the significance of Emile Durkheim’s thought for organization theory , particular attention being given to the concept of organizational culture. We ar e not the first to take the project on —a number of scholars have usefully addressed the extent and relevance of this giant of Western social science for the study of organization and work. Even so, there is no denying that Durkheim’s name appears with vast ly less frequency in the literature on these topics than is true of Marx and W eber, sociology’ s other founding fathers . -
Literacy As a Socio-Cultural Tool’ Cindy Bird
FOCUS ON PRACTICE When Cultures Meet When Cultures Meet, What’s a Teacher To Do? Highlighting the ‘Cultural’ in ‘Literacy as a Socio-cultural Tool’ Cindy Bird ABSTRACT Cultures determine identity in that they prescribe the “food, festivals, and fashion” of their members; for example, rap music, baggy pants and gestured dancing identify the hip hop culture (recognizable to both “members” and “non-members”). Cultural identities are created and maintained by “literacy” -- the ability to read and write the “texts” of a culture. Thus in this broad sense, literacy is a socio-cultural “tool,” and mastering it means “success” within a culture. The purpose of this article is to explore the socio-cultural nature of literacy as it relates to identity both for teacher and student, and to examine the use of literacy as a tool for “success” in the culture of school. The article concludes by delineating four pedagogical choices: the “uni-cultural,” the “uni- cultural plus,” the “multi-cultural as motivator,” and the “multi-cultural as curriculum.” These are available to all teachers who stand in their classroom doorways at the meeting place of multiple cultures -- their own, the school’s, the classroom’s, and their students’. AUTHOR BIOGRAPHY Cindy M. Bird is Assistant Professor of Education in the Graduate Literacy Program at the State University of New York at Fredonia, where she currently teaches the Sociological and Psychological Foundations of Literacy courses. Her areas of expertise include adolescent literacies and media literacy. She may be reached at [email protected] Not long ago I heard a commencement address wherein the speaker spent several minutes listing the multiple communities to which an individual belongs. -
2 Culture and Culture Change
2 Culture and Culture Change CHAPTER SUMMARY The second chapter introduces us to culture. What is culture exactly? For most sociologists, culture refers to the knowledge, traditions, values, practices, and beliefs held by members of an organization, community, or society. As Eric Weissman describes, culture is a social force that impacts our daily lives and the choices we make. It can be both material and immaterial and produces “webs of significance” that influence both individual identity and entire societies. One distinction that you should take away from this chapter is that of culture versus structure. Structural elements of society are comprised of the enduring patterns of social relations and social institutions, whereas cultural elements are those that carry meanings. We interpret these meanings and attach them to certain values, ideas, and beliefs. In terms of time and space, culture can cover a vast area of meaning. It can refer to one’s entire social reality, or a particular social or geographical location. Even within Canada, when one thinks of Canadian culture, a few images immediately come to mind—the maple leaf and the game of hockey, for example. Yet within this one nationally unified culture, there exists several different cultures. These can be divided up by province, ethnicity, age, and so on. In terms of time and space, the other important distinction you must remember when looking at culture is that the culture of any people or place rarely stays the same over time. Culture is a fluid object and is always changing. Culture also influences the values and norms of a society. -
Pleistocene Climate Variation and the Origin of Human Culture
Built for Speed: Pleistocene Climate Variation and the Origin of Human Culture Peter J. Richerson Department of Environmental Science and Policy University of California Davis, California USA 95616 [email protected] Robert Boyd Department of Anthropology University of California Los Angeles, California USA 90024 [email protected] Abstract. Recently, several authors have argued that the Pleistocene climatic fluctuations are responsible for the evolution of human anatomy and cognition. This hypothesis contrasts with the common idea that human language, tools, and culture represent a revolutionary breakthrough rather than a conventional adaptation to a particular ecological niche. Neither hypothesis is satisfactory. The “Pleistocene hypothesis”, as proposed, does not explain how Pleistocene fluctuations favor the particular adaptations that characterize humans. The alternative hypothesis does not explain what has prevented many animal lineages in the remote past from evolving a similar adaptive complex of tools, language and culture. Theoretical models of the cultural evolutionary process suggest some answers to these questions. Learning, including social learning, is rather generally a useful adaptation in variable environments. The progressive brain enlargement in many mammalian lineages during the last few million years suggests that climatic deterioration has had the general effect predicted by the Pleistocene hypothesis. Increased dependence on simple social learning was a preadaptation to the evolution of a capacity for complex traditions. The evolution of a costly capacity to acquire complex traditions is inhibited because, initially, complex traditions will be rare. Having the capacity to learn things that are far too complex to invent for oneself is not useful until traditions are common, but traditions cannot become complex before the capacity to acquire them is common. -
People of Maize”: Maize Protein Composition and Farmer Practices in the Q’Eqchi’ Maya Milpa
Nourishing the “People of Maize”: Maize Protein Composition and Farmer Practices in the Q’eqchi’ Maya Milpa An honors thesis for the Department of Environmental Studies. Anne Elise Stratton Tufts University, 2015. TABLE OF CONTENTS 1 CHAPTER 1 The Q’eqchi’ Milpa in Context Introducing the Milpa The Maize People and the Milpa Forced Migration and Agroecological Adaptation “Grabbed” Land and the Milpa in Transition Milpa in Modernity 23 CHAPTER 2 Linking Biodiversity, Nutrition, and Resilience in the Multispecies Milpa Multispecies Milpa Milpa: Origins and Ideals Today’s Milpa The Milpa as a System 39 CHAPTER 3 Farmer Practices and Maize Nutritional Traits in Sarstún Abstract Introduction Materials and Methods Results Discussion Figures 62 CHAPTER 4 Future Directions 64 LITERATURE CITED ii CHAPTER 1: THE Q’EQCHI MAYA MILPA IN CONTEXT INTRODUCING THE MILPA Nestled along the mangrove-bound border between Belize and Guatemala, in the region called Sarstún, are the clusters of palm-thatch or tin-roofed wooden huts where Q’eqchi’ Maya (henceforth Q’eqchi’) farmers spend their lives. Q’eqchi’ communities can consist of as few as a dozen and as many as 150 families, with an average family size of nine (Grandia 2012: 208). What the casual onlooker may not observe in visiting a village are the communal milpas, or “cornfields,” which physically surround and culturally underlie Q’eqchi’ societies (Grandia 2012: 191). The Q’eqchi’ have traditionally raised maize using swidden (slash-and-burn) techniques, in which they fell a field-sized area of forest, burn the organic matter to release a nutrient pulse into the soil, and then raise their crops on the freshly-cleared land. -
Subculture and the Consumer Behavior
SUBCULTURE AND THE CONSUMER BEHAVIOR 5 Apparently it seems that culture of a particular country or a society is homogeneous, but in reality it is composed of a larger number of more or less distinct groups. Each of these groups is known as a subculture. The knowledge of subculture provides important guidelines to marketers in formulating strategies for effective performance of marketing activities. School of Business Blank Page Unit-5 Page-120 Bangladesh Open University Lesson - 1 & - 2 : Different Types of Subculture and Their Influences on Consumption Objectives of these lessons After reading these lessons, you will be able to: Understand the subcultural context of consumer behavior Define subculture Identify different types of subcultures Know how different subcultures affect buying behavior Explain them for marketing decision making. Introduction Subculture is a part of the culture containing the important features of the main culture. In this lesson we shall highlight on the subcultural context, types of subcultures, subcultural influence on consumer behavior as well as marketing implications of the concept of subculture. Subcultural Context Affecting Consumer Behavior Culture, you know, is an extremely broad and encompassing term. It includes what we have learned, our history, values, morals, customs, art, and habit. Marketing takes place within a given culture. Marketers should know that experience, history, values, morals, customs, art, habit, etc. vary within a given culture requiring different marketing programs. Not everyone in the same country or society shares the same behavioral pattern of the dominant or main culture. It clearly indicates that there are subcultures, such as those of northerners, southerners, city-dwellers, the poor, teen agers, elderly, religious groups and so on. -
Organisational Culture, Organisational Change and Emotions: a Qualitative Study
ANZAM 2008, Auckland Organisational Culture, Organisational Change and Emotions: A Qualitative Study Roy K Smollan Management, Faculty of Business, Auckland University of Technology Auckland, New Zealand Email: [email protected] ANZAM 2008, Auckland Organisational Culture, Organisational Change and Emotions: A Qualitative Study Roy Smollan Management, Faculty of Business Auckland University of Technology Auckland, New Zealand [email protected] ABSTRACT Some organisations have strong cultures of innovation and adaptability that influence individual responses to change. Another dimension is affective culture, which shapes the way emotions are experienced and expressed, and which plays a particularly important part during changes to the culture or to any other aspect of organisational life. Organisational change triggers emotions as people anticipate or encounter gains or losses. This paper illustrates the two and three way relationships between culture, change and emotions and presents the results of a qualitative study. Key words: organisational culture, organisational change, emotions Organisational culture is regarded as a set of assumptions, beliefs, values, customs, structures, norms, rules, traditions and artefacts (Schein 2004), and a system of shared meanings (Pizer & Härtel 2005), although how much is really shared is debatable (Martin 2002). More colloquially culture is “how things are done around here” (Martin 2002: 3) and it moulds the behaviour of its members in overt and covert ways. The term organisational climate, which is often used instead of culture, or in addition to it, is the employee perception of the culture and a manifestation of it (Allen 2003). The debate as to the similarities and differences between them, and discussion of the multiple theoretical perspectives on each (Allen 2003; Denison 1996), lie outside the scope of this paper, and to simplify matters the term organisational culture will be used, even though it is employee perceptions that will be engaged. -
Understanding Patterns of Emotion Perception and Expression Across Cultures
Understanding Patterns of Emotion Perception and Expression Across Cultures by Yay-hyung Cho A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Psychology) in The University of Michigan 2018 Doctoral committee: Professor Phoebe Ellsworth, Chair Professor Richard Gonzalez Professor Shirli Kopelman Professor Ethan Kross Yay-hyung Cho [email protected] ORCID iD: 0000-0001-9705-3923 © Yay-hyung Cho 2018 ACKNOWLEDGEMENTS I dedicate this dissertation to a group of people who supported me to get through this journey. I would like to first thank Phoebe Ellsworth for her endless support. I will be forever indebted for your mentorship. Thank you so much for not giving up on me even when I gave up on myself. It has been and always will be my honor to be your student. I am also thankful for my committee members (Richard Gonzalez, Ethan Kross, Shirli Kopelman) and Ramaswami Mahalingam for their time advising my work and for their encouragement. I would like to thank Elizabeth Axelson for her teaching me how to write and for being a tireless cheerleader. I also thank Jiyoung Park, Stephanie Chen, Ziyong Lin, Jackie Kim, Erin Bogan, Adrienne Doherty, David Lee, Patricia Chen, Katie Foster, Jeong Eun Kim, Juhyun Julie Song, Yujeong Yang, Bomi Lee, Ruby Kim, Kamin Kim, Holly Shablack, Soomin Bang, Jihyun Sung, Daun Lee, Yuri Lee for their friendship and support. My deep appreciation and affection go to my patient and loving partner, BC, for always being there for me. Finally, I would like to thank my family (Byungkoo Cho, Younglan Chung, Deukhyung Cho) for their unending love and encouragement. -
An Evaluation of the Impact of an Intercultural Service
AN EVALUATION OF THE IMPACT OF AN INTERCULTURAL SERVICE LEARNING EXPERIENCE ON THE DEVELOPMENT OF TRANSCULTURAL SELF-EFFICACY OF NURSING STUDENTS Lynn Marie Schmidt Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the School of Nursing, Indiana University July, 2015 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy. __________________________________________ Angela M. McNelis, PhD, RN, ANEF, CNE, Chair __________________________________________ Kristina Thomas Dreifuerst PhD, RN, CNE Doctoral Committee __________________________________________ Sara Horton-Deutsch, PhD, PMHCNS, RN, ANEF November 6, 2014 __________________________________________ Kathy Lay, PhD ii DEDICATION This work is dedicated to my family. I could not have completed this journey without your unconditional love and support. I hope you know how much I love you and appreciate your patience as I continued my educational journey. Jonathan, you are always there for me, my strength, my best friend, my soul mate, my husband- Thank you for all the encouragement and support. Sarah and Laura—you deserve recognition, your continuing support no matter what your mother decided to do. You have always been my inspiration to be a positive role model and to strive to be a better person. I will always— “love you more”! I further dedicate this work to the students and faculty who have shared their intercultural experiences with me. As the intercultural experiences have positively changed your life, you have absolutely changed mine. It is my hope and dream that this work will positively impact the lives of those in nursing and the patients that they care for.