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SLC 394 Culture and Society Transformation Global Awareness (G) Arizona State University Criteria Checklist for GLOBAL AWARENESS [G] Rationale and Objectives Human organizations and relationships have evolved from being family and village centered to modern global interdependence. The greatest challenge in the nuclear age is developing and maintaining a global perspective which fosters international cooperation. While the modern world is comprised of politically independent states, people must transcend nationalism and recognize the significant interdependence among peoples of the world. The exposure of students to different cultural systems provides the background of thought necessary to developing a global perspective. Cultural learning is present in many disciplines. Exposure to perspectives on art, business, engineering, music, and the natural and social sciences that lead to an understanding of the contemporary world supports the view that intercultural interaction has become a daily necessity. The complexity of American society forces people to balance regional and national goals with global concerns. Many of the most serious problems are world issues and require solutions which exhibit mutuality and reciprocity. No longer are hunger, ecology, health care delivery, language planning, information exchanges, economic and social developments, law, technology transfer, philosophy, and the arts solely national concerns; they affect all the people of the world. Survival may be dependent on the ability to generate global solutions to some of the most pressing problems. The word university, from universitas, implies that knowledge comes from many sources and is not restricted to local, regional, or national perspectives. The Global Awareness Area recognizes the need for an understanding of the values, elements, and social processes of cultures other than the culture of the United States. Learning which recognizes the nature of others cultures and the relationship of America’s cultural system to generic human goals and welfare will help create the multicultural and global perspective necessary for effective interaction in the human community. Courses which meet the requirement in global awareness are of one or more of the following types: (1) in- depth area studies which are concerned with an examination of culture-specific elements of a region of the world, country, or culture group, (2) the study of contemporary non-English language courses that have a significant cultural component, (3) comparative cultural studies with an emphasis on non-U.S. areas, and (4) in-depth studies of non-U.S. centered cultural interrelationships of global scope such as the global interdependence produced by problems of world ecology, multinational corporations, migration, and the threat of nuclear war. Reviewed 4/2014 Global Awareness [G] Page 2 Proposer: Please complete the following section and attach appropriate documentation. ASU--[G] CRITERIA GLOBAL AWARENESS [G] Identify YES NO Documentation Submitted 1. Studies must be composed of subject matter that Syllabus, pages 1 to 5 - text highlited in addresses or leads to an understanding of the contemporary world outside the U.S. yellow. 2. The course must match at least one of the following descriptions: (check all which may apply): a. In-depth area studies which are concerned with an examination of culture-specific elements of a region, country or culture group. The area or culture studied must be non-U.S. and the study must contribute to an understanding of the contemporary world. b. The course is a language course for a contemporary non-English language, and has a significant cultural component. Syllabus, pages 6 to c. The course is a comparative cultural study in which 11, text highlited in most, i.e., more than half, of the material is devoted green to non-U.S. areas. d. The course is a study of the cultural significance of a non-U.S.-centered global issue. The course examines the role of its target issue within each culture and the interrelatedness of various global cultures on that issue. It looks at the cultural significance of its issue in various cultures outside the U.S., both examining the issue’s place within each culture and the effects of that issue on world cultures.” Global Awareness [G] Page 3 Page 3 of 4 Course Prefix Number Title Designation SLC 394 Culture and Society Transformation Global Awareness (G) Explain in detail which student activities correspond to the specific designation criteria. Please use the following organizer to explain how the criteria are being met. Criteria How course meets spirit Please provide detailed evidence of how (from checksheet) (contextualize specific examples course meets criteria (i.e., where in in next column) syllabus) SAMPLE: SAMPLE: SAMPLE: 2d: study the cultural The course examines the Module 2 shows how Japanese literature significance of a non-U.S. cultural significance of has shaped how Japanese people centered global issue financial markets Japan, Korea, understand world markets. Module 3 and the UK. shows how Japanese popular culture has been changed by the world financial market system. Modules 4 & 5 do the same for Korea and modules 6 & 7 do the same for the UK. 1. Studies are composed of The course discusses how Syllabus areas highlighted subject matter focused on cultural values form at the level (yellow&green); this includes the understanding the world of individuals and then shape required readings and videos, and the outside US societies and nations - using assignments which are comparative and Central and Eastern Europe as focus mainly on Central &Eastern focus for case studies. Europe. Also the goals, which include students understanding/discussing different cultures and societies in terms of their respective core cultural values. 2c. The course is a The course explains in a Unit 1 - examines the main concepts of comparative cultural study comparative perspective across cultural theories and how they apply in nations how shifts in cultural real life across nations (focus on Estonia); values appear and how they Unit 2 explains cultural differences impact the general among nations, with examples from transformation of societies, Croatia, Romania, and East-Germany; especially the ones in Central Unit 3 explais cultural change and its and Eastern Europe. drivers comparing Western and Eastern Europe; Unit 4 shows how cultural change generates societal transformation with focus on East Germany and Romania. Global Awareness [G] Page 4 SLC 394 – Culture and Society Transformation Session B, 3 credits, Location: Online/iCourse Instructor: Oana Almasan, PhD Contact: [email protected]; 602-812-8263 Catalog description: This course uses video documentaries and movies to explore the way in which cultural values, economic background and human interaction impact and transform societies. Societal changes in Central and Eastern Europe contrasting and comparing with other societies and understanding global trends and issues in today's world. **Disclaimer** This syllabus is to be used as a guideline only. The information provided is a summary of topics to be covered in the class. Information contained in this document such as assignments, grading scales, due dates, office hours, required books and materials may be from a previous semester and are subject to change. Please refer to your instructor for the most recent version of the syllabus. Culture and Society Transformation – SLC 394– Session: B Credits: 3 Location: Online/iCourse Instructor: Oana Almasan, PhD Contact: [email protected] Phone: 602.812.8263 Course description This course uses video documentaries and movies to explore the way in which cultural values, economic background and human interaction impact and transform societies. Societal changes in Central and Eastern Europe contrasting and comparing with other societies and understanding global trends and issues in today's world. Course description and objectives This course discusses how cultural values form at the level of individuals, societies and nations, how these personal values and cultural dimensions may change under certain drivers, and how shifts in these cultural values support general transformation of societies. The purpose of this class is to increase the multi-cultural awareness and competence of students in all lines of study and help them gain a multi-cultural perspective on the world and develop global thinking. It aims to provide students with the knowledge and tools necessary to understand and discuss different cultures and societies in terms of their respective core cultural values, as well as to enable them to understand and explain shifts in cultural values and their impact on general transformation of societies, including the contemporary societies/cultures. At the completion of this course, students will be able to: • understand and explain core concepts and themes of culture theory including individual & group values, national cultures, cultural conflict, cultural change, the dynamic of emancipative vs conservative values, and societal transformation around the world. 1 • name, define and illustrate dimensions of national cultures; • explain, discuss and illustrate cultural differences and conflict potential in real-life situations; • discuss and illustrate cultural change conditions and processes over time; • apply learned core theoretical concepts and themes to explain and discuss real life situations; • compare and contrast among core values of different societies and explain their impact on society; • analyze and evaluate current trends in society based
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