Resource title

Fostering Cross-Cultural Empathy With Non-Western Curricular Structures

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It is easier to introduce international content and components into a curriculum than to internationalise the curriculum itself. Learners find it easier to deal with international material embedded in a traditional curriculum but harder to adjust to a curriculum constructed on different foundations to the norm. Local learners whose expectations are limited by local tradition may resist the intrusion of unfamiliar ways of doing things. In this case study, learners take part in an exercise that has them assessing the emotional impacts of their habitat using Smkhya's three modes of nature (gunas) and they are found to be uncomfortable with a curriculum which emphasises personal introspection: self-awareness, self-realisation, and self-improvement. Despite such problems, these experiments benefit learners and teachers by encouraging them to question the worldviews and presuppositions that presently underpin Western educational structures.

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en

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(External URL)

Resource resource URL

http://jsi.sagepub.com/cgi/reprint/13/2/271

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