COURSE: Multi-cultural Learning Process

Study Abroad - Bali

QUARTER: Spring 1998

Instructor: Elaine Jessen

Credits: 10

STUDY ABROAD COURSE INTENTION:

This multi-cultural learning process is intended to provide opportunities to gain a different perception of self and others. It is intended to provide opportunities for noticing one’s own patterns of interaction, cultural assumptions and habits of being that inform the meaning we make from experience. This study; abroad experience and learning process is intended to enhance the ability to adapt to, and function effectively, in unfamiliar cultural contexts, thereby become more multi-culturally oriented. Students will focus on learning processes which will help them to discover the structural and functional patterns of any other culture so that they can apply this learning in a broad range of cross-cultural situations. It is intended to provide a cultural general approach, rather than culture specific understanding yet students will become familiar with modern and traditional Balinese culture as it compares and contrasts to their own culture. In addition students will select one topic of interest for more in depth attention.

LEARNING GOALS:

In a country with a culture very different from their own, students will have opportunities to:

1. Develop ways of observing and behaving which will enable them to enter, and learn more effectively in any culture.

2. Gain flexibility in relating to people from cultures different from their own.

3. Increase awareness of their own cultural and personal biases in perception and interpretation.

4. Develop sensitivity to cultural differences and recognize the validity of different values and different ways of meeting life's situations, thereby gaining flexibility in their own behavior.

5. Gain skills in distinguishing their own habits of observation.

6. Acquire habits of looking to understand rather than to judge.

7. Become more familiar with their own creative learning process.

8. Become comfortable with taking independent action and risks in an unfamiliar setting, in order to learn from their experience.

9. Gain confidence in their skills to relate cross-culturally

10. Be able to generalize from their specific experiences, in order to learn and function in other multicultural settings.

11. To become inquire more deeply into one area of interest which pertains to the individual student’s interest. e.g. tourism and sustainability

LEARNING ACTIVITIES:

1. Travel to Bali, in order to live and learn in a culture very different from their own.

2. Actively engage with Balinese people in daily living.

3. Meet with their classmates on a regular basis in order to discuss items of learning, engage in sharing perceptions, observations and experiences.

4. Actively explore new behavior and ways of engaging in unfamiliar experiences.

5. Seek independent ways of exploring their own boundaries of comfort.

6. Reflect on their experiences in order to gain personal understanding of habits of engagement.

7. To meet with their traveling companions for orientation sessions before leaving the United States.

8. To meet as a group for re-entry activities and reflection, upon their return to the United States.

9. To read assigned materials.

10. To keep a journal of their experiences.

11. To write two reflective papers which explore the nature of their learning.

12. To engage actively in the class discussions around selected topics and questions.

13. To seek out experiences which are relevant to their own interests and learning.

14. Actively engage in small group day trips as well as independent travel.

15. Read and discuss materials related to multi-cultural learning, as well as material specific to Bali.

16. Inquire into area of special interest.

DEMONSTRATION OF LEARNING:

Learning will be demonstrated through active participation in group activities, successful completion of assigned activities, and written assignments. Attendance at all group activities --prior, during and after the trip--is expected. In addition the following are important:

1 Engagement in class discussions.

2. Regular entries in a personal journal: There will be at least two levels of journal writing:

A. practice in describing observations (this is in contrast to interpreting and evaluating

B. reflective writing on learning process, with emphasis on emotions which arise, new learning and feelings associated with comfort and risks as well as personal observations.

This journal writing may be shared from time to time, but always with free choice about participation and or specific entries.

3. Attendance at the pre-trip orientation, with active engagement in all activities and discussions.

4. Attendance at the re-entry sessions, with active engagement in all activities and discussions.

5. Complete assigned reading, and viewing of video tapes.

6. Complete two papers reflecting on their own personal learning.

For those students staying the two months, the first paper will be due mid-way through their stay in Bali, (10 days, after the group living experience). The second paper will be due prior to the end of the quarter.

ASSIGNED READING:

Eiseman, Fred B., Jr., Bali, Sekala & Niskala Volume I: Essays on Religion, Ritual, and Art, Periplus Editions 1989

Hall, Edward T., Beyond Culture. Anchor/Doubleday, 1981

In addition, there are readings which will be distributed. All students are expected to read them. (see attached list)

Additional Readings

A bibliography of additional readings will be distributed. Please select generously from this list for further background on cross-cultural issues and Bali. A list of materials read should accompany the learning reflections.

Daily Journals:

For the first few days or weeks try limiting yourself to describing what has happened rather than interpreting or categorizing it. This helps avoid imposing culture-bound judgements too quickly on your experiences before discovering the meaning and patterns of the culture you are in.

The stipulation "to describe" is important. The customary behavior in one's own culture is to interpret and categorize; we do it automatically and may not recognize at first that we are still doing it even when it is no longer relevant.

In your journals, record your observations, reactions, experiences, frustrations and feelings, problems, ideas and questions. The journal an integral part of your experience, providing opportunity to look both inward and outward.You may wish to keep a different journal, or use a different section, for a reflection on your learning. New insights, awareness, or areas for further reflection. This will be most helpful when it comes time to reflect on your learning from the experience as a whole.

EXERCISE IN SILENCE:

Listening in Silence: This is an exercise in auditory perception. Remain silent for two or three minutes, then jot down all the stimuli you noted during that time.

We will share the results of your listening in silence.

The purpose of this exercise is for you become more aware of the perceptual differences among us, as visitors in Bali.

There are many models and theories about multicultural or cross-cultural learning. Many emphasize the stages or developmental process that a person passes through as they learn cultural sensitivity and/or the process of becoming inter-culturally aware.

Although most of these approaches are very important, effective and help in our efforts to learn from multiple perspectives, they all seem to have one thing in common. That is, they all emphasize the need to become aware of one's self, one's habits of interaction, perceptual filters and underlying assumptions. Learning how to be aware, while in the midst of experiencing, is difficult. In order to learn within another culture it is necessary to enter with an attitude of empathy for another's existence. You will need to gain awareness of your own limitations and of your own understanding in any particular instance. Be forgiving of yourself and others, it is only human to be innocent.

The following considerations may be helpful, as you learn to become more aware. The list includes some of the attributes and questions that are important in the intercultural learning process.

General Strategies for Cultural Learning:

A) Attending to emotion.

B) Accepting of self in process.

C) Pushing beyond personal boundaries.

D) Questioning: staying open to new experience

Five Areas of Cross-cultural Learning:

Cultural Awareness: Come to understand the meaning of cultural relativity, the degree to which behavior is determined by culture. Come to recognize that cultures have an internal consistency and can be appreciated for their differences. Cultural awareness sensitizes one to cross-cultural elements in your own immediate environment as well as free one to function comfortably and effectively in cross-cultural situations involving unfamiliar cultures.

Cultural Learning Skills: Learn to translate skills learned by living in another culture, to other cross-cultural situations, and, in the process, further the development in your individual, multicultural competencies.

Interpersonal Skills: As you explore the new cultural environment and different ways of perceiving and behaving; interpersonal communication and different ways of connecting with people come to the fore. Cross-cultural interpersonal skills are increased. Reflect on and become aware of these different ways of connecting.

Communication Skills: Living in another culture can't help but improve intercultural communication skills. Communication and culture are closely intertwined and "learning the culture" is as important as knowing the language spoken.

Personal Growth: People gain confidence and a strengthened sense of identity and self-esteem through living in another culture This includes a new tolerance for ambiguity, a flexibility in daily living and a willingness to seek alternative meanings in your interactions with people. Reflect on and become more aware of these qualities in your self.

Some General Considerations:

Be aware of your own reaction/responses - They are usually cues to your own "hidden culture."

Observe your own habits. and others habits of distinguishing. Notice differences from the perspective of other traveling companions; other tourists; and importantly from the people in the culture you are visiting.

Acquire habit of looking to understand, rather than to judge.

Develop awareness of kinds of things that vary from culture to culture.

Learn to attend to "others attending" and notice the difference between them and what you would do.

Develop awareness of "whole different choreographies" rather than separate lists of differences.

Pay attention to the way bodies are used and conceived of, both individually and in relation to others.

Develop increased awareness of, and sensitivity to, multiple channels of communication. (Note: our culture is primarily verbal - do you agree, disagree?)

Notice What You Notice ---it will give you further clues to the patterns of your own hidden culture.

Some More Specific Questions:

What are the approaches to time? Different from your own? Notice any discomfort which arises from your own assumptions and/or discomfort.

Notice relative ideas of competition. Are you surprised by what you notice?

Explore the role of self in that (any) particular culture.

What does "role" mean to you when used in this context?

Notice hospitality as expressed in your host culture. What are the differences?

What are the attitudes toward gift giving and gratitude?

What are the habits of acquisition? Of ownership?

What are the attitudes about conflict? E.g. When do you fight?

What are the attitudes toward death and grief?

Explore the question of what learning is in the culture you are visiting; as opposed to what you think it is from our cultural perspective? Notice differences and how you feel about those differences. Do you notice any judgment about which is better? Learn something from someone in your host culture, (preferably a skill which requires use of the body, rather than some abstract concept).

Notice mind/body relations. Are they different from you own culture's? With regard to medicine? art? education? religion?

Notice relations between sexes. Differences? How do you feel about what you notice? What feelings arise that surprise you? Do you make judgments about what is "right" or not acceptable?

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What is the nature of purpose and time to the Balinese?

In BALI, children are perceived as Gods. How does this affect the mother - child relationship. The relationship of children to other adults? The relationship to children with one another?

Some observers feel that Gods are as children? What are your observations?

Where is Balinese language used? Indonesian?

What are Balinese ideas of sanitation?

What is their relationship to naming? (People and other things)

How do they seem to deal with personal space? Body space?

What are attitudes about privacy?

How may western approaches to development be helpful to Balinese culture? How may it be harmful?

Gregory Bateson insisted that the Balinese are not conscious. What do you think? What might he have meant by this?

What are your observations about the Balinese ideas about the nature of wildness (in all it's different dimensions) eg. the idea of running amok.

Related to the question above...what are the attitudes about evil spirits?

What seems to be the political structure? The social structure? Is there a difference.

What does it feel like to be in a culture which seems to function as a whole...in which spirituality and religious practice IS daily life.

There are many other specific questions which can be considered. Add your own to the list.

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