This volume compares and contrasts contemporary theories of cognition, modes of perception, and learning from cross-cultural perspectives. The participants were asked to consider and assess the question of whether people from different cultures think differently. Moreover, they were asked to consider whether the same approaches to teaching and development of thinking will work in all cultures as well as they do in Western, literate societies.
Discover why and how schools must become places where thinking is valued, visible, and actively promoted As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.
Shweder calls for exploration of the human mind--and of one's own mind--by thinking through the ideas and practices of other peoples and their cultures. He examines evidence of cross-cultural similarities and differences in mind, self, emotion, and morality with special reference to the cultural psychology of a traditional Hindu temple town in India.
Missiologist James E. Plueddemann presents a roadmap for crosscultural leadership development in the global church. With keen understanding of current research on cultural dynamics, he integrates theology with leadership theory to apply biblical insights to practical issues in world mission.
The phenomenon of global organizations reminds us that cross-cultural management is more prevalent than ever. While it may not be possible to develop in-depth knowledge of all cultures, a person can develop a way of thinking where they integrate culture in all of their deliberations, decisions, and behaviors. Such an approach is transformative and involves adopting a cultural mindset, understanding culture’s power as a frame of reference, and developing a new way of thinking. The book The Cultural Mindset is based on Dr. Nahavandi’s years of teaching, researching, and consulting with many businesses on cross-cultural issues. Built around a think-know-do model, the text enables readers to adopt a cultural mindset that will effectively guide their thinking and behavior as future managers. Through case studies and self-assessments, the book allows students to develop a broader view of culture that is beyond learning skills and competencies. Additionally, by focusing on culture in general, the book allows readers to address both national cultural issues, such as how to work in another country or manage a multi-national team, and diversity issues, such as the glass ceiling or discrimination in the workplace. The key underlying theme for both topics is how culture, national or group-related, impacts our perspective – what we value, how we think, how we behave, and how we manage people effectively. Each chapter will include a focus on both informational and transformational learning through: Cases and examples that will question assumptions and emphasize applicability Self-assessments to make the concepts personal and relevant, and encourage self-reflection Examples to help students understand those concepts Specific exercises and/or reflections to help students apply information to their own personal and professional life
This book explores the idea that we have two minds - one that is automatic, unconscious, and fast, the other controlled, conscious, and slow. In recent years there has been great interest in so-called dual-process theories of reasoning and rationality. According to dual processs theories, there are two distinct systems underlying human reasoning - an evolutionarily old system that is associative, automatic, unconscious, parallel, and fast, and a more recent, distinctively human system that is rule-based, controlled, conscious, serial, and slow. Within the former, processes are held to be innate and to use heuristics which evolved to solve specific adaptive problems. In the latter, processes are taken to be learned, flexible, and responsive to rational norms. Despite the attention these theories are attracting, there is still poor communication between dual-process theorists themselves, and the substantial bodies of work on dual processes in cognitive psychology and social psychology remain isolated from each other. This book brings together leading researchers on dual-processes to summarize the state of the art, highlight key issues, present different perspectives, explore implications, and provide a stimulus to further work. It includes new ideas about the human mind both by contemporary philosophers interested in broad theoretical questions about mental architecture and by psychologists specialising in traditionally distinct and isolated fields. For all those in the cognitive sciences, this is a book that will advance dual-process theorizing, promote interdisciplinary communication, and encourage further applications of dual-process approaches.
An international business expert helps you understand and navigate cultural differences in this insightful and practical guide, perfect for both your work and personal life. Americans precede anything negative with three nice comments; French, Dutch, Israelis, and Germans get straight to the point; Latin Americans and Asians are steeped in hierarchy; Scandinavians think the best boss is just one of the crowd. It's no surprise that when they try and talk to each other, chaos breaks out. In The Culture Map, INSEAD professor Erin Meyer is your guide through this subtle, sometimes treacherous terrain in which people from starkly different backgrounds are expected to work harmoniously together. She provides a field-tested model for decoding how cultural differences impact international business, and combines a smart analytical framework with practical, actionable advice.
"Description: This highly regarded text--now revised and expanded with 50% new material--helps students and professionals mindfully build their knowledge and competencies for effective intercultural communication on any setting. The authors' comprehensive, updated theoretical framework (integrative identity negotiation theory) reveals how both verbal and nonverbal communication are affected by multilayered facets of identity. Written in a candid, conversational style, the book is rich with engaging examples illustrating cultural conflicts and misunderstandings that arise in workplace, educational, interpersonal, and community contexts. Readers learn how to transform polarized conversations into successful intercultural engagements by combining culture-specific knowledge with mindful listening and communication skills. Key Words: intercultural communication, cross-cultural communication, human communication, communication skills, cultural competence, ethnic relations, ethnic studies, multicultural counseling, international business relations, cultural diversity, cross-cultural psychology, ethnography, mindful communication, mindfulness, intergroup communication, integrative identity negotiation theory, acculturation, adjustment, immigration, immigrants, listening skills, textbooks, texts, college classes, college courses, college students, undergraduates, graduates, foreign students, refugees, social psychology, sociolingustics, international competence"--
Kenneth Dorter’s Can Different Cultures Think the Same Thoughts? is a study of fundamental issues in metaphysics and ethics across major philosophical traditions of the world, including the way in which metaphysics can be a foundation for ethics, as well as the importance of metaphysics on its own terms. Dorter examines such questions through a detailed comparison of selected major thinkers and classic works in three global philosophical traditions, those of India, China, and the West. In each chapter Dorter juxtaposes and compares two or more philosophers or classic works from different traditions, from Spinoza and Shankara, to Confucius and Plato, to Marcus Aurelius and the Bhagavad Gita. In doing so he explores different perspectives and reveals limitations and assumptions that might otherwise be obscure. The goal of Dorter’s cross-cultural approach is to consider how far works from different cultures can be understood as holding comparable philosophical views. Although Dorter reveals commonalities across the different traditions, he makes no claim that there is such a thing as a universal philosophy. Clearly there are fundamental disagreements among the philosophers and works studied. Yet in each of the case studies of a particular chapter, we can discover a shared, or at least analogous, way of looking at issues across different cultures. All those interested in metaphysics, ethics, Indian philosophy, Chinese philosophy, and comparative philosophy will find much of interest in this book.
The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.
