Iceberg Model of Culture



Iceberg Model of Culture

Presentation Notes

Jennifer Blackburn

Purpose:

- Gokce and I decided to do the Iceberg Model of Culture because we feel it is very relevant to this course and to all of our professions.

- It is very important to understand the difference between surface culture and deep culture when we interact with CLD students and families.

-It is also very important to make others aware of these differences and to promote the learning of deep culture, as well as surface culture, in our communities and especially in our schools.

Culture:

- There are two types of culture in the iceberg model of culture. They are: surface culture, and deep culture.

- Surface culture includes: food, dress, music, visual arts, crafts, dance, literature, language, celebrations, games, etc.

- Deep culture includes: concept of time, personal space, nonverbal communication, ideals of childrearing, nature of friendships, concept of self, etc.

- It's important to know that the invisible aspects of deep culture always influence the visible aspects of surface culture.

- Interestingly, in our own lives, many of us take for granted these different aspects of culture. Sometimes we're not even aware that they are different in other societies.

- According to Allan, "Culture enables interpretation of social life and thus provides orientation for actions and behaviour. Since the elements of culture are symbolic, they allow ambiguous interpretations which can result in confusion or conflict when encountering representatives of different cultures." This is also know as "culture shock."

- Another interesting aspect of culture, is that we tend to see our own values as being 'right' and 'correct,' as opposed to other people's values.

- There are other theories and conceptualizations of culture similar to the iceberg model of culture.

- For example, Schwartz suggests a distributive model of culture, where culture is not an integrated system or a mere aggregation of traits or behaviors, but a population of meanings.

- These meanings are not mere abstractions, but have definite material embodiments. They are always things in the world.

- Therefore, as cited in Barkatzky, through individuals human sociocultural systems "incorporate or appropriate and selectively use the resources of the environment" and create culture.

- Triandis (who is cited in our textbook), makes a distinction between subjective culture and material or concrete culture.

- Worldviews, perceptions of the environment, stereotypes, role expectations, and norms are all part of subjective culture.

- Whereas material or concrete culture includes artifacts.

- However, each person's culture is not just an aggregation of their society's culture, but rather, is personal and unique to each individual. For each person has their own unique cultural understandings and beliefs.

- According to Linton, "it is doubtful whether there has ever been any one man who possessed a complete knowledge of the culture of the society in which he lived, and there is no necessity for any individual to try to acquire such comprehensive knowledge."

- But, as professionals who will be working with CLD students and families, it is important to develop cultural awareness of one's own culture, as well as other people's cultures.

- In order to develop cultural awareness, we need to look inward and reflect on our culture...then look outward and reflect on other people's cultures...and then begin to put our thoughts into action.

---------Conclusion?----------

- If you look at the Intercultural Learning Continuum diagram on the back of the first page of your handout, you'll see how intercultural learning develops.

- According to Allan, a person can reach a 'dead-end' while they are developing their intercultural learning.

- If they stop at "Cultural Awareness," they may become ethnocentric. If they stop at "Cultural Understanding" they may develop adaptive tendencies. Stopping at "Cultural Acceptance and Respect" leads to assimilation. However, if a person gets to "Cultural Appreciation and Valuing" they are likely to become multicultural.

- I think we would all agree that becoming multicultural in our thinking is our highest goal.

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- Now Gokce and I will talk about examples of surface culture and deep culture for Turkey and Korea.

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Examples of Korean Culture (more from surface level):

1. Traditional Culture of Korea - paragraph - pg. 1

2. Traditional Dance - pg. 3

3. Traditional Dress - pg. 6

4. Traditional Food - pg. 6

5. Korean Tea Ceremony - pg. 7

6. Traditional Festivals - Lunar Calendar - pg. 7

7. Current Major Religions/Philosophies

a. Buddhism

b. Christianity

c. Phil. - Confucianism - permeates the culture

8. The Family System - deep culture (apologize for not enough deep culture)

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