The Art of Teaching Japanese
  • HOME
    • TfU Framework
  • Personalized E-learning
  • Age 4-9
    • K4
    • K5
    • G1
    • G3
    • G4
    • Resources >
      • Books
      • Songs >
        • おともだち
        • おはなしゆびさん
        • コブタヌキツネコ
        • パンダ うさぎ コアラ
        • いぬのおまわりさん
        • かたつむり
        • にんじん・ごぼう・だいこん
        • かたたたき
        • てをたたきましょう
        • カレーライスのうた
        • かずのうた
      • Videos
      • Links >
        • KANA
        • KANJI
        • KOTOBA
        • BUNKA
  • A to Z
    • A-H >
      • Apps
      • Creative Commons
      • Dimensions
    • I-P >
      • Infographics
      • Ladder of Feedback
      • Publishing Online
      • Project Zero Classroom
    • Q-Z >
      • Reggio Emilia approach
      • Thinking Routines >
        • 3-2-1 BRIDGE >
          • Students 321
        • CSI
        • CIRCLE OF VIEWPOINTS
        • GENERATE, SORT, CONNECT, ELABORATE
        • QUESTION STARTS
        • SEE / THINK / WONDER
        • WHAT MAKES YOU SAY THAT?
        • THE EXPLANATION GAME
        • I USED TO THINK…, NOW I THINK…
        • HEADLINES
  • Blog
    • ENGLISH
    • ITALIANO
    • 日本語

Why a "facts only" approach to culture is destined to be ineffective?

A "facts only" approach to culture for which the only goal is to amass bits of information is destined to be ineffective for several reasons:

1. "Facts" are in a constant state of flux, especially when they relate to current life-style. Specific data may not hold true across time, location, and social strata.

2. An "information-only" approach to culture may actually establish stereotypes rather than diminish them, since such an approach provides no means of accounting for cultural variation.

3. Amassing facts leaves students unprepared when they face cultural situations not previously studied. If no problem-solving contextually based approach to culture has been used, the students have acquired no tools for processing new phenomena in a way that will facilitate understanding. Cognitive knowledge alone seems to have little effect on an individual's ability to cope with or adjust to different patterns of behavior.
 (Omaggio, A.(1993).Teaching Language in Context (2nd ed.). Boston: Heinle & Heinle Publishers. )
クリエイティブ・コモンズ・ライセンス
The Art of Teaching Japanese by Hiromi Hosoi is licensed under a Creative Commons 表示 - 非営利 - 継承 3.0 非移植 License.
  • HOME
    • TfU Framework
  • Personalized E-learning
  • Age 4-9
    • K4
    • K5
    • G1
    • G3
    • G4
    • Resources >
      • Books
      • Songs >
        • おともだち
        • おはなしゆびさん
        • コブタヌキツネコ
        • パンダ うさぎ コアラ
        • いぬのおまわりさん
        • かたつむり
        • にんじん・ごぼう・だいこん
        • かたたたき
        • てをたたきましょう
        • カレーライスのうた
        • かずのうた
      • Videos
      • Links >
        • KANA
        • KANJI
        • KOTOBA
        • BUNKA
  • A to Z
    • A-H >
      • Apps
      • Creative Commons
      • Dimensions
    • I-P >
      • Infographics
      • Ladder of Feedback
      • Publishing Online
      • Project Zero Classroom
    • Q-Z >
      • Reggio Emilia approach
      • Thinking Routines >
        • 3-2-1 BRIDGE >
          • Students 321
        • CSI
        • CIRCLE OF VIEWPOINTS
        • GENERATE, SORT, CONNECT, ELABORATE
        • QUESTION STARTS
        • SEE / THINK / WONDER
        • WHAT MAKES YOU SAY THAT?
        • THE EXPLANATION GAME
        • I USED TO THINK…, NOW I THINK…
        • HEADLINES
  • Blog
    • ENGLISH
    • ITALIANO
    • 日本語