Grachel

l
ePaulaCPat
aytay
BSBAmaj ori
nHMR(BlockC)

Funct
ionalPer
spect
ive

-Cul tureandeducat ionar einsepar ableandy etcompl ement arywi thmul ti

ple
point sofi nt eract ion.Cul tur epav est hewayf oreducat ionwhi leeducat i
oni s
responsi bl ef orf lav our i
ngt hecul tur al valuesi nl i
fe.Ther ef ore,bot hhav et obe
i
nt erwov eni nv ar iousway s.Asenseofpr ideinourcul t urehast omani f
esti tself
throughal l thest agesofani ndividual 'sgr owt h.Pr imar yeducat ioniswher ei tall
star tsandt hechi ldbegi nst or espectt hei mpor tanceofav aluebasedl ifeasheand
heseest hingsandev ent shappeni ng, andt hebehav iourofot her s,around.Whena
childbor ni nsoci et yhe/ shebecomest hepar toft hesoci et y.Cul t
urei sthemai n
aspectofanysoci etyt hatt eacheshi mt ol ivewi thamut ual corporat i
onwi theach
other .Cul turei st hesoci al behav iourofanysoci etywhi chhasi tsownt rendsand
values.Ev er ysoci et yhasi tsownwayofl i
v i
nglifeandl ifest yle.Culturef ocusont he
knowl edgeofet hi cs, nor ms, traditi
onset c.Thesuccessofanycul tureisbasedon
moder ni nv entionsoft hesoci ety.Cul turei sthesoci al changeofanychar acteri nthe
soci ety.Itpl aysav eryimpor t
antr ol ei nt hedev elopmentoft hecul ture; bothi nter
connect edwi t
heachot her .Educat i
ont eachesaboutt hesoci al andcul turalv alues.
Educat i
onpr epar est hest udent sf ordeal swi thcul t
ural et hicsandnor ms.Var ious
element sofcul t ur ehel pt hei ndi vi
dual i
nadopt ingnat ur al andsoci al env i
ronmenti na
posi tiveway .Eachper sonoft hesoci etyhashi sorherownbehav i
ourat t
itude
qual iti
esandment alityt oper cei v
et hewor ldaround.Educat i
onchangest he
per spect i
v eoft hei ndiv i
dual towar ddi fferentmodesofcommuni ty.Soci alchange
alway stakespl acewhenhumansneedchangei nsoci et y .Social changecomesi nto
act i
onwhenexi st i
ngsoci al setupf ail
st ounder standandmeett heneedsofhumans.
Cul tureist hesoci al changeofanychar acterinsoci ety.Whent hechi l
di sbor ninany
soci etyaf terhi sbi rth,hel ear nst het eachi ngsofhi spar ent sandadopt sitwi tht he
passageoft ime.Cul t
ur eist r
ansmi ttedf rom onegener at i
ont oanot hergener ation
becauseachi l
dal way sl ear nst hebehav i
ouroft heirelder s.Educat ional way si niti
ates
tobr i
ngper manentchangesi nper sonal ityofhumanbei ngaswel l
associ al change.

I
nter
act
ionPer
spect
ive

-Aneducati
onsystem isther
eproducti
veorganofever
ycultur
e.Educat
ion
i
ncludesbothformalschooli
ngandinfor
mal tr
ansmissi
onofknowledge,ski
l
ls,and
att
it
udes.I
ndivi
dualmember sofasocietygrowoldanddie,whi
lenewmember sar
e
bornandgrowt omaturi
ty.Yetasoci
ety'
scultur
eisaliv
ingenti
tywhichtr
anscendsal
l
 thesoci ety'
si ndi vi
dual member s.Acul t
urechangesov ert i
me, buthasar ecogni zable
cont i
nui tyofbasi cv aluesandbehav iour al pat ternst hatdi stingui shesi tf rom ot her
cultur es.Thatcont i
nuityi spr ov idedbyt heeducat i
onal sy stem.I faneducat ional
system i sal ter ed,i
tst ransmi ssi onofcul tur ewi l
l bedi st orted.Thedel iber ate
alterat ionofaneducat i
onal sy st em canbeav eryef fect iv ewayt ochangeacul tur e.
Educat ioni sconcei vedasasy stemat icef for ttomai nt ainacul ture.I nt echni cal sense
educat ioni st hepr ocessbywhi chsoci etyt hr oughschool ,colleges, uni ver si
tiesand
otheri nst i
tutionsdel iber atelytr ansmi titscul tureher itage, accumul at edknowl edge,
values, andski l
lsfrom onegener at
iont oanot herEducat ioni sactani nst rumentof
cultur al changeaswel l social change.Cur ricul um wr iter sandschool admi nistrat ors
canhav econf erences, publ i
shpaper s,andmakedeci si onst ochanget hecur ri
cul um,
thet eachi ngmet hods, ort headmi nistrat i
vest ruct ur esi nor dert ogui det he
acqui si ti
onofst udentknowl edge, skills,andat ti
tudesr egar dingcul t
ur e,v aluesi nt o
social change.Al lthesecol l
ect ivelyf ormt heper sonal ityt hatdev el opsi nt hepr ocess.
Ther ef or e,i
tisnecessar ytoincul catet hei mpor tanceofeducat ionandv alue-based
l
ivingf orat r
ul ysust ainabl edev elopmentoft her ural sect or.Themaxi msofGandhi j
i
,
Tagor e, VinobaBhav eandmanyot hersoci al act ivists, bor der i
ngoneequi tablel iving,
rural empower ment ,voluntaryr uralreconst ruct i
onandt ransf ormat ion, andsust ai ned
rural dev el
opment ,hav et obemadeast hecent ral themesoft heeducat ionsy stem.
Educat ionf oundedonst rongcul tural valueswi l
lhel pst udent sunder standand
acknowl edget hesi gnificanceofcul t ureandsoci al changei nt hedev elopment
cont ext .Cul tur ealsoi ncludesar tmusi c,cust oms, values, andt heol dt radi ti
onofour
elders.Andbecauseoft hisadv ancementandi nv ent ion, culturei schangi ngand
adopt ingnewi deast osur v i
vei nt hesoci et y.Cul tureal soi ncr easest heeconomyand
growt hoft hecount r
y.Whent hephr aseeducat i
onr oot edi ncul tur e,whati tmeans
thateducat ionhast oser veasanengi nef ordev el opment ,soci al change, especi allyi
n
ther ur al areas.

Conf
li
ctPer
spect
ive

-Theconf l
ictincultureisal otmor et hanwhatl anguageaper soni sspeaki ng
howt heyar edressi ngandwhatki ndoff oodtheyar eeati
ng.Cul t
uralgr oupsshar e
nati
onali
ty ,r
aceandsi mi l
arethnicit
y.Howev er,cul
turecouldalsoi ncludereli
gion,
sexualorientati
on, genderandev engener ati
on.Althoughcultureisnotv i
sibl
e,itplay
s
amaj orrolei nhowwehandl econf l
ict.Itisoftenthestart
ingplaceofourt hinkingand
ourbehav iors,Culturesaresor tofimpl antedinov eryconfl
ictbecauseconf li
ctsarise
i
nev eryhumanr el
at i
onship.Wheni tcomest ohandlingconfli
ct,wet endt ohandl eit
byusinglifelongmessagest hatwehav er eceivedduet oourculture.Cul t
ural
messagesar euni quei ndiff
erentcultures.Themessageonecul t
uresendscoul dbe
 perceivedandi nterpr etedt ot otal l
ysomet hingel sebyatdi f
ferentcul turer eceiv er.
Livi
ngi nawor l
dwi thsomanydi ff
er entcul tures, weal mosthav etobecul t
ur alfluent.
Culturalfluencymeansbei ngf ami l
iarwi thdi ff
erentcul tures, howt heywor kandhow
theyintertwinewi thourr elat i
onshi pswheni tcomest oconf l
ict.Oneoft hemaj or
dimensi onsofcul t
ur al fl
uencyi scommuni cation, whi chr ef erst odi f
ferentst ar t
ing
pointsabouthowt or elatet oandwi thdifferentcul turegr oups.Twooft hedi ff
erent
vari
ationsofcommuni cat ionar ehi ghandl owcont ext .Besi desbei ngusedi n
i
ndiv i
dual communi cat i
on, hi ghandl owcont extisal sousedt ounder standdi fferent
cult
ural groups.I nhi ghcont extcommuni cat i
on, largepar toft hemessageconv eyed
l
iesint hephy sical cont ext ,incl udingt oneofv oice, f
aci al expr ession,andgest ures.In
l
owcont extcommuni cat ion, thespokenwor dcar tiesmostoft hemeani ng,what ever
i
st ryi
ngt obeconv ey edi ssi mpl ysai ddi rect l
y.Af ewdi fferentgest uresandf acial
expressionsdonotmeanany thingt ohim andi tdoesgetf rust r
atingatt imes.A
person'scul tural backgr oundaf fectscommuni cat ioni namaj orwaywhenahi ghand
l
owcont extcommuni cat ioni si nv olved.Howt hingsar eper ceivedandi nt erpreted
dependont heper son' scul tural backgr ound.I nlowcont extcul tur
esi ndi vi
dual sr ely
mor einspokenwor dsi nhi ghcont extcul turest her ear emor econt extsi nvolved, l
i
ke
toneofv olcef acial expr essi on, andgest ures.Gr owi ngupi nahi ghcont extf ami lyand
havingdi fferentper cept i
onoft hingsembeddedi nme, Ihav el earnedhowt odeal with
confli
cti nahi ghcont extmat ter .Al so,hav ingf ri
endswhocomef rom al owcont ext
cult
ure.Ihav edeal twi thcommuni catingdi fferent l
yandal sohav eexper ienced
sit
uationsdi ffer entlyt hant hem.

Cr
it
icalPer
spect
ive

-Cr i
ticalper spect i
vest owar dcul tureandcommuni cat i
onaddr esshowpower
andmacr ohi storical, i
nsti
tuti
onal ,andeconomi cstructuresshapeandconst rain
i
nterpersonal ,intergr oup,andmedi atedcommuni cat i
on.Schol arscri
ti
quef ormsof
dominat ionandexami nehowoppr essedcommuni ti
esr esistandsubv er
tpower
str
ucturest oident i
fypossi bili
ti
esf orchangeandemanci pation; somest r
ivet o
becomepubl i
ci ntellectualsengagedi nact i
vism i
nsol i
dar i
tywi thdisadvantaged
communi t i
es.Anal ysesuncov ermul tipl
icit
yandf lui
dityofmeani ngsanddi slodge
essentialistandi deol ogicalclosur esi ninteract
ionsanddi scour ses.Thisappr oach
hasbeenshapedbycr it
icaltheor yoft heFr ankfurtSchool ,Europeanpost struct ur
al
andcr i
tical t
heor ies, Bri
ti
shcul tural studies,andpost colonialtheor i
es.Cri
tical
scholarshi pisdiv erse, i
nterdi
sciplinar y,andmul ti
met hodol ogical.Cri
ti
calschol arsare
sel
f-r
ef l
exi veoft heirownsoci al posi t
ioningi nrel
ati
ont or esear chtopicsand
part
icipant s.Cultureandeducat ionar einseparableandy etcompl ementarywi t
h
multi
plepoi ntsofi nteraction.Cul turepav est hewayf oreducat ionwhileeducat i
onis
responsibl eforf l
av ouringt hecul turalvaluesi nli
fe.Asenseofpr i
deinourcul turehas
tomani festi t
selft hroughal lt
hest agesofani ndividual'sgrowt h.Primaryeducat ionis
wher eitall st
artsandt hechi l
dbegi nstor espectt hei mpor t
anceofav aluebasedl i
fe
asheandheseest hingsandev entshappeni ng,andt hebehav i
ourofot hers, around.
Allthesecol l
ectiv
el yfor mt heper sonal i
tyt hatdev elopsint hepr ocess.Ther efore, i
tis
necessar yt oinculcat et heimpor tanceofeducat i
onandv alue-basedl i
vingf orat ruly
sustainabl edev el
opmentoft her uralsect or.Educat ionfoundedonst r
ongcul tur eand
valueswi llhelpst udent sunder standandacknowl edget hesi gnif
icanceofcul turei n
thedev elopmentandi nsoci alchangecont ext.From t hefor egoingdiscussi on, itis
crystalcl
eart hatther eexi stsacl oser elationbetweeneducat i
onandcul ture.
Educat i
onsoci ali
zesani ndivi
dual i
nonehandandi tpr eserves,transmi t
sand
promot est hecul tureofasoci etyont heot her.I
nbr ief,educat i
onandcul turear e
mut uall
yi nterwov en, compl ement aryandsuppl ement aryinal lt
heiraspect s.Iti s
educat i
onwhi chr eifi
est heculture.