Teaching and Learning: Cultural influences on educational styles

In the blog last week, we focused on the teacher-centred approach to education in contrast to the student-centred style. This week we shall explore a model of culture developed by Hofstede prior to evaluating how specific cultural dimensions shape the contrast between educational systems across cultures.

Defining and evaluating culture

First, Hofstede argues that culture can be defined as ‘the collective programming of the mind that distinguishes the members of one group or category of people from others.’

After this, he illustrates the concept of culture further by depicting it in the form of an onion that can be peeled away, layer by layer, to reveal the content. Then, the visible surface levels become more apparent leading to deeper values that sit at the centre.

Moreover, this model highlights the complexity of culture while emphasising the need to research beyond the surface artifacts to fully understand the deeper levels that shape and drive any society.

Finally, while the outer layers are more amenable to change, the inner core values can remain relatively stable across long periods of time.

Understanding the four levels of culture

The Symbols

Symbols are positioned at the outer layer and are comprised of immediately visible factors such as clothing, food, and gestures. These can have very emotive meanings for members of the society such as the national flag.

The Heroes

This layer reflects individuals, real or fictional, who embody the values and ideals of the society. Heroes include historical figures, leaders both political and military, characters from literature, and contemporary icons that provide role models for members.

The Rituals

These can be personal or communal activities that promote social bonding, even where they are symbolic and do not directly achieve a specific tangible outcome. Rituals cluster around social events, rites of passage, religious ceremonies, representative state occurrence, and more mundane everyday events.

The Values

Positioned at the centre of the onion are the core values that reflect fundamental beliefs and assumptions. As they are deeply ingrained, they are not always immediately visible, especially to the outsider. However, learning to understand and respect these values is crucial for any meaningful interpersonal communication.

The Influence of cultural dimensions

Arising out of his extensive research, Hofstede subsequently developed six cultural dimensions that act together to shape the unique cognitive and behavioural pattern of global societies. In relation to our focus on factors that influence education, we will explore a selection of two dimensions over the next two weeks commencing with the concept of power distance relationships.

To conclude, in the blog next week we shall explore the influence of large and small levels of power distance in relation to the shaping of interactions and relationships between educators and students.

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Questions

1. Which layer might be most influential in shaping the educational system and learning objectives?

   
   

2. If the deeper values are held largely subconsciously, how are they then explained and transmitted?

   
   

3. How might variations in power distance influence relationships between teachers and students?

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We shall explore Question 3 in the next blog.

Reference

• Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320. https://doi.org/10.1016/0147-1767(86)90015-5

• Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind, third edition (3rd ed.). McGraw-Hill.