opf8B0 go to	TRANSCULTURAL FRIENDSHIP: OUR POLITICAL FUTURE Chapter Eight: Middle Childhood Section 11: International Aspects
go to	Filipinia Dance at Filipina Festival, August 2, 1998, San Jose, California.
opf8B1	The child's powers of abstraction are not yet developed enough to comprehend "culture" as such. Yet the child is capable of participating in aspects of cultures in greater depth than children are at a younger age. One can go beyond the superficial differences of language, complexion, and clothing to contrast cultural practices. Students will be more able to appreciate and share the games, rituals, foods, clothing styles, holidays, beliefs of each other's cultures.
opf8B2	The traditional practice in better schools of introducing a second language at this point can be maintained and elaborated. The teacher may want to introduce aspects of cultures not represented in the classroom -- but this is a distant second best. If the class is not culturally diverse, some appropriate attitudes can be developed with respect to other differences. Handicapped children and emotionally disturbed children, as examples, offer unique perspectives and opportunities for open-mindedness and compassion. The acquired respect for differences can be later generalized to the cultural realm.

	Home
Gallery	Book Contents Transcultural Friendship: Our Political Future	Resources
<<Previous Chapter 7 Education in Early Childhood	Chapter 8 Contents Middle Childhood	Next Chapter 9>> Adolescence and Education
<Previous Section Competition	Top International Aspects	Next Section> The Uses of Enchantment