Topic: Cultural circles of the world

Author: Magdalena Jankun

Target group

2nd‑grade student of high school and technical school (basic programme)

Core curriculum

VIII. Changes in demographic and social structures and settlement processes: distribution and population, demographic changes, migrations, national, ethnic and religious diversity, cultural circles, settlement network, urbanization processes, rural development.

Student:

11) distinguishes the main cultural circles, presents values shared by their communities and contribution to the cultural heritage of humanity.

Purpose of the lesson:

The student will explain what elements affect the culture, and will list and characterize the cultural circles according to Huntington.

Success criteria

• explain what cultural circles are and what their distribution is in the world;

• you will indicate the criteria that made it possible to differentiate the cultural circles of the world;

• discuss how cultural characteristics affect social and economic development.

Key competences

• communicating in the mother tongue;

• communicating in foreign languages;

• IT competences;

• learning to learn.

Methods / forms of work

• using ICT tools;

• work with educational and multimedia material on the e‑textbook platform;

• talk;

• individual work, work in pairs and the whole class team.

Teaching aids:

• e‑manual for teaching geography;

• interactive whiteboard;

• geographical atlases;

• world map – cultural circles;

• projector;

• tablets / computers.

Lesson phases

Preliminary

1. The teacher gives the pupils the topic and goals of the lesson.

2. Begins classes from a question addressed to students: What does the term culture mean? Discussion.

Impementation

1. The teacher explains that the spatial diversity of culture in the most generalized way is illustrated by cultural circles also known as civilization.

2. Students work in pairs. They search for source elements (e‑textbook, geography textbook and internet) which decided about the separation of cultural circles in the world. The indicated couples discuss the issue on the forum. Discussion of the whole class team.

3. The teacher displays on the multimedia board an illustration from an e‑textbook: Lewis cultural model. Common schema analysis.

4. Students read Huntington culture circles from an e‑textbook.

5. In the course manual and on the internet, they search for features characteristic for a given civilization circle. Then, eager students read their circles and their features.

6. The teacher displays on the multimedia board a map from the e‑textbook: Świat – circles of civilization and discusses it with the students.

7. The students state the countries that are part of the given circle. They use the political map of the world.

Summary

1. Students perform exercises on a multimedia board.

2. The teacher assesses the students' work, taking into account the contribution and their possibilities.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Cultural circles of the world

It is very difficult to give the concept of culture a precise description. In the simplest terms, it is a way of life. A person, when making a decision or a choice, whether they want to or not, is doing it under the influence of the culture in which they grew up. Language, religion, traditions, customs, eating habits, available technology – they all affect the way we perceive the world; as an enemy which must be avoided, or a friend who is worth getting to know. Language gives us the means to describe it – the Sami from northern Scandinavia have over 180 names for snow and ice.

For believers, religion is the most important priority in life. Customs, which often result from religion, define the relations between people and social norms, the way a person dresses or which products are acceptable to eat. Culture influences our perception of time as well as non‑verbal communication.

Richard D. Lewis divided cultures into 3 groups

• The first of them concentrates on facts and procedures, and respects time.

• The second values dialogue, interpersonal relations and emotions.

• The third is oriented towards listening and seeking compromises.

Of course, there are intermediate states between these extremes.

Samuel Huntington's theory of culture circles (civilisations), which was propagated in his book The Clash of the Civilisations, was significantly more popular.

Western civilisation is characterised by high individual freedom, freedom of expression and the rule of law, as a consequence there is a high intensivity of experimentation, innovation and entrepreneurship. In Latin American civilisation, which is derived from European civilisation, Indian cultures play a certain role.

Orthodox civilisation, which originates from Byzantium, is characterised by a greater centralisation of governments and an extensive bureaucracy.

Contemporary African civilisation is greatly influenced by the European civilisation. Colonial powers left their language, legal system and religion. Very strong family and tribal ties still affect the ways in which the countries are governed.

According to Huntington, Islamic civilisation is the reverse of European civilisation by, for example, limiting religious, economic and personal freedom. There is no separation between religious and secular spheres.

Chinese civilisation, as well as Japanese civilisation which originates from it, are characterised by weak religious foundations, however, they have a highly developed hierarchy, traditionalism and collectivity of action – they prioritise the good of society over individualism. Hence China, Japan and South Korea's economic success, as well as that of Chinese and Vietnamese societies all over the world. To representatives of this culture circle, shared work is a matter of course as is loyalty to a group or company. Long‑term goals are important to them and not instant success, which is why they make a long‑lasting effort and plans for years ahead. However, a reluctance to stand out, at least by expressing individual opinions, limits innovation.

In Hindu tradition the general good has more importance than individuals. This culture is characterised by a society strongly divided into castes, which causes great social inequalities and very limited opportunities to reduce them. Attempts at economic advance undermine the religiously sanctioned world order.

Buddhist civilisation is based on striving for nirvana by limiting needs, meditation and self improvement. It opposes western consumerism, for example.

Huntington's model has been criticised for not taking the internal diversity of culture circles into account, as well as establishing strict borders instead of transition zones.

• Culture is a society's material and spiritual wealth which is accumulated through the centuries and determines its people's way of life.

• Culture is made up of, among others, historical memory, language, customs, traditions, cuisine, music, attire and technology.

• World cultures are higly diverse; culture circles (civilisations) are distinguished on the basis of common or similar traits.

• Cultural diversity influences contemporary economic and social life.