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Cultural relativism is the view that concepts and moral values must be understood in their own cultural context and not judged according to the standards of a different culture. [ 1 ] [ 2 ] It asserts the equal validity of all points of view and the relative nature of truth, which is determined by an individual or their culture.
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Descriptive relativism is a widespread position in academic fields such as anthropology and sociology, which simply admit that it is incorrect to assume that the same moral or ethical frameworks are always in play in all historical and cultural circumstances.
Issues of cultural relativism also affect professors' views on cheating; the standard objection being that "students from certain Middle Eastern, Asian, and African cultures are baffled by the notion that one can 'own' ideas, since their cultures regard words and ideas as the property of all rather than as individual property".
Descriptive relativism assumes that certain cultural groups have different modes of thought, standards of reasoning, and so forth, and it is the anthropologist's task to describe, but not to evaluate the validity of these principles and practices of a cultural group.
Teachers lashed out at President Trump for his recent executive order stripping federal funding from K-12 public schools that teach critical race theory.
Postmodernism has received significant criticism for its lack of stable definition and meaning. The term marks a departure from modernism, and may refer to an epoch of human history (see Postmodernity), a set of movements, styles, and methods in art and architecture, or a broad range of scholarship, drawing influence from scholarly fields such as critical theory, post-structuralist philosophy ...
the first has somehow, in some way, been my best year yet. So, as I often say to participants in the workshop, “If a school teacher from Nebraska can do it, so can you!”