This week, I turned 25, an as often happen as you get older, things began falling apart. On Tuesday, the day after my birthday, I ran to a shop near my college to get a quick snack of a samsa and some juice. Samsa’s are baked meat pastries and usually soft and doughy, but this particular samsa had been baked a little longer than usual and so was a little tougher than usual. Anyway, as I bet into my succulent brunch, I heard a crack and I realized that the front of my tooth was rolling around on my tongue. Now, do not fret friends, this was not an actual tooth, just a porcelin veneer. In fact, my two front teeth have not been real since in almost fifteen years. I originally broke my two front teeth at sailing camp when I was nine, and it was repaired by a small plastic bridge. However, when I was sixteen I was hit by a car, and the collision not only dislodged the bridge, but also broke even more of the tooth. Anyway, at this point it was decided to repair my teeth with a veneer that promised to be better looking and more durable. Still, everything breaks eventually, so it was not a huge surprise when the veneer cracked off during my lunch after nine years of faithful service. Anyway, what makes this episode worth writing about is not the break, but the repair. Normally when volunteers need to go to the dentist, we head to Almaty, but the NATEK conference will be here in Kyzylorda next week, and since I am one of the organizers, I did not have the time to go to Almaty for two or three days, or spend a combined 48 hours on a train so I decided to try to get it repaired here. So on Wednesday, I first went to a dentist recommended by the PC Medical Officer, it was also only a block away from my college. When I got there though, they said they did not have any glue to repair it so they sent me to another dentist’s office called Marzhan Tis. When I met the dentist he said that rather than glue the broken piece back on, they would have to replace the entire veneer/crown. Furthermore, because both teeth were done at the same time, both teeth would have to be replaced even though the second tooth was totally fine. I thought this made sense, so said go ahead. The dentist proceeded to then try to yank the veneer off and when that did not work, start drilling and sanding it off, all without the slightest bit of numbing agent. After awhile the dentist said that we should go to another room and consult with another dentist. This new dentist turned out to be barely older than I was and did not look it, which did not exactly fill me with confidence. He then suggested, or at least what I understood him to suggest was that they glue the broken shard back on and repair the second tooth with filling. Of course, my immediate and furious response was if you were going to glue the piece of the first tooth back on, why destroy the second, perfectly good veneer? As soon as he said that I got out of the chair and was about to head straight to Almaty on the next train, NATEK or no, but for better or worse the last train that would get me to Almaty before the end of the work day on Friday had already gone, so I went back in and talked to the dentist and he clarified and said that the young dentist had actually said that it would be one new crown and then filling to fix the other one. I said no, there would be two totally new crowns and he agreed. He then molded the teeth and told me I could come in the next day at three.
I was still pretty pissed off, so the next morning I went over with my counterpart to help translate some of the more technical jargon and asked them point blank why, if there was never going to be any gluing in the first place. The dentist said that I had misunderstood and that it was never the plan to glue the crown back on. Apparently, the reason they had sent me to the second dentist was not that they didn’t have the supplies, but that the doctors at the clinic were not experienced enough, and the doctor at Marzhan Tic was the best. I was definitely still skeptical, so I asked my counterpart if she could come with me. Unfortunately, she had to proctor an exam at three that day so we called the dentist and got the appointment moved to the next morning at nine.
I showed up bright and early at nine, and it turned out that I had nothing to worry about in the first place. The dentist really was the best in the city. He glued the crown back on then filed it down so it fit in my mouth perfectly. I have to admit that its not quite American workmanship. It still feels a bit like I am wearing a retainer sometimes, especially when I drink something very cold. Also, there is a little edge on the back, but over all I was super impressed, and it was by far the cheapest dental procedure that I have ever had. My faith smile was prepared and it restored my faith in Kazakh/socialized medicine. I would do it again, but hopefully, I won’t have to.
понедельник, 31 мая 2010 г.
четверг, 4 марта 2010 г.
My Paper For Kimep
Here is the paper that I wrote for this months conference in Almaty. I hope you guys like it. As always, the opinions presented are my own, and not those of the Peace Corps or the US government.
Learning Together: Integrated Public Education in Kazakhstan
McKenzie Clark
Manshuk Mametova Humanitarian College, Kazakhstan
mck.clark@gmail.com
1. Introduction
It has been said, “variety is the spice of life.” In other words, difference and diversity make life worth living. In fact, for many countries, including Kazakhstan and the United States, a diverse population is fundamental to their success and development. However, while diversity is important, there must also be something that ties the various groups together lest there be conflict and strife. For the United States and other developed countries, this unifying force is an integrated public education system, and if Kazakhstan is serious about becoming one of the top fifty nations by 2030, it is time for it to follow their example. An integrated education system will help Kazakhstan to preserve its renowned atmosphere of inter-ethnic cooperation, assist in the creation of a national “Kazakhstani” identity, and give students the time an opportunity to study the additional subjects that are quickly becoming a necessity for success in a more competitive 21st century world.
2. Inter-Ethnic Cooperation
At first glance, the connection between the educational system and relations between ethnic groups might seem tenuous, but the truth is that having an integrated public educated system is vital to good inter-ethnic relations. After all, by its very definition, an integrated educational system is about bringing people from different groups together. Segregated schools, on the other hand, divide people. An integrated education system brings people together in two important ways, by forcing students from different groups to spend time together and by guaranteeing everyone an equal opportunity for education. Obvious? Perhaps. But the importance of these two methods for building bridges of friendship and cooperation across cultural and linguistic divides cannot be overstated.
It is an unfortunate tendency of human nature to crowd together with people like you and avoid those that are different . During ancient times, when the largest social units were tribes and city-states, such behavior kept us safe, but in a world of countries with large, multi-ethnic populations, the practice can lead to friction and discord. Thus, for peace and the health of the state, people from different groups occasionally need to be forced to spend time together so that they can get to know each other. Integrated education is one of the most effective methods for doing this because unlike other forms of forced togetherness, the “captive audience” is made up of young people. Adults are the proverbial “old dog.” They are set in their ways and it is difficult for them to digest new information, especially if that information goes against their established worldview. Children, on the other hand, are open-minded and impressionable . They have fewer established prejudices, and have no problem with changing their minds when presented with new information or experience. When children from different groups are educated together, they quickly form friendships across ethnic and cultural lines, and when these friendships are nurtured through years of common schooling, a diverse population becomes joined by bonds of affection and cooperation rather than divided by prejudice and distrust.
An even more important way that integrated schools bring people from different ethnic groups together is through its promise of an equal opportunity for education and success. A prime example of this comes from United States history. For the one hundred years between the end of the Civil War and the Civil Rights Movement, segregation between races was the law of the land. Blacks and whites ate at different restaurants, rode in different sections on buses and trains, and studied at different schools and universities . The schools were supposedly “separate but equal,” but that was hardly the case. In truth, schools for African Americans were almost always underfunded and overcrowded. This left many African-Americans undereducated and unable to compete with whites for highly skilled and well-paid work, marginalizing them politically and economically for decades. Fortunately, the United States Supreme Court eventually recognized that not only was the separate but equal doctrine not working, but that the separate facilities were inherently unequal, and ruled the entire concept unconstitutional , but America is still living down this shameful legacy. To be sure, Kazakhstan’s system of separate schools is not as plagued by racism and discrimination as America’s education system under Jim Crow, but “separate but equal” is still an oxymoron, and separate schools will always lead to discrimination and inequality. In theory, it might appear to be enlightened and culturally sensitive, but having separate schools for different ethnic groups quickly reduces segments of the population to second-class citizens. Inevitably, one type of school will get more or less funding due to political or social factors, or else students will receive different educations based on the cultural sympathies and interests of teachers and administrators until eventually Kazakhstan finds itself in the same situation that America found itself in 1963, with a divided and angry population .
It is doubtful that anyone can argue that educating the youth together is an effective method of bringing together a diverse population, but perhaps fans of Kazakhstan’s current educational system would claim that other methods of bringing the population together are just as effective. The existence of alternative methods is unquestionable, jury duty and military service are just two examples, but whether or not they are as effective as an integrated education system most certainly is. Although members of 150 different ethnic groups call Kazakhstan home, it would be an overstatement to claim that they really live together. For example, Kazakhs and Uzbeks live predominately in the southern part of Kazakhstan while Russians live predominately in the north . Furthermore, even when the populations are more mixed, like in the large urban areas of Almaty, Karaganda, or Astana, populations can still form their communities by living close together and going to the school for their ethnic or language group. Granted, Kazakhstan’s ethnic groups do get along well, especially in comparison with other former Soviet Republics, but isolationism and clannishness can lead to suspicion and conflict, especially during shifts of the status quo. Kazakhstan must be wary that as the population grows and shifts relationships between ethnic groups that were once cordial do not become strained. For that reason, it is crucial that Kazakhstan begin educating all of its young citizens in integrated schools regardless of their ethnicity. Only then will there be true bonds of friendship between groups that cannot be broken whenever it is no longer convenient.
Proponents of the current system would also argue that Kazakhstan is not like America, and that its lawmakers and educators are impartial in regards to funding and standards. Even if that is the case though, there is still the problem of the grass always being greener on the other side of the fence. People will believe, accurately or not, that students at one type of school have it better than students at the other. By educating students together, regardless of ethnicity or first language, Kazakhstan can guarantee that lawmakers and educators make truly race-blind decisions regarding funding and standards and reject claims that one ethnic group or another is being marginalized. Furthermore, the equality of education that results from the integrated system will ensure that students from every ethnic group will be ready to work together equally for the development and success of Kazakhstan, a shared task that will bring the various peoples that make up the nation of Kazakhstan even closer together.
3. A Collective National Identity
For an American, one of the most curious things about Kazakhstan is the way that locals view themselves, particularly in terms of their nationality. In Kazakhstan, when a person introduces themselves they do not refer to themselves as Kazakhstani, but rather as Kazakh or Russian, etc. On the other hand, in the United States, Great Britain, and other developed nations, when people describe themselves, their ethnicity or heritage is secondary. No matter where our families hail from, we are all American, or British . To those who cherish their ancestral culture and individual heritage, such a concept might seem frightening, but the fact is that the sense of a collective national identity is the foundation of success for all developed nations. It is what has made America the richest and most powerful nation on the planet, and it is what keeps America strong and united even in the face of civil conflict, terrorism, war, or economic collapse. This national unity is created through an integrated education system by allowing the children of different groups to share in a significant experience. The bonding power of significant experiences cannot be denied, as any army veteran can attest, and though school is not the same thing as war, it can be equally transformative. Learning, suffering, and succeeding together changes people and unites them under a common identity. Educating the children of Kazakhstan together, regardless of language or culture, will make it so that their first bond of loyalty is not to the land and culture of their ancestors, but rather to the land of their birth and/or citizenship.
Critics of this idea undoubtedly worry that assimilation and unification would lead to a loss of culture and language, and perhaps they are right to be concerned. After all, in the United States, the process of becoming American has left many of us without the ability to speak ancestral languages, and only a faint understanding of older traditions. However, if one is vigilante, there is no reason that people cannot both be Kazakhstani and still retain their own language and traditions. After all, thousands of families in the United States, Great Britain, and other developed countries do just that. Kazakhstan has already gone through a similar process of unification once before to great success. Although the Kazakh Khanate dates from 1300s, the Kazakh nation, in modern parlance, is still a relatively recent . It is once again time for the people of Kazakhstan to break down barriers and join together for the greater good, for while there is no threat from a foreign invader, there is the equally perilous economic crisis to contend with. Kazakhstan is on its way to achieving its 2030 goals, and a similar collective sense of national identity will help the country succeed even faster. Just imagine what could be accomplished if the everyone was working together as Kazakhstanis, rather than as Russians, Kazakhs, or Uzbeks who just happen to be citizens of Kazakhstan.
4. More Subjects, A Brighter Future
The final reason for adopting an integrated system of education is a practical one. It will mean more time for the subjects like economics, computer science, and English that are vital for success in a 21st century economy. These classes often get the short shrift in Kazakhstan’s segregated education system because of the inordinate amount of time spent on language instruction. Kazakhstan’s plan for three official languages, Kazakh, Russian, and English, is a great one, but separating the groups by language and then teaching them the other language is inefficient and ineffective. For instance, while students at Russian schools have Kazakh class several times a week, this language instruction does them little good because they do not have the opportunity to practice it. After school, they play with their Russian-speaking friends, eat dinner with their Russian-speaking families, and quickly forget much of what they just learned. In contrast, language instruction in an integrated education would much more effective and efficient because students would learn the languages in class and from each other. This would save a lot of time on language instruction, especially at the basic level, time which could then be used to instruct students on subjects that they truly need. Furthermore, these new subjects could be taught in different languages, for example Computer Science in Russian, political science in Kazakh, and Economics in English, thus giving students useful language practice at the same time.
5. Conclusion
Like America, Kazakhstan’s diverse, multicultural population is one of its greatest assets. Ethnic and cultural diversity has made Kazakhstan much stronger, richer, and more interesting than it would have been if only one group was living within its borders. , Kazakhstan has done a great job in reconciling these groups, some of which hold antithetical ideas. However, if Kazakhstan is truly going to join the ranks of the world’s developed nations, it must do more. An integrated education system is essential to Kazakhstan’s continued success. Such a system will equally and effectively prepare students for work in the 21st century, as well as make sure that everyone can communicate with each other in any of Kazakhstan’s three official languages. Most importantly, the system of integrated education system will unite the people of Kazakhstan like never before. They will no longer split themselves along ethnic and linguistic lines, but consider themselves part of a single nation, and work toward the future together.
6. References
• Wikipedia Encyclopedia.
-“Cognitive Development. ”http://en.wikipedia.org/wiki/Cognitive_development
-“Jim Crow Law.” http://www.en.wikipedia.org/wiki/Jim-Crow-laws
-“African-American Civil Rights Movement (1955-1968).” Wikipedia Free Encyclopedia. http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement
-“Kazakhstan.” http://en.wikipedia.org/wiki/Kazakhstan
• Supreme Court of the United States. Brown v. Board of Education 347 U.S. 483 (1954) (USSC+). May 1954.
• Petroski, Karen. Making sense of Nationality : the politics of irrationality in British and American prose, 1776-1850. http://app.cul.columbia.edu:8080/ac/handle/10022/AC:P:3508
• Koch, George. Fear of the Other. http://www.georgekoch.com/articles/Fear_of_the_Other.htm
Learning Together: Integrated Public Education in Kazakhstan
McKenzie Clark
Manshuk Mametova Humanitarian College, Kazakhstan
mck.clark@gmail.com
1. Introduction
It has been said, “variety is the spice of life.” In other words, difference and diversity make life worth living. In fact, for many countries, including Kazakhstan and the United States, a diverse population is fundamental to their success and development. However, while diversity is important, there must also be something that ties the various groups together lest there be conflict and strife. For the United States and other developed countries, this unifying force is an integrated public education system, and if Kazakhstan is serious about becoming one of the top fifty nations by 2030, it is time for it to follow their example. An integrated education system will help Kazakhstan to preserve its renowned atmosphere of inter-ethnic cooperation, assist in the creation of a national “Kazakhstani” identity, and give students the time an opportunity to study the additional subjects that are quickly becoming a necessity for success in a more competitive 21st century world.
2. Inter-Ethnic Cooperation
At first glance, the connection between the educational system and relations between ethnic groups might seem tenuous, but the truth is that having an integrated public educated system is vital to good inter-ethnic relations. After all, by its very definition, an integrated educational system is about bringing people from different groups together. Segregated schools, on the other hand, divide people. An integrated education system brings people together in two important ways, by forcing students from different groups to spend time together and by guaranteeing everyone an equal opportunity for education. Obvious? Perhaps. But the importance of these two methods for building bridges of friendship and cooperation across cultural and linguistic divides cannot be overstated.
It is an unfortunate tendency of human nature to crowd together with people like you and avoid those that are different . During ancient times, when the largest social units were tribes and city-states, such behavior kept us safe, but in a world of countries with large, multi-ethnic populations, the practice can lead to friction and discord. Thus, for peace and the health of the state, people from different groups occasionally need to be forced to spend time together so that they can get to know each other. Integrated education is one of the most effective methods for doing this because unlike other forms of forced togetherness, the “captive audience” is made up of young people. Adults are the proverbial “old dog.” They are set in their ways and it is difficult for them to digest new information, especially if that information goes against their established worldview. Children, on the other hand, are open-minded and impressionable . They have fewer established prejudices, and have no problem with changing their minds when presented with new information or experience. When children from different groups are educated together, they quickly form friendships across ethnic and cultural lines, and when these friendships are nurtured through years of common schooling, a diverse population becomes joined by bonds of affection and cooperation rather than divided by prejudice and distrust.
An even more important way that integrated schools bring people from different ethnic groups together is through its promise of an equal opportunity for education and success. A prime example of this comes from United States history. For the one hundred years between the end of the Civil War and the Civil Rights Movement, segregation between races was the law of the land. Blacks and whites ate at different restaurants, rode in different sections on buses and trains, and studied at different schools and universities . The schools were supposedly “separate but equal,” but that was hardly the case. In truth, schools for African Americans were almost always underfunded and overcrowded. This left many African-Americans undereducated and unable to compete with whites for highly skilled and well-paid work, marginalizing them politically and economically for decades. Fortunately, the United States Supreme Court eventually recognized that not only was the separate but equal doctrine not working, but that the separate facilities were inherently unequal, and ruled the entire concept unconstitutional , but America is still living down this shameful legacy. To be sure, Kazakhstan’s system of separate schools is not as plagued by racism and discrimination as America’s education system under Jim Crow, but “separate but equal” is still an oxymoron, and separate schools will always lead to discrimination and inequality. In theory, it might appear to be enlightened and culturally sensitive, but having separate schools for different ethnic groups quickly reduces segments of the population to second-class citizens. Inevitably, one type of school will get more or less funding due to political or social factors, or else students will receive different educations based on the cultural sympathies and interests of teachers and administrators until eventually Kazakhstan finds itself in the same situation that America found itself in 1963, with a divided and angry population .
It is doubtful that anyone can argue that educating the youth together is an effective method of bringing together a diverse population, but perhaps fans of Kazakhstan’s current educational system would claim that other methods of bringing the population together are just as effective. The existence of alternative methods is unquestionable, jury duty and military service are just two examples, but whether or not they are as effective as an integrated education system most certainly is. Although members of 150 different ethnic groups call Kazakhstan home, it would be an overstatement to claim that they really live together. For example, Kazakhs and Uzbeks live predominately in the southern part of Kazakhstan while Russians live predominately in the north . Furthermore, even when the populations are more mixed, like in the large urban areas of Almaty, Karaganda, or Astana, populations can still form their communities by living close together and going to the school for their ethnic or language group. Granted, Kazakhstan’s ethnic groups do get along well, especially in comparison with other former Soviet Republics, but isolationism and clannishness can lead to suspicion and conflict, especially during shifts of the status quo. Kazakhstan must be wary that as the population grows and shifts relationships between ethnic groups that were once cordial do not become strained. For that reason, it is crucial that Kazakhstan begin educating all of its young citizens in integrated schools regardless of their ethnicity. Only then will there be true bonds of friendship between groups that cannot be broken whenever it is no longer convenient.
Proponents of the current system would also argue that Kazakhstan is not like America, and that its lawmakers and educators are impartial in regards to funding and standards. Even if that is the case though, there is still the problem of the grass always being greener on the other side of the fence. People will believe, accurately or not, that students at one type of school have it better than students at the other. By educating students together, regardless of ethnicity or first language, Kazakhstan can guarantee that lawmakers and educators make truly race-blind decisions regarding funding and standards and reject claims that one ethnic group or another is being marginalized. Furthermore, the equality of education that results from the integrated system will ensure that students from every ethnic group will be ready to work together equally for the development and success of Kazakhstan, a shared task that will bring the various peoples that make up the nation of Kazakhstan even closer together.
3. A Collective National Identity
For an American, one of the most curious things about Kazakhstan is the way that locals view themselves, particularly in terms of their nationality. In Kazakhstan, when a person introduces themselves they do not refer to themselves as Kazakhstani, but rather as Kazakh or Russian, etc. On the other hand, in the United States, Great Britain, and other developed nations, when people describe themselves, their ethnicity or heritage is secondary. No matter where our families hail from, we are all American, or British . To those who cherish their ancestral culture and individual heritage, such a concept might seem frightening, but the fact is that the sense of a collective national identity is the foundation of success for all developed nations. It is what has made America the richest and most powerful nation on the planet, and it is what keeps America strong and united even in the face of civil conflict, terrorism, war, or economic collapse. This national unity is created through an integrated education system by allowing the children of different groups to share in a significant experience. The bonding power of significant experiences cannot be denied, as any army veteran can attest, and though school is not the same thing as war, it can be equally transformative. Learning, suffering, and succeeding together changes people and unites them under a common identity. Educating the children of Kazakhstan together, regardless of language or culture, will make it so that their first bond of loyalty is not to the land and culture of their ancestors, but rather to the land of their birth and/or citizenship.
Critics of this idea undoubtedly worry that assimilation and unification would lead to a loss of culture and language, and perhaps they are right to be concerned. After all, in the United States, the process of becoming American has left many of us without the ability to speak ancestral languages, and only a faint understanding of older traditions. However, if one is vigilante, there is no reason that people cannot both be Kazakhstani and still retain their own language and traditions. After all, thousands of families in the United States, Great Britain, and other developed countries do just that. Kazakhstan has already gone through a similar process of unification once before to great success. Although the Kazakh Khanate dates from 1300s, the Kazakh nation, in modern parlance, is still a relatively recent . It is once again time for the people of Kazakhstan to break down barriers and join together for the greater good, for while there is no threat from a foreign invader, there is the equally perilous economic crisis to contend with. Kazakhstan is on its way to achieving its 2030 goals, and a similar collective sense of national identity will help the country succeed even faster. Just imagine what could be accomplished if the everyone was working together as Kazakhstanis, rather than as Russians, Kazakhs, or Uzbeks who just happen to be citizens of Kazakhstan.
4. More Subjects, A Brighter Future
The final reason for adopting an integrated system of education is a practical one. It will mean more time for the subjects like economics, computer science, and English that are vital for success in a 21st century economy. These classes often get the short shrift in Kazakhstan’s segregated education system because of the inordinate amount of time spent on language instruction. Kazakhstan’s plan for three official languages, Kazakh, Russian, and English, is a great one, but separating the groups by language and then teaching them the other language is inefficient and ineffective. For instance, while students at Russian schools have Kazakh class several times a week, this language instruction does them little good because they do not have the opportunity to practice it. After school, they play with their Russian-speaking friends, eat dinner with their Russian-speaking families, and quickly forget much of what they just learned. In contrast, language instruction in an integrated education would much more effective and efficient because students would learn the languages in class and from each other. This would save a lot of time on language instruction, especially at the basic level, time which could then be used to instruct students on subjects that they truly need. Furthermore, these new subjects could be taught in different languages, for example Computer Science in Russian, political science in Kazakh, and Economics in English, thus giving students useful language practice at the same time.
5. Conclusion
Like America, Kazakhstan’s diverse, multicultural population is one of its greatest assets. Ethnic and cultural diversity has made Kazakhstan much stronger, richer, and more interesting than it would have been if only one group was living within its borders. , Kazakhstan has done a great job in reconciling these groups, some of which hold antithetical ideas. However, if Kazakhstan is truly going to join the ranks of the world’s developed nations, it must do more. An integrated education system is essential to Kazakhstan’s continued success. Such a system will equally and effectively prepare students for work in the 21st century, as well as make sure that everyone can communicate with each other in any of Kazakhstan’s three official languages. Most importantly, the system of integrated education system will unite the people of Kazakhstan like never before. They will no longer split themselves along ethnic and linguistic lines, but consider themselves part of a single nation, and work toward the future together.
6. References
• Wikipedia Encyclopedia.
-“Cognitive Development. ”http://en.wikipedia.org/wiki/Cognitive_development
-“Jim Crow Law.” http://www.en.wikipedia.org/wiki/Jim-Crow-laws
-“African-American Civil Rights Movement (1955-1968).” Wikipedia Free Encyclopedia. http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement
-“Kazakhstan.” http://en.wikipedia.org/wiki/Kazakhstan
• Supreme Court of the United States. Brown v. Board of Education 347 U.S. 483 (1954) (USSC+). May 1954.
• Petroski, Karen. Making sense of Nationality : the politics of irrationality in British and American prose, 1776-1850. http://app.cul.columbia.edu:8080/ac/handle/10022/AC:P:3508
• Koch, George. Fear of the Other. http://www.georgekoch.com/articles/Fear_of_the_Other.htm
четверг, 18 февраля 2010 г.
Still Learning New Things
In a way, it is nice to know that even after two and a half years that Kazakh culture still has plenty of things that can stymie and frustrate me. Recently, in my third year course we watched the film, Definitely, Maybe, in which a father tells his daughter in a long and involved way how he came to meet and fall in love with her mother, and I thought that a fun assignment would be for my students to bring in their own stories of how their parents met. Next week however, only two of my students had talked to their parents. I went to talk to my counterpart about this assuming that once again my students had collectively flaked on an assignment for my class, but it turned out that while that might have been the case for some students, for the most part the assignment was a flop due to a cultural misunderstanding. As it turns out, asking your parents how they met is considered very shameful and embarrassing, so my students decided that not doing my homework assignment was better than getting a severe tongue lashing at home. That said, while I can see why they did not want to do the assignment, I still do not understand why it is such a big deal to ask how your folks met. For most people the first encounter is rather innocuous, in a class, or at work, or maybe a party, and even the more exciting first encounters, such as a group hike at Mt. McKinley or a bride-knapping, would not even rate a PG if they were turned into a lifetime movie. After all, it is not like you are asking about the moment of your conception.
This episode made me realize just how many cultural mores in both in Kazakhstan and in the rest of the world are rooted in the fear of embarrassment, and how troubling that is in several ways. It seems to me that when regulating our behavior, we usually think about how we will be perceived by other people, rather than whether or not that behavior might be hurtful to another person. In other words, we are polite because we do not want people to spread bad rumors about us, not because we want to make the other person feel comfortable and taken care of. A change in perspective would not make a huge practical difference; most things that are considered bad taste and certainly those behaviors that are cross-culturally taboo would remain so. Still, I many cultural mores that serve only to inhibit and have no impact on the feelings of others or the functioning of society might pass away. I doubt that such a shift in the cultural paradigm will ever happen. Our sense of shame has been ingrained in us for millennia by our religious traditions and societies, and too many people have too much to lose in such a radical change. Still, one can hope. The world would be a better place if people did things out of a sense of compassion and empathy rather than just for appearance’s sake.
This episode made me realize just how many cultural mores in both in Kazakhstan and in the rest of the world are rooted in the fear of embarrassment, and how troubling that is in several ways. It seems to me that when regulating our behavior, we usually think about how we will be perceived by other people, rather than whether or not that behavior might be hurtful to another person. In other words, we are polite because we do not want people to spread bad rumors about us, not because we want to make the other person feel comfortable and taken care of. A change in perspective would not make a huge practical difference; most things that are considered bad taste and certainly those behaviors that are cross-culturally taboo would remain so. Still, I many cultural mores that serve only to inhibit and have no impact on the feelings of others or the functioning of society might pass away. I doubt that such a shift in the cultural paradigm will ever happen. Our sense of shame has been ingrained in us for millennia by our religious traditions and societies, and too many people have too much to lose in such a radical change. Still, one can hope. The world would be a better place if people did things out of a sense of compassion and empathy rather than just for appearance’s sake.
воскресенье, 7 февраля 2010 г.
I'm Back
So, while the length of my absence was mostly due to my laziness and inability to find much new to comment on, at least 40% of the blame needs to be placed on the fact that Kazakhstan blocked Blogger! Anyway, I now have a hotspot shield which allows me to access Blogger and Hulu.com to boot, so I will be back to posting and watching American television again in no time.
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