Nama : Reynandi Salniawan

NIM : 2020203888203027

Mata Kuliah : Cross Cultural Understanding

Kelas : PBI4B

RESUME

 EDUCATIONAL ATTITUDE IN MODERN COUNTRIES

Education attitude (affective) is closely related to one's own values. The
attitude is a reflection of a shared value. Therefore, educational attitude is
basically educational value. Value is a concept that is in the human mind that is
hidden, is not in the empirical world. Values associated with one's view of good
and bad, beautiful and not beautiful, worthy and unworthy, unfair and unjust,
and so forth. One's views about all it does is intangible, we just might be able to
tell from the behavior in question. Therefore the value is essentially the
standards of conduct, measure or criterion that determines a person of good and
bad, beautiful and not beautiful, worthy and unworthy, and so forth, so that the
standards which will color the person's behavior. Thus, the value of education is
basically the process of planting a value to the learner is expected therefore that
students can behave in accordance with the views he thinks is right and does not
conflict with the norms in force.
Gulo (2005) concluded on the following values:
a) Values cannot be taught but it is known from her appearance.
b) Affective domain development in value cannot be separated from the
cognitive and psychomotor aspects.
c) Problem the value is emotional problems and therefore subject to
change, evolve, so it could be developed.
 d) The development of values or moral did not happen at once, but through
certain stages.
Educational Attitude in USA;
 Diversity in Education
In United States, There is considerable variety in classrooms for each
university in the United States. No two courses are identical. It is caused
teaching methods and curricula are diverse. There are considerable different
between undergraduate and graduate courses. In the classroom is expensive for
it atmosphere, private universities may differ from that in community college.
Although costlier, private universities ogled by people capable as private
universities generally have the image of bourgeois and elite. About quality,
there be little difference, but not too significant. Whereas, community college
university which are free and open to everyone.
 Active Participants
In United States, Participation in the classroom is not only accepted but
also expected of the student in many courses. Some professors base part of the
final grade on the student's oral participation. Although there are formal
lectures during which the students has a passive role. Many courses are
organized around classroom discussions, student questions, and informal
lectures. In graduate seminars the professor has a 'managerial' role the students
make presentations and lead discussions. The students do the actual teaching in
these seminars.
Some professors prefer to control discussion while others prefer to guide
the class without dominating it. Students who make assertions that contradict
the professor's point of view should be prepared to substantiate their positions.
 The Teacher-Student Relationship
In United States, Many instructors believe that an informal, relaxed
classroom environment is conducive to learning and innovation. The casual
professors are not necessarily a poor one and still respected by students.
Although students may be in a subordinate position, some professors treat them
as equals.
Professors may establish social relationships with students outside of the
classroom, but in the classrooms they maintain the instructor's role. They have
several roles in relation to students; they may be counselors and friends as well
as teachers. Students must realize that when a teacher's role changes, they must
appropriately adapt their behavior and attitude.
 Independent Learning
In United States, The ideal students are considered to be one who is
motivated to learn for the sake of learning, not the one interested only in getting
high grades. Sometimes homework is returned with brief written comments but
without a grade. Even if a grade is not given, the students are responsible for
learning the material assigned.
When research assigned, the professor expects the students to take the
initiative and to complete the assignment with minimal guidance. They will
help students who need it, but prefer that their students not be overly dependent
on them. They also have other duties besides teaching. In addition, they may be
obliged to publish articles and books. Therefore, the time that a professor can
spend with a student outside of class is limited.
 The Honor System
The "honor system" imposed by the teacher and the university, demands
that the student be honest in all areas of school work. Many students are also
aware that they can jeopardize their rapport with fellow students if they are
dishonest. Students who cheat may lose the respect of other students,
particularly these who study for exam and work independently.
 Competition
 Relationship between students in the classroom can be cooperative or
competitive. Therefore, in classes where such a grading "curve" is used,
students may be reluctant to share lecture notes or information for fear that their
own grades will suffer. Another reason for the presence of competition among
students. A high grade point average is needed for entrance to superior graduate
schools. Students feel pressure to achieve high grade when there are relatively
few openings in graduate programs. Ultimately, it is the students who are
responsible for succeeding in this competitive system.
 WORKVALUES IN AMERICAN CULTURE
Work values are defined as beliefs in individuals that function as
principles that guide, guide, direct individuals and become a driving force in
work. While Cherrington (1980) revealed that work value is a reflection of a
person's attitude towards aspects of his work such as activities or involvement
in the company, and a higher career path. Work values are important because
they affect organizational behavior, work performance, productivity and
organizational commitment.
Americans work very structurally. The leader likes things that are well
organized and have a good plan. Leaders always make guidelines about what
things to do before, during and after a job/project. The leader also prepares all
the necessary templates from the beginning to the end of the process. Every
employee must follow the guidelines so that every employee will go through
the same process. This also makes it easier for each employee to do their work
and can see progress at each stage of a project. In addition, it will be easier for
other employees to continue the project if the person concerned is absent
because everything is organized according to existing and documented
guidelines.
Leaders in America are also very team-work oriented. If they have a
project, they will gather as much information and teams as possible involved in
 the project. They will sit together to discuss how they will execute the project
and also determine the time frame. As the project progresses they will evaluate
the progress they have made at each stage.
It can be seen that the characteristics of Americans tend to be practical
personal. They are not analytical types. They don't spend a lot of time analyzing
something but tend to put it into practice immediately and make various
anticipatory plans/actions if things don't go as expected/planned. But this does
not mean not to do the analysis and preparation well.
Another characteristic of the American character is that leaders always try
to make their work teams use their time effectively because time is something
valuable to them. They are very disciplined and always make plans for all their
activities.
Democratic American leadership makes them accustomed to respecting
every opinion of their subordinates. This makes the employees to be very
expressive and active in conveying their ideas and opinions and conversely the
leaders are also very open to the ideas and opinions of their employees and
more receptive to differences. When they have something to say or feel they
will say it straight to the point. For them, it is better to be honest at the
beginning even for the worst, so that they can think of anticipatory actions or
look for other alternative plans. A strong reason why America can progress
because they have a good work ethic.
 THE CONCEPT OF TIME IN WESTERN CULTURE
Westerner today view that humans are in control of time. Humans are not
slaves of time and humans must manage time and make use of time. The
concept of 'time is money' does not mean that time is valuable and must be
pursued, but rather that time must be used as well as possible for human needs.
Humans must be the center, time must serve humans. Western society sees the
time line as a straight line that goes forward, never stops and never reverses
 direction. The line contains the moments of time in which human events occur.
Because the line is a line that goes forward and never turns back, then that line
of time leads to a new direction that will end when humans are no longer
around. Then the concept of a straight line about time is followed by the
formation of the concept of a sequence of events. In other words, human history
is seen as a process of traveling in a time line from the past, present and future
times.
 HISTORICAL DEVELOPMENT OF WEST CULTURAL COMMUNITY
BUILDING
Architecture has developed, from the ancient model to the modern model
as it is today. The development of this model did not escape the intervention of
a reliable architect who dared to innovate until finally giving rise to various
architectural models. Want to know the development of architecture from pre-
historic times to the present? Here's the explanation.
 Prehistoric
At this time there was no record of architectural techniques. Models in
this era are really very simple, even usually just an empty cave without
equipment.
 Ancient Egypt
In this era, very famous conical buildings called the Pyramids of Egypt.
The Egyptian pyramids were made simply without beautiful carvings and even
only used raw materials in the form of plain stone in the same color as the sand
in Egypt.
 Classic
This classic building developed in Ancient Greece to Roman times. With
the characteristics of the pillars of the same size and shape.
 Byzantine
 Byzantine buildings are still developing in Ancient Greece but this
building is a development of classical buildings. Byzantine buildings look more
elegant than classical buildings.
 Romanesque
Romanesque buildings still use ideas from Roman architecture, even
Romanesque is a development of Byzantine. Romanesque buildings are
characterized by a dome-like roof, small windows spread over giant walls, and
large doors. An example of a Romanesque building is the Tower of Pisa in
Italy.
 Gothic
This Gothic building was first developed in France and was created from
the amalgamation of Romanesque and Moorish buildings from Spain. The
hallmark of this building is that it has a high roof and the building is surrounded
by beautifully carved glass windows and the addition of statues that functioned
as worship tools.
 Renaissance
Renaissance buildings are often referred to as the rebirth of classical
architectural techniques in ancient Roman and Greek times. This building
focuses on rules and symmetrical forms.
 Baroque
Baroque building is a construction technique with a new style, which
emphasizes luxury. Jewelry ornaments, aesthetic paintings, beautiful and large
carvings, and the emphasis on contrasting colors make the Baroque building
even more luxurious like a royal building.
 Neoclassicism
Renaissance architecture made this technique, and influenced the whole
of Europe so that Baroque and Roccoco architecture turned and followed the
techniques of Neoclassicism. This building has a characteristic in the form of a
symmetrical building shape, high building supports, a dome-shaped roof, and
the front of the building is triangular.
 Art Nouveau
In this era Neoclassicism architecture switched and began to pursue the
Art Nouveau style. They believe that the beauty of a building can be easily
found from nature. The hallmark of the Art Nouveau building is that it has an
asymmetrical shape, carved glass windows, and stone chips.
 Art Deco Architecture
This architectural building first appeared in France after the events of the
First World War and became famous in the 20s. The hallmark of this building is
in the form of zigzag indentations at the corners and there are illusionary pillars
as part of an architectural technique of the building.
 Modernist Styles in Architecture
This modern building is different from the buildings of the previous era.
This building emphasizes more on function and is minimalist and simple, there
is no longer the beauty that is highlighted in the previous buildings.
The role of culture in community development has traditionally been
characterized by a number of competing approaches. These include the use of
cultural change as a strategy to diffuse Western, ‘modernizing’ attitudes and
values within less economically developed countries, other more subtle but
nonetheless top-down approaches such as programmes based on com-munities’
‘felt’ needs (Braden and Mayo, 1999), and finally Freirean-based approaches
that make the connection between knowledge, power and culture in enabling
more authentic community empowerment and development (Weiler, 1991). A
number of community development writers (Eade,1997; Harrison, Huntington
and Samuel, 2000; Sen, 2000) have continued this latter and more critical focus
on the role of cultural values as facilitators of, or constraints on development.
This has been from the perspective of self-determination as this relates to
 groups at the economic and cultural margins and for particular members of
these communities. Such literature gives recognition to the ways in which
ethnic, gender and other cultural identities may shape people’s capacities to
change their lives and societies.
 PATTERNS OF CULTURAL ADAPTATION AND TECHNIQUES IN
DEALING WITH CONFLICT OF CULTURAL DIFFERENCES
Over time, these newcomers begin to understand the new culture and
choose the norms and values of the local culture that they adhere to. However,
past cultural patterns also influence the adaptation process. The previous
cultural pattern that also influences this is called deculturation, which is the
second part of the adaptation process. These acculturation changes affect the
psychological and social behavior of migrants with new identities, new cultural
norms and values. This then triggers resistance to the new culture, so it is not
impossible for immigrants to isolate themselves from the local population.
However, it must again be understood that in the process of adaptation,
some have changed and some have not. Gudykunts and Kim (2003) stated that
the possibility of individuals to change the environment is very small. This is
due to the dominance of the local culture that controls daily survival which can
force the immigrants to adapt.
The third thing is the most perfect stage of adaptation, namely
assimilation (Gudykunts and Kim, 2003). Assimilation is a situation where
immigrants minimize the use of old culture so that they look like local
residents. In theory, assimilation appears to occur after a change in
acculturation, but in reality assimilation is not achieved completely.
According to Kim, the process of intercultural adaptation is an interactive
process that develops through the communication activities of individual
immigrants with their new socio-cultural environment. Intercultural adaptation
is reflected in the compatibility between the communication patterns of
migrants and the communication patterns expected or agreed upon by the
community and local/local culture. On the other hand, the suitability of this
communication pattern supports the occurrence of intercultural adaptation.
As social beings, it is proper for interaction between people to occur.
However, the individual's ability to communicate in accordance with local
cultural norms and values depends on the process of adjustment or adaptation
of the newcomers.
Intercultural communication patterns used in reducing inter-ethnic
conflicts are direct communication or linear communication patterns which are
face-to-face communication based on justice and solutions and using direct
communication or secondary communication patterns are the process of
delivering messages to others using tools or means as a second medium by
communicating via telephone and internet media.
The factors that influence intercultural communication patterns in
reducing inter-ethnic conflicts are language, cultural factors and mindset
factors. The language factor is carried out by keeping words, mutual tolerance
and respect for each regional language, which can reduce the occurrence of
conflicts; cultural factors where culture is the peg in instilling ethics and morals
in individuals so that people who recognize each other's culture, do not look
down on different cultures and respect each other will increase a sense of
brotherhood in society; mindset factor where intercultural communication is
carried out by mutual respect for social values or norms that are owned by each
individual. Things that can cause intercultural conflicts such as the presence of
information or words received by someone in the form of insults or those that
have an impact on a unidirectional mindset that can cause conflict, to avoid
conflict is to provide information that actually occurs without adding to existing
problems, communicating with both respecting, appreciating, appreciating, and
communicating well using the National language.