SECOND GROUP

Defining, Modelling and

Teaching Culture

Supporting Lecturer
Dr. M. Andriana Gaffar, M.M.pd
 NAMES OF GROUP MEMBERS

1 NAZHIFAH MADINA
41032122211031
3 YUSUF FAJAR NURYANTO
41032122221061

2 NENG SRI SITI RAHMA

41032122221052 4 ZANATI TAHTA UMAHATI
41032122211073
 List Material Presentation

On defining
McDonaldizati
culture
on or local
globalization?

Approaches to
the study of Models of
culture
culture
 On Definding Culture
Exploring the Complexity of Cultural Definitions

Elusiveness of Cultural Historical Attempts at Definition

Definition
American anthropologists Kroeber and
Kluckhohn compiled 164 definitions of
Culture is a complex concept, and
culture in 1952, with their own definition
while people understand it within
emphasizing patterns of behavior, symbols,
their cultural affiliations, its
and values. Despite numerous attempts,
precise definition remains elusive.
there was no consensus on its nature
among anthropologists in the 1990s.

Diverse Perspectives
on Culture
Various groups and individuals
have different suggestions
regarding the concept of culture,
making it a multifaceted and
evolving concept.
Importance of Definition
Defining culture is essential
because it shapes how culture is
perceived and taught.
Two Definitions of
Culture
The passage presents two
definitions: one focused on "high
culture" (with a capital 'C') and
another on culture as "lifestyle"
encompassing ideas, customs,
and art of a society.
Internal vs. External
Culture
The book discusses culture as an
internal, collective, and acquired
concept rather than something
learned formally.
Shared Mental Model
The proposed definition of
culture is based on a shared
mental model or map of the
world, focusing on what goes
without being said and the
'normal' way of life.
Culture Dimensions
Gail Robinson categorized
culture definitions into external
behaviors, products, and internal
ideas, and these definitions can
be seen through different
approaches like behaviorist,
functionalist, cognitive, and
dynamic.
 Behaviourist Cognitive
A cognitive perspective studies how
The behaviorist perspective st individuals perceive, think, and understand
udies
culture by examining behaviors a culture, focusing on mental processes like
that
can be observed in a particular perception, memory, problem-solving, and
context and analyzing how cult decision-making. It examines how
ural individuals acquire information, make sense
norms, practices, and values
of their environment, and internalize
influence open actions and rea
ctions cultural norms and values.
in society, as illustrated in Pet
er A p p r o a c h e s t o
Bromhead's book.
t he s t u d y o f
c u lt u r e
Functionalist Dynamic
Functionalist culture theory exa
mines Dynamic culture studies emphasize that
how customs, norms, and tradit
ions cultures are constantly evolving and
maintain social cohesion and ord adapting due to factors like historical
er. It
views culture as a system with events, globalization, technological
various
parts, emphasizing the positive advancements, and interactions with other
functions cultures.
of cultural practices in maintain
ing social
harmony.Functionalist method lo
oks at
behavior through the lens of cult
ure.
McDonaldization and
Local Globalization
McDonaldization
McDonaldization is a concept
popularized by George Ritzer. It
refers to the dominance of fast-
food restaurant principles like
McDonald's in various sectors of George Ritze
American society and around the (American sociologist

world.
 This theory consists of four main principles:
Efficiency, Calculability, Predictability, and Control.

a b c d
Efficiency 2 ility
Calculab Predictability Control
In this paradigm, the aim is The control principle
This principle embodies the One of the hallmark
to provide service that is pertains to the rigorous
quantifiable aspects of the features of McDonaldization
not only quick but also time- standardization of
product or service. is the predictability of the
efficient. practices.
product range.
 Local Globalization

Local Globalization is the interaction of local

culture with global culture. Sometimes, global
products or practices need to be adapted to
local culture, resulting in local variations.
Example: McDonald's menus differ in various
countries based on local preferences.
 Models of Culture
Modeling is the process of simplifying how a
system works, on the other hand, can be taught
and are far more useful in comprehending how
culture works. The models discussed below are
based on some of the most significant influences on
business culture training:
• Trompenaars’ Layers • The Iceberg Theory
• Hofstede’s Onion Model • Hall’s Triad
1
Trompenaars’ Layers
The outer layer: artefacts and products
The middle layer: norms and values
The core layer: basic assumptions
2
Hofstede’s Onion Model
Hofstede’s Onion Model
Hofstede sees culture in two layers:
practices and values emphasizing that
"the core of culture is formed by
values" (Hofstede 1991:8). Hofstede
categorizes the culture in:
• symbols,
• heroes,
• and rituals as practices
3
The Iceberg Theory
explain that the most important
part of culture is completely
hidden, and that what can be
seen is, as the cliché goes, "just
the tip of the iceberg."
4
Hall’s Triad
Hall suggested the addition of a
further ‘Formal’ level to make a ‘Triad
of Culture’.
here in more detail at Hall’s three
Levels of Culture, specifically with
regard to communication.
 Hall’s three Levels of Culture
Technical culture
Technical culture is the value of each
historical period and etermines the
Informal culture or out-
quality of human axjosphere or the tip of-awareness culture
of iceberg.
By using the term 'informal' for his third Level
of Culture, Hall is implying that there are no
Formal culture 'rules' in the traditional sense. This type of
Hall refers to his second Level of Culture as culture is not taught or learned, but rather
"formal." It is no longer objective, but is acquired informally and, more importantly,
accepted as part of a standard way of doing 'out-of-awareness'
things. It is teachable, and it is. This is the
culture of traditions, rules, customs, and
procedures, among other things.
 The Triad
Any activity can emphasize any of the three
levels. It is also possible to change level
almost instantly, as the following dialogue ‒
a typical parent‒child interaction ‒
illustrates

• Informal “Pookins, pick up your clothes, will you?” (no reply)

• Formal “Steffy, please pick up your clothes.” (no reply)
• Technical “Stephanie Tinker, I have so far asked you twice to
pick your clothes up and put them on the chair. I am warning
you that I have no intention of asking you a third time. Is that
clear?”
 Conclusion
Defining, modeling, and teaching culture is a complex and multifaceted process.
Culture encompasses a wide range of beliefs, values, behaviors, and traditions that
are deeply ingrained in societies.
In conclusion, defining, modeling, and teaching culture is a nuanced process that
requires sensitivity, an open mind, and an appreciation of the rich tapestry of
human societies. It's an ongoing endeavor that plays a crucial role in promoting
diversity and understanding in our interconnected world.
Thanks
!