An interesting and important question....

I believe the best way is by collecting high-level people to socialize with students. People need to learn to let a few small offal of everyday life behind and begin to think of higher order.

In our university we have what is called as liberal arts core of about 15 different courses that all students have to take as part of the program. This covers comprehensive curriculum of arts as can be seen in the attached link.

http://www.uni.edu/lac/lac-requirements

An interesting and important question....

I believe the best way is by collecting high-level people to socialize with students. People need to learn to let a few small offal of everyday life behind and begin to think of higher order.

We have a lot of discussions in our university on this matter. The issue is whether to offer a major or a minor in cultural education, to offer a subject in cultural education, or to incorporate it in all or any subject through the subject's course outline, assessments, or illustrations. We believe that the last strategy mentioned would be the most appropriate. It would however require knowledge and skill from the teachers to do it.

Hence, enhancements or reviews must be undergone by the teachers.

Cultural and cross-cultural education plays a significant role in holistic education. Highly competitive societies aren't usually able to engender the need for that awareness because these concerns are outweighed by other more concrete, result-oriented pursuits that are considered pragmatic in their scheme of things.

The need for liberal arts education gains significance in this context. Not sure how the curriculum in each country views this, but it shouldn't hurt to introduce a Liberal Arts module and infuse it with experiential learning opportunities. Subjects like Social Studies, History, Literature, Anthropology could incorporate active elements of cultural studies into their existing curriculum. Institutions should set aside a budget for field trips and cultural immersion programs.

The idea is to make cultural education and awareness relevant and meaningful to students in 21st century education. They need to experience this, and need to see why and how they would gain in doing so. Education starts at home, and it is important for parents to understand that success does not necessarily equate to academic, professional or material success only. Real success is to make reasoned, balanced and sensitive people out of our kids, so that they can truly gain in wisdom, not just in intellect.

I agree with Monica that the real success is to make reasoned, balanced and sensitive people out of our kids, so that they can truly gain in wisdom, not just in intellect.

How: -> Trinity of value orientations of teaching, research, education.

Education in this trinity is not overcoming education challenges, but the searching for new opportunities

Dear Dony,

Dear All,

Not insemination but the general acknowledgement of culture, being “immersed” into culture at all areas of life would be needed! Cultural education itself cannot do too much only as a continuous process and the impact will be delayed. One discussed a lot on the role of culture, and the many-sided training recently. Thus, theoretically, the demand exists but generally barbarian relationships (culture is a good for nothing, money matters) predominate in every day life. Certainly, this depends also on the state systems: in dictatorships and pseudo-democracies culture is underestimated because well trained, cultivated people may be dangerous from point of view of leaders.

Thank you Prof.Bozsik for the correction but cultural education that i mean is the one that reflect nation identity and moral value not cultivition on things way of life that take care of nature and socio relationship.

Dear miss monica you explained explendedly thank you.

Thank you for the reference Prof. Nageswara i read it more interesting way of subject.

Prof Eddie, discussion to put it as minor or major subject can be challenging

Dear Dony,

I am sure national identity is essential. My identification is as follows here: man (Homo sapiens), man (male as a father and husband), Hungarian (national identity). I stress general culture determines me as a man and being Hungarian is the last grade. Without being a good man I cannot be a good Hungarian and not inversely. I cannot estimate nationality demands if they decrease my human qualities. Unfortunately, during history exaggerated nationality has already caused severe troubles. It is difficult to find a good balance.

We are living in a man made global environment crisis. The answers to this crisis should be born at each level: personnel, national and global. Their importance and rate may be calculated but without calculation you can act morally at individual level. Unfortunately, national patterns towards nature are determined by politicians and these patterns often fail to find the right way.

Dear Dony,

I emphasise again I have meant culture at all areas of life would be needed!

National traditions are organic parts of the culture I meant.

State systems matter highly: in dictatorships and pseudo-democracies one cannot find healthy national traditions but often by leaders deformed mistakenly or willingly produced egoistic trends. This is the falsification shaped by the uncontrolled power.

Thank you very much Prof.Bozsik, with the example it makes me understand more of your previous answer, pardon me if i have misunderstood your previous comment.

I do recommend this paper regarding the issue: "Culture and culture change in a higher education context: what works and what doesn’t?"

Culture contents were dropped out also in my country by ministry of Education! :(

http://openaccess.city.ac.uk/1259/

10 years ago, we used to help each other freely BUT now rom my experience and what I notice, indeed stopped and you have to think of MONEY to get a hand. I agree with you.

Paericularly for the field of natural sciences (chemistry, physics, mathemathics, biology, medicine) the higher education is 'universal'. For this reason the best Higher Education is provided only from a 'University' as Institution, when there has real and proper understanding of the sence of this 'word'. There have not natunal identity, local culture, domestic culture, local/domestic traditions and s.o. related 'words'. The search of universal knowledge, for universal laws which governed the universe....

@ismail you read my mind, yes it goes to spesific culture.it is not the culture diversity of nation that would separate region but similarity that build nation.

As my country slogan unity on diversity, bring out the v

Best of each culture that actually have similarity or in common that build nation.

Importancy of culture in recognition of our own culture that identify us as nation that have to be immerse into all subject in curriculum or in a subject that dedicated to that curriculum but memorable as national character building.

In my program, that is, Graduate Program in Sustainability Science - Global Leadership Initiative ( http://www.sustainability.k.u-tokyo.ac.jp/about/about_04.html ), we have been developed various field seminars based on our global educational network as well as utilized students' diversity in terms of nationality, discipline etc. See my papers such as "Environmental Leadership Education for Tackling Water Environmental Issues in Arid Regions" and "Integral Leadership Education for Sustainable Development" for more detail.

I used to work on a basic education project in the Philippines. We did quite a bit of work with the Muslim community in the Southern Philippines. This involved modifying the standardized curriculum to recognise and reflect the cultural beliefs shred by the students (particularly in those state schools where there was a high percentage of muslim students). Therefore, in response to your original question, it is is true that globalisation can, and does, impact on traditional ideas and culture. In response, educators can find ways of adapting their curriculum to reflect traditional values. For example, I took an excellent social entrepreneurship course in the Philippines run by the Ateneo University, which blended both traditional Filipino 'group' values and the need for economic development.

Further, extra-curricular activities such as community building projects would help to reinforce traditional practices etc. On the basic education project, we assisted in the establishment of community based governance councils that managed the extra-curricular activities of the schools.

A strong discussion on inclusion of culture in education comes from indigenous authors. Dr. Marie Battiste is a well known Canadian author who discusses the relationship between indigenous knowledge and Western or Eurocentric knowledge. A couple of worthwhile references on this topic:

1. Battiste, Marie (Ed.). (2000). Reclaiming Indigenous Voice and Vision. Vancouver: University of British Columbia Press.

2. Battiste, Marie & Henderson, James (Sa’ke’j) Youngblood. (2000) Protecting Indigenous Knowledge and Heritage: A Global Challenge. Saskatoon: Purich.

This is an interesting question and one I am sure will become more important as the millennial generation moves along and advance in their careers. Millennials are the largest and most diverse generation we have even seen, their sense of diversity however is different than what previous generations experienced. This generation doesn’t care about identifying each other by their race or making jokes in their groups about racial issues. This group also has a tendency to identify each other by other means than race, religion, background, and cultural upbringing. I am faculty for University of Phoenix and I teach cultural diversity courses and I have to identify for these individuals what privilege is and how it affects the majority and the minority race. My classroom is very diverse in that I typically have ages between 18-80 so I have a lot of help when explaining this concept from those of us who are GenXer’s, baby boomers, and even the GI generation. The need for diversity education and cultural awareness is important but to get it across to the next generation it is going to take an educational alteration and curriculum adaptation.

Last year, various colleagues, professors of the University of Guadalajara and myself were invited to attend a splendid Seminar run in our campus by two highly wise wixarika governors of one of the most well.known Indian cultures of my country:  la cultura huichola..

We (the ' pupils') were really impressed by their genuine identity, humility and knowledge. We learned a lot from them, being in a good  disposition to do it . This could be an example on how to immerse cultural education in higher education context. To get to know approaches off the beaten path

Dear @Humberto, very good model on how to immerse cultural education in HE! I do absolutely agree!

Prof. Humberto,i agree with prof. Jacic, its interesting sample of cultural education in HE.

Thank you for sharing your answer @tadzia, very interesting and fruitfull reading from Dr. Batistte that you share @ushnish.

Insert CE in an extracurricullar surely put great remark to students @kim.

Thank you all for enriching and give a fruitfull experience,sharing,opinion and reading to this question

Thank you Professors Jacic and Saputra, Humberto

You might look into the concept of "communities of practice" pioneered by Etienne Wenger and Jean Lave.

It takes immersing yourself in that culture and communities and bringing it back for everyone. There are levels of assimilation that can make education difficult. Computers are making us more visual and more addicted to high media content changing how we process information. It also takes sharing between generations. The multicultural trainings I went through involved elders coming and sharing what they knew. I also went to things where the next generation contributed. Just having creative ways to share our stories can help people understand each other better. Education has to touch people's modern interests. That is why I am currently working on some Modern Indigenous mythologies that connect the ancient with the future based on real people's lives.

Михаил Андронов  Thank You for sharing that article.

I am the same personality type as Jung (INFJ) so I follow that more than Freud. Like Jung I came to the American Southwest to explore the Indigenous dream therapy. I follow people like Storm's Seven Arrows. In northern Arizona and New Mexico is mostly Native nations. Not sure Freud applies to the cultures I work with. Talking therapies goes against native traditions so I tend to go more towards cultural, nature and art therapies. I do not work with mainstream middle class cultures. I measure levels of wealth in compassion. I look at the earth as our mother we need to protect more than for its riches. There are very few places I can live because of chemical sensitivities. We will soon have a water crises beyond belief. Few places I can live that have clean air or water. My Scottish relatives were silver miners. I used to be in the Indian jewelry trade when my husband was alive. Now days even the stones come from China. I have not done silver jewelry since the gas prices went up.

Most places are having us do Dialectical Behavior Therapy and Solution focused and reality therapy. Most Feminist psychologists would disagree with Freud. The computer and the drugs we deal with create a different world we have to deal with as mental health professionals. Some of Freud is rather sexualized because of his cocaine use. Many of his idea are those of his patients/lovers. That kind of analysis took a long time.

In our Industrial times now it is more a world of 10 point depression scales and mental status exams and aptitude testing. Counselors have been cut completely in AZ. thousands laid off in California by the Feds cutting back populations of prisoners that has gotten out of control. Here one sees a psychiatrist for a DSM diagnoses for billing and to be put on some dangerous Expensive drug. Most of our people with mental issues are homeless on the street or in prison. We incarcerate more people in the US than any other country in history. State budgets are cutting rehabilitation specialists.

Our child Protective services and foster care system collapsed here in Arizona and many other states. The reason we had refugee children in warehouses is simply because we ran out of foster care facilities. So many were closed for neglect and other violations. Federal reports sited over medication of these populations the most vulnerable. I use art and nature therapy mostly with the populations I work with.

Dear Dony,

This problem is exacerbated by  the removal of folkloric narratives and events from school  textbooks and their replacement with ideologically laden pro-government materials. In countries with totalitarian authoritarian regimes, cultural rites, rituals , costumes , values and norms are produced, indoctrinated and naturalized based up the criteria imposed by the organizational culture which  are at odds with people's genuine cultural  ethnic backgrounds and aspirations. This has led to a decadence of culture, eradication of   people's historical identities and what  not .  

good luck with your study

a.

You can integrate the cross-cultural elements in the HE curriculum. Here's an example of how its done:

https://www.researchgate.net/publication/45724244_Integrating_Cross-Cultural_Elements_Into_Workforce_Education_Curriculum_Design?ev=prf_pub

Best regards,

Debra

Article Integrating Cross-Cultural Elements Into Workforce Education...