3
/(If, Book Reviews his testimony on how one of the oldest ethnic communities continues to exist in America despite many distinguished Ameri- cans’ wishes, why it is, and what is the communality made of. I hope, some day, all Americans regardless of their ethnic origins will begin to appreciate and understand the meanings of the truly diverse society in which we live. Certainly, Wrobel’s Our WLI_V will contribute to our understanding. Jung S. Ryu Miami University Oxford, Ohio TRAINING FOR THE CROSS-CULTURAL MIND Pierre Casse Washington, D.C.: Society for Intercultural Education, Training and Research, 1979,228 pages In this book, Pierre Casse brings a novel perspective to the field of intercultural communication as he combines theoretical. psycho- logical, and cross-cultural issues into a practical handbook for cross-cultural trainers. The book is based on the premise that everything we say and do is cultural; that, as the author states, “the mind of the human being, by its own nature and structure. is cross-cultural. meaning that it has the capacity to understand other people, comprehend the world in a meaningful way and even more, cope with its own internal dialectics” (p. ix). By emphasizing commonality among human beings, Casse is inspiringly optimistic in his outlook towards the intercultural experience and believes that it can be//a rewarding one if properly managed or handled. Tr&ingfor the Cross-Cultural Mind is organized into five major parts which are prefaced by a Foreword, Introduction and four brief, well-diagramed sections. The information in the prefaced sections is prerequisite reading as it contains a clarification by the author of his assumptions and approach, as well as a competency matrix which can act as a model for cross-cultural trainers to assess their training skills. Also included in the prefaced section (and throughout the book) is a list of suggested readings consisting of a good collection of preliminary reading on cross-cultural training research and programs.

Training for the cross-cultural mind: Pierre Casse Washington, D.C.: Society for Intercultural Education, Training and Research, 1979, 228 pages

Embed Size (px)

Citation preview

Page 1: Training for the cross-cultural mind: Pierre Casse Washington, D.C.: Society for Intercultural Education, Training and Research, 1979, 228 pages

/(If, Book Reviews

his testimony on how one of the oldest ethnic communities continues to exist in America despite many distinguished Ameri- cans’ wishes, why it is, and what is the communality made of. I hope, some day, all Americans regardless of their ethnic origins will begin to appreciate and understand the meanings of the truly diverse society in which we live. Certainly, Wrobel’s Our WLI_V will contribute to our understanding.

Jung S. Ryu Miami University

Oxford, Ohio

TRAINING FOR THE CROSS-CULTURAL MIND Pierre Casse

Washington, D.C.: Society for Intercultural Education, Training and Research, 1979,228 pages

In this book, Pierre Casse brings a novel perspective to the field of intercultural communication as he combines theoretical. psycho- logical, and cross-cultural issues into a practical handbook for cross-cultural trainers. The book is based on the premise that everything we say and do is cultural; that, as the author states, “the mind of the human being, by its own nature and structure. is cross-cultural. meaning that it has the capacity to understand other people, comprehend the world in a meaningful way and even more, cope with its own internal dialectics” (p. ix). By emphasizing commonality among human beings, Casse is inspiringly optimistic in his outlook towards the intercultural experience and believes that it can be//a rewarding one if properly managed or handled.

Tr&ingfor the Cross-Cultural Mind is organized into five major parts which are prefaced by a Foreword, Introduction and four brief, well-diagramed sections. The information in the prefaced sections is prerequisite reading as it contains a clarification by the author of his assumptions and approach, as well as a competency matrix which can act as a model for cross-cultural trainers to assess their training skills. Also included in the prefaced section (and throughout the book) is a list of suggested readings consisting of a good collection of preliminary reading on cross-cultural training research and programs.

Page 2: Training for the cross-cultural mind: Pierre Casse Washington, D.C.: Society for Intercultural Education, Training and Research, 1979, 228 pages

Book Reviews 107

Fifteen chapters comprise the book’s five major parts entitled, “Discovering, Inventing, Producing, Conceptualizing and Evaluat- ing.” The first four parts derive their names from the four phases of C. Argyris’ (1976, p. 217) double-loop learning process. which Casse describes and diagrams in the prefaced section, “Learning How to Learn” (p-xiii).

The success of the book is due, in part, to its consistent organization which makes its complex and varied content emi- nently readable and effective. Parallel constructions are present throughout the book. Each part opens with a thought-provoking quote and photograph relating to the theme of the chapters within. At the beginning of each chapter the reader will find a discussion of the topic to be introduced, followed by the core of the chapter-the Workshop, which is neatly outlined into six areas: Aim, Objectives, Process, Total Time for the Workshop, Conceptual Framework, and Handouts and Readings.

The Workshop approach is based on the idea of experiential learning, which emphasizes total learning by engaging not only the intellectual, but also the emotional level (C. Rogers, 1969). Each of the workshops is filled with diverse and creative techniques for achieving the stated objectives-including self-assessment exer- cises, role plays, group problem solving, diagrams, reactionary statements, perceptual exercises and more.

Because the workshops have been pre-tested and are so neatly packaged, some readers may be deceived into thinking that there is no need for additional planning in facilitating one of the workshops presented in the book. However, the workshop activities require the trainer to think creatively rather than to imitate mechanically the contents of the book. “The process of discovering becomes itself the object of the training and the role of the facilitator or trainer is to help the group go as deeply as possible into that specific field of learning how to learn. His principal contribution, besides the preparation of the training program, is to create and maintain within the group a climate of confidence in themselves and in their capacity to discover and learn” (p.xv). Thus, the book contains an abundance of usable workshop activities, but it is crucial to the success of the workshop that the trainer further research the concepts to be presented and contribute his advanced planning time.

Also, many of the workshop activities deal with interpersonal communication, and it is often left to the facilitator to relate the

Page 3: Training for the cross-cultural mind: Pierre Casse Washington, D.C.: Society for Intercultural Education, Training and Research, 1979, 228 pages

108 Book Reviews

theories to cultural field experiences. the book deals with general concepts, principles and guidelines for effective cross-cultural interaction. It is not specific to a given culture.

I find Casse’s book to be a creative act, indeed, for a number of reasons. He is innovative in his approach, applying Jung’s psycho- logical types of negotiating styles to intercultural communication. His format is explicit and thorough-if some readers have problems understanding the concepts they can look to the diagrams or easily refer to the recommended handouts and readings at the end of each chapter. The book is a valuable aid and resource for those who intend to design and implement cross-cultural training programs. Workshop activities can be used alone as they are presented, or as a supplement to programs geared to specific cultural training. Training for the Cross-CulturaI Mind is an exciting, much needed and up-to-date publication with valuable information for cross- cultural trainers.

REFERENCES

ARGYRIS, C. Increasing leadership effectiveness. New York: John Wiley, 1976. ROGERS, C.R. Freedom ro learn. Columbus, OH.: Charles E. Merrill, 1969.

Judith E. Zagoren Boston University

Boston, Massachusetts

LIFE ON TELEVISION: CONTENT ANALYSIS OF U.S. TV DRAMA

Bradley S. Greenberg (Editor)

Norwood, New Jersey: Ablex Publishing Co., 1980, 204 pages

In recent years, substantial research has been made in the study of stereotyped images of women, minorities and the elderly on television. Theses and dissertations have been written on these issues of the 70s and the 80s. This book compiles all these issues in one single source. It presents how various groups of people are typically seen on television in terms of changes and social charac- teristics. Trends in sex-role portrayals are also studied. Social behaviors involving alcohol and other drug usages, sexual attitudes