Intercultural Respect v.1

Garcia, Christian Aries
Jarasa, Aleen Joy

Lanuza, Patrick Paul
Mendoza, Sammelee
Tatlonghari, Angela
Intercultural Respect, Reconciliation and Solidarity

Objectives:
1. To understand and give respect to those who have different cultures, civilizations,
values, and ways of life.
2. To contribute to the coexistence and unity between different cultural groups
around the world.
3. To learn and show the relevance of intercultural respect, reconciliation, and
solidarity.
Activity
1. The facilitators will form 2 groups and place them into 2 lines.
2. Once the groups are put into 2 lines, each group will then choose 1 member to
go to the front of the classroom.
3. The 1 member from each group will face their backs to the screen while facing
their group members.
4. The group members of each group will face the screen.
5. The facilitators will then flash words on the screen that contain words from
different cultures around the world.
6. The facilitators will allot 2 minutes for each member in guessing the word on the
screen.
7. The first member in each line will try to give hints to the 1 member in the front to
what the word is on the screen but they may not say the word itself. Other group
members may help the 1st member in line but they arent allowed to speak to their
member in front.
8. The member in the front will try to guess what the word is on the screen.
9. Once the member in the front guesses what is on the screen behind them, their
group gets 1 point.
10. After they have guessed the answer correctly, the group members in each line
will take turns in answering until they have reached 10 points.
11. The members must do this as quickly as possible.
Discussion:
Ask all of the students:
1. How did you feel about the activity?
2. Were you familiar with the words that were flashed on the screen?
3. How were you familiarized with those foreign words?
4. Was it difficult to give clues/act out the words? In what way?
Input/Lecture:
1. Explain the significance of the game to the creation of the topic.
2. Relate how the delivery and understanding of the words imply intercultural
respect.
3. Explain the cycle relationship between respect, reconciliation and solidarity.
4. Explain the importance of intercultural respect, reconciliation, and solidarity
among different groups of people.
5. Point out that the activity is related to their knowledge about various cultures
around the world
Deepening/Application:
1. Divided by culture but unified in goals. We are all human beings who are merely
separated because of race, culture and ethnicity. Our appearances and means of
living may be varied, but we are all striving to attain peace and maintain a lifepromoting environment.
2. Culture provides one of the most important bases for social solidarity. People
share common knowledge thus they develop common feelings, common beliefs
and sentiments. By understanding other cultures, we get to know how they feel
and how they think. Compromise among the different cultures takes place and
the process of intercultural reconciliation follows. This yields to solidarity.
3.
Culture is a strong part of people's lives. It influences their views, their values,
their humor, their hopes, their loyalties, and their worries and fears. In order to
build communities that are powerful enough to attain significant change, we need
large numbers of people working together. If cultural groups join forces and have
a mutual understanding, they will be more effective in reaching common goals,
than if each group operates in isolation.
4. Each cultural groups has unique strengths and perspectives that the larger
community can benefit from. We need a wide range of ideas, customs, and
wisdom to solve problems and enrich community life. Bringing non-mainstream
groups into the center of civic activity can provide fresh perspectives and shed
new light on tough problems.
5.
Understanding cultures will help us overcome and prevent racial and ethnic
divisions. Racial and ethnic divisions result in misunderstandings, loss of
opportunities, and sometimes violence. Racial and ethnic conflicts drain
communities of financial and human resources; they distract cultural groups from
resolving the key issues they have in common.
6. People from different cultures have to be included in decision-making processes

in order for programs or policies to be effective. The people affected by a
decision have to be involved in formulating solutions--it's a basic democratic
principle. Without the input and support of all the groups involved, decisionmaking, implementation, and follow through are much less likely to occur.
7. An appreciation of cultural diversity goes hand-in-hand with a just and equitable
society. For example, research has shown that when students' cultures are
understood and appreciated by teachers, the students do better in school.
Students feel more accepted, they feel part of the school community, they work
harder to achieve, and they are more successful in school.
Syntheses:
1. Begin to communicate and interact with individuals who come from different
countries or who have different cultures. Having a good relationship with people
who are different from you will allow you to understand the world through a better
view.
2. Cultures around the world are different in their own aspect and many people may
dislike the ways of others. But it is in our own power on to learn to accept and
respect the traditions or behaviours of other cultures than our own.
3. Our cultural strength has always been derived from our diversity of
understanding and experience.
References:
1. Evaluation of Intercultural Understanding Field Trial. (2012, February 1).
Retrieved March 15, 2015, from http://interculturalunderstanding.org/ICUFT
Evaluation Report FINAL.pdf
2. UNESCO
Guidelines
on
Intercultural
Education.
Retrieved
from
http://unesdoc.unesco.org/images/0014/001478/147878e.pdf
3. Palispis, E. (2007). Chapter 3: The Study of Culture. In Introduction to Sociology
and Anthropology (pp. 41-61). Nicanor Reyes, Sr. St., Sampaloc, Manila:
Bookstore (RBSI).
4. Reorienting Teacher Education to Address Sustainable Development; Guidelines
and
Tools
Education
for
Intercultural
Understanding.
Retrieved
from
http://unesdoc.unesco.org/images/0018/001890/189051e.pdf
UNESCO Guidelines on Intercultural Education
Interculturality is a dynamic concept and refers to evolving relations between

cultural groups. It has been defined as the existence and equitable interaction of
diverse cultures and the possibility of generating shared cultural expressions through
dialogue and mutual respect. Interculturality presupposes multiculturalism and results
from intercultural exchange and dialogue on the local, regional, national or international
level.
In order to strengthen democracy, education systems need to take into account
the multicultural character of society, and aim at actively contributing to peaceful
coexistence and positive interaction between different cultural groups. There have
traditionally been two approaches: multicultural education and Intercultural Education.
Multicultural education uses learning about other cultures in order to produce
acceptance, or at least tolerance, of these cultures. Intercultural Education aims to go
beyond passive coexistence, to achieve a developing and sustainable way of living
together in multicultural societies through the creation of understanding of, respect for
and dialogue between the different cultural groups.
Principle I Intercultural Education respects the cultural identity of the learner
through the provision of culturally appropriate and responsive quality education for all.
Principle II Intercultural Education provides every learner with the cultural
knowledge, attitudes and skills necessary to achieve active and full participation in
society.
Principle III Intercultural Education provides all learners with cultural knowledge,
attitudes and skills that enable them to contribute to respect, understanding and
solidarity among individuals, ethnic, social, cultural and religious groups and nations.
The discovery of cultural diversity, awareness of the positive value of
cultural diversity and respect for cultural heritage;

Critical awareness of the struggle against racism and discrimination;
Knowledge about cultural heritage through the teaching of history,
geography, literature, languages, artistic and aesthetic disciplines,
scientific and technological subjects;

Understanding and respect for all peoples; their cultures, civilizations,
values and ways of life; including domestic ethnic cultures and cultures of
other nations;
awareness of the increasing global interdependence
between peoples and nations;
Awareness not only of rights but also of duties incumbent upon

individuals, social groups and nations toward each other; understanding of
the necessity for international solidarity and cooperation;

Awareness of ones own cultural values that underlie the interpretation of
situations and problems as well as the ability to reflect on and review
information enriched by the knowledge of different cultural perspectives;

Respect for differing patterns of thinking.

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Garcia, Christian Aries

Jarasa, Aleen Joy

Intercultural Respect, Reconciliation and Solidarity

6. People from different cultures have to be included in decision-making processes

UNESCO Guidelines on Intercultural Education

Interculturality is a dynamic concept and refers to evolving relations between

The discovery of cultural diversity, awareness of the positive value of

cultural diversity and respect for cultural heritage;

scientific and technological subjects;

awareness of the increasing global interdependence

between peoples and nations;

Awareness not only of rights but also of duties incumbent upon

the necessity for international solidarity and cooperation;

information enriched by the knowledge of different cultural perspectives;

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