Read the following short article and then leave a comment that expresses your thoughts on the matter.
Stereotypical jokes: Humorous or offensive?
By MICHELE DIGIACINTO
Collegian Staff Writer
A black guy, a Polish guy and an Irish guy are on a roof. Which one falls off first?The Irish guy, because the Polish guy has to stop and ask directions and the black guy has to spray paint his name on the wall first.
Name a group of people -- women, Italians, blondes or Puerto Ricans -- and there is probably a joke about them based on stereotypes.
Since the stereotypes have been around for a long time and are well-known, the punchlines of these jokes are always predictable. The punchline about a Jewish person will undoubtedly be about money and the punchline about a Polish person is always about stupidity.
But are these jokes offensive or humorous?
Some students said jokes targeting specific groups are in good humor and should not be taken seriously.
"People should loosen up," said Gary Grega (junior-business logistics).
Grega said that although it is wrong to point to disabled people and laugh at them, nothing is wrong with telling jokes about their conditions.
"I don't think there's anything wrong for busting on someone's race or religion. If something's funny, no matter what it's about, I'll laugh," he said.
Penn State University Veterans Organization President Pat Scanlan said people should not be offended by jokes, adding that if he was offended by every joke and comment made about him at the University, he would be filing many lawsuits.
"I was brought up that sticks and stones would break my bones but names will never hurt me," he said.
Jeff Feinblatt (junior-exercise and sport science) also said jokes poking fun at people should not be taken seriously. Feinblatt said some people are offended too easily, although other people take jokes too far.
"It's a delicate balance between what's okay and what's not," he said.
And other students said that although stereotypical jokes are offensive, it sometimes depends on the situation.
Some jokes are really offensive, said Anne Picariello (junior-marketing), but they are OK if they are told among friends and they are not malicious.
Certain jokes offend Picariello more than others, especially jokes about black people. Stereotypes about the black community are more harmful because they are labeled as thieves and gangsters, she added.
"I hate jokes about blacks because some are so nasty and people think they are so funny and I don't understand why," she said. "I hate the word 'nigger' and I say don't say the word when I'm around. If you want to say it when I'm not around that's fine, but not when I'm around."
Picariello's friend Stacey Werner (freshman-psychology) agreed that it depends on how and where the joke is told. Both said people assume they can tell them racist jokes because they are white.
But Werner said she does not like any jokes that stereotype.
"They're all ignorant and they're all wrong," Werner said.
James Hickey (sophomore-international business) said he has also been told racist jokes by people -- including his grandparents -- because he is white.
"I tend to give (my grandparents) leeway. I expect people our age and of our generation to be a little bit more intelligent than that," he said.
But some people find stereotypical jokes offensive regardless of the context or the situation.
Thomas Poole, professor of religious studies and African and African-American studies, said if people are offended by the joke then it is inherently offensive. He added that those in the majority, like himself, should also be offended.
Poole said people outside the University have told him racist jokes because he is white, but his response is very different from what they expected.
"I tell them that's just not a very funny joke as far as I'm concerned. That's offensive to me and others and that's inappropriate," he said.
Cinda Grippi (sophomore-exercise and sport science) said before she took a counselor education course, she was indifferent to stereotypical jokes. But after taking the class, Grippi said, she would confront anyone who told her an offensive joke.
Grippi said she also went to a program called "Let's Talk Racism," where several minority student leaders discussed race issues. Someone in the audience asked what she could do to combat racism, and one of the student leaders told her to confront people who make discriminatory comments.
"It never occurred to me to say something but I heard it right from (the minority student leaders)," she said. Grippi has confronted people since then.
Raheem Jarbo (freshman-health and human development) said he was E-mailed racist jokes last week from an unknown source and after he read a couple he trashed them. Jarbo said he tries to ignore racist jokes, and although jokes perpetuate stereotypes they are not the prime cause of racism.
"They could be harmful, but for the most part, they're already implanted in our minds," he said.
Ephraim Lopez, political co-director of the Lesbian, Gay and Bisexual Student Alliance, agreed that jokes perpetuate stereotypes but are not the sole cause.
"It's a big circle," he said.
miércoles, 18 de marzo de 2009
lunes, 16 de marzo de 2009
Interesting Conference
A very interesting conference will take place on Wednesday this week. For any of you that are able and willing to go, I am sure it will be a wonderful learning opportunity, very much related to topics we will discuss later on in the semester. Please remember that unless I specify the contrary, invitations to this type of activity are NOT mandatory... they are merely suggestions for interesting experiences!
This is the information:
Centro de Investigación en Identidad y Cultura Latinoamericanas
Programa de Investigación Hacia una Historia de las Literaturas Centroamericanas
Cooperación financiera / Proyectos conjuntos entre la Universidad de Costa Rica y la University of Kansas
Conferencia
Miércoles 18 de marzo, 5:00 p.m.
"El transimaginario centroamericano: inmigración e identidad en la literatura escrita por centroamericanos en Estados Unidos"
Impartida por la Dra. Yajaira Padilla, Universidad de Kansas, EE.UU.
Lugar: Aula del CIICLA, detrás de la Facultad de Letras, Universidad de Costa Rica.
En el marco del programa Interinstitucional HILCAS-CONARE- CIICLA (UCR, UNA, ITCR)
This is the information:
Centro de Investigación en Identidad y Cultura Latinoamericanas
Programa de Investigación Hacia una Historia de las Literaturas Centroamericanas
Cooperación financiera / Proyectos conjuntos entre la Universidad de Costa Rica y la University of Kansas
Conferencia
Miércoles 18 de marzo, 5:00 p.m.
"El transimaginario centroamericano: inmigración e identidad en la literatura escrita por centroamericanos en Estados Unidos"
Impartida por la Dra. Yajaira Padilla, Universidad de Kansas, EE.UU.
Lugar: Aula del CIICLA, detrás de la Facultad de Letras, Universidad de Costa Rica.
En el marco del programa Interinstitucional HILCAS-CONARE- CIICLA (UCR, UNA, ITCR)
domingo, 8 de marzo de 2009
First day activity
Intercultural Communication
Activity on CULTURE
1. After you read the complete handout, write a six or seven-line definition of “culture” based on the ideas presented.
2. Write another definition of “culture,” this time, a brief three-line definition, from your personal point of view and in your own words. (Please make sure you add it to the blog by writing it on the "comments" section and include your and your partner's name)
3. From the quotes on “culture” at the end of the handout, pick the two that you like the most and explain them in your own words.
4. Write your own quote on culture. (Please make sure you add it to the blog by writing it on the "comments" section and include your and your partner's name)
Discuss the following questions with your partner. If you have an interesting insight that you would like to share with the class, include it on the "comments" section.
-Why do you think a university course on culture is necessary?
-Think of examples in which culture has concrete consequences in real people’s lives.
-Think of two examples of world events that are directly or indirectly related to the issue of culture and (failed or successful) intercultural communication.
-How can understanding different cultures better and practicing efficient intercultural communication affect global problems such as war, terrorism, illegal hunting of endangered species, child prostitution, aids, unsafe abortions, etc.?
READING
Taken from: http://www.wsu.edu:8001/vcwsu/commons/topics/culture/culture-definition.html
A Baseline Definition of Culture
________________________________________
People learn culture. That, we suggest, is culture's essential feature. Many qualities of human life are transmitted genetically -- an infant's desire for food, for example, is triggered by physiological characteristics determined within the human genetic code. An adult's specific desire for milk and cereal in the morning, on the other hand, cannot be explained genetically; rather, it is a learned (cultural) response to morning hunger. Culture, as a body of learned behaviors common to a given human society, acts rather like a template (i.e. it has predictable form and content), shaping behavior and consciousness within a human society from generation to generation. So culture resides in all learned behavior and in some shaping template or consciousness prior to behavior as well (that is, a "cultural template" can be in place prior to the birth of an individual person).
This primary concept of a shaping template and body of learned behaviors might be further broken down into the following categories, each of which is an important element of cultural systems:
• systems of meaning, of which language is primary
• ways of organizing society, from kinship groups to states and multi-national corporations
• the distinctive techniques of a group and their characteristic products
Several important principles follow from this definition of culture:
• If the process of learning is an essential characteristic of culture, then teaching also is a crucial characteristic. The way culture is taught and reproduced (see reproduction in the glossary) is itself an important component of culture.
• Because the relationship between what is taught and what is learned is not absolute (some of what is taught is lost, while new discoveries are constantly being made), culture exists in a constant state of change.
• Meaning systems consist of negotiated agreements -- members of a human society must agree to relationships between a word, behavior, or other symbol and its corresponding significance or meaning. To the extent that culture consists of systems of meaning, it also consists of negotiated agreements and processes of negotiation.
• Because meaning systems involve relationships which are not essential and universal (the word "door" has no essential connection to the physical object -- we simply agree that it shall have that meaning when we speak or write in English), different human societies will inevitably agree upon different relationships and meanings; this a relativistic way of describing culture.
A recent etymology of the word "culture":
Look in an old dictionary -- say, a pre-1960 Webster's -- and you'll likely find a definition of culture that looks something like this: "1. The cultivation of soil. 2. The raising, improvement, or development of some plant, animal or product" (Friend and Guralnik 1958). This use of the word has its roots in the ancient Latin word cultura, "cultivation" or "tending," and its entrance into the English language had begun by the year 1430 (Oxford English Dictionary). By the time the Webster's definition above was written, another definition had begun to take precedence over the old Latin denotation; culture was coming to mean "the training, development, and refinement of mind, tastes, and manners" (Oxford English Dictionary). The OED traces this definition, which today we associate with the phrase " high culture," back as far as 1805; by the middle of the 20th century, it was fast becoming the word's primary definition.
However, if you try a more modern source, like the American Heritage English Dictionary, you'll find a primary definition of culture which is substantially different than either of the two given above: "The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought." Why such a difference, and in such a (relatively) short period of time? Well, in the past 40 years, the use of the word "culture" has been heavily influenced by the academic fields of sociology and cultural anthropology. These fields have gradually brought what was once a minor definition of culture (the last of eight definitions given in the old 1958 Webster's quoted above) into the mainstream.
It is easy to imagine how the U.S. society which was so focused on "socially transmitted behavior patterns" in the sixties would come to need a word to describe the object of its interest. The civil rights movement during this era brought everyone's attention to bear on cultural differences within U.S. society, while the Vietnam War served to emphasize the position of the U.S. culture in relation to other world cultures.
Over time, these new uses for the word culture have eclipsed its older meanings, those associated with cultivation of the land and the production of crops. You might say that an aspect of U.S. culture over the past 40 years is its fascination with the issue of culture itself -- a fascination which has brought about many changes in the way we speak and the meanings of words which we commonly use.
Famous Quotes about Culture
Culture is properly described as the love of perfection; it is a study of perfection.
Matthew Arnold, Culture and Anarchy, I, 1869 [source: Esar]
Culture looks beyond machinery, culture hates hatred; culture has one great passion, -- the passion for sweetness and light.
Matthew Arnold, Literature and Dogma, pref., 1873 [source: Esar]
Culture is to "know the best that has been said and thought in the world."
Matthew Arnold, Literature and Dogma, pref., 1873 [source: Esar]
________________________________________
That is true culture which helps us to work for the social betterment of all.
Henry Ward Beecher [source: Correct Quotes]
________________________________________
A man should be just cultured enough to be able to look with suspicion upon culture.
Samuel Butler [source: Esar]
________________________________________
Culture is everything. Culture is the way we dress, the way we carry our heads, the way we walk, the way we tie our ties -- it is not only the fact of writing books or building houses.
Aime Cesair, Martiniquen writer, speaking to the World Congress of Black Writers and Artists in Paris [source: Petras and Petras]
________________________________________
Culture, with us, ends in headache.
Ralph Waldo Emerson, Experience, 1841 [source: Esar]
________________________________________
No culture can live, if it attempts to be exclusive.
Mahatma Gandhi [source: Correct Quotes]
Culture of the mind must be subservient to the heart.
Mahatma Gandhi [source: Correct Quotes]
________________________________________
Men are so inclined to content themselves with what is commonest; the spirit and the senses so easily grow dead to the impressions of the beautiful and perfect, that every one should study, by all methods, to nourish in his mind the faculty of feeling these things. ...For this reason, one ought every day at least, to hear a little song, read a good poem, see a fine picture, and, if it were possible, to speak a few reasonable words.
Goethe, Wilhelm Meister's Apprenticeship. Bk. v, ch. 1 (Carlyle, tr.) [source: Stevenson]
________________________________________
Rather than by your culture spoiled,
Desist, and give us nature wild.
Matthew Green, The Spleen, l. 248 [source: Stevenson]
________________________________________
Culture is like the sum of special knowledge that accumulates in any large united family and is the common property of all its members. When we of the great Culture Family meet, we exchange reminiscences about Grandfather Homer, and that awful old Dr. Johnson, and Aunt Sappho, and poor Johnny Keats.
Aldous Huxley [source: Flesch]
________________________________________
Culture is but the fine flowering of real education, and it is the training of the feeling the tastes and the manners that makes it so.
Minnie Kellogg, Iroquois leader [source: Petras and Petras]
________________________________________
The poor have no business with culture and should beware of it. They cannot eat it; they cannot sell it; they can only pass it on to others and that is why the world is full of hungry people ready to teach us anything under the sun.
Aubrey Menen [source: Flesch]
________________________________________
A cultivated mind is one to which the fountains of knowledge have been opened, and which has been taught, in any tolerable degree, to exercise its faculties.
John Stuart Mill, Utilitarianism, II, 1863. [source: Esar]
________________________________________
Culture is what your butcher would have if he were a surgeon.
Mary Pettibone Poole, A Glass Eye at a Keyhole (1938). [source: Maggio]
________________________________________
The primary indication, to my thinking, of a well-ordered mind is a man's ability to remain in one place and linger in his own company.
Seneca, Epistulae ad Lucilium. Epis. ii, sec. 1. [source: Stevenson]
________________________________________
Culture is the habit of being pleased with the best and knowing why.
Henry van Dyke [source: Stevenson]
________________________________________
Culture is an instrument wielded by professors to manufacture professors, who when their turn comes will manufacture professors.
Simone Weil, The Need for Roots (1949) [source: Maggio]
________________________________________
Are not the processes of culture rapidly creating a class of supercilious infidels, who believe in nothing? Shall a man lose himself in countless masses of adjustments, and be so shaped with reference to this, that, and the other, that the simply good and healthy and brave parts of him are reduced and clipp'd away, like the bordering of a box in a garden?
Walt Whitman, Democratic Vistas, 1870 [source: Esar]
Activity on CULTURE
1. After you read the complete handout, write a six or seven-line definition of “culture” based on the ideas presented.
2. Write another definition of “culture,” this time, a brief three-line definition, from your personal point of view and in your own words. (Please make sure you add it to the blog by writing it on the "comments" section and include your and your partner's name)
3. From the quotes on “culture” at the end of the handout, pick the two that you like the most and explain them in your own words.
4. Write your own quote on culture. (Please make sure you add it to the blog by writing it on the "comments" section and include your and your partner's name)
Discuss the following questions with your partner. If you have an interesting insight that you would like to share with the class, include it on the "comments" section.
-Why do you think a university course on culture is necessary?
-Think of examples in which culture has concrete consequences in real people’s lives.
-Think of two examples of world events that are directly or indirectly related to the issue of culture and (failed or successful) intercultural communication.
-How can understanding different cultures better and practicing efficient intercultural communication affect global problems such as war, terrorism, illegal hunting of endangered species, child prostitution, aids, unsafe abortions, etc.?
READING
Taken from: http://www.wsu.edu:8001/vcwsu/commons/topics/culture/culture-definition.html
A Baseline Definition of Culture
________________________________________
People learn culture. That, we suggest, is culture's essential feature. Many qualities of human life are transmitted genetically -- an infant's desire for food, for example, is triggered by physiological characteristics determined within the human genetic code. An adult's specific desire for milk and cereal in the morning, on the other hand, cannot be explained genetically; rather, it is a learned (cultural) response to morning hunger. Culture, as a body of learned behaviors common to a given human society, acts rather like a template (i.e. it has predictable form and content), shaping behavior and consciousness within a human society from generation to generation. So culture resides in all learned behavior and in some shaping template or consciousness prior to behavior as well (that is, a "cultural template" can be in place prior to the birth of an individual person).
This primary concept of a shaping template and body of learned behaviors might be further broken down into the following categories, each of which is an important element of cultural systems:
• systems of meaning, of which language is primary
• ways of organizing society, from kinship groups to states and multi-national corporations
• the distinctive techniques of a group and their characteristic products
Several important principles follow from this definition of culture:
• If the process of learning is an essential characteristic of culture, then teaching also is a crucial characteristic. The way culture is taught and reproduced (see reproduction in the glossary) is itself an important component of culture.
• Because the relationship between what is taught and what is learned is not absolute (some of what is taught is lost, while new discoveries are constantly being made), culture exists in a constant state of change.
• Meaning systems consist of negotiated agreements -- members of a human society must agree to relationships between a word, behavior, or other symbol and its corresponding significance or meaning. To the extent that culture consists of systems of meaning, it also consists of negotiated agreements and processes of negotiation.
• Because meaning systems involve relationships which are not essential and universal (the word "door" has no essential connection to the physical object -- we simply agree that it shall have that meaning when we speak or write in English), different human societies will inevitably agree upon different relationships and meanings; this a relativistic way of describing culture.
A recent etymology of the word "culture":
Look in an old dictionary -- say, a pre-1960 Webster's -- and you'll likely find a definition of culture that looks something like this: "1. The cultivation of soil. 2. The raising, improvement, or development of some plant, animal or product" (Friend and Guralnik 1958). This use of the word has its roots in the ancient Latin word cultura, "cultivation" or "tending," and its entrance into the English language had begun by the year 1430 (Oxford English Dictionary). By the time the Webster's definition above was written, another definition had begun to take precedence over the old Latin denotation; culture was coming to mean "the training, development, and refinement of mind, tastes, and manners" (Oxford English Dictionary). The OED traces this definition, which today we associate with the phrase " high culture," back as far as 1805; by the middle of the 20th century, it was fast becoming the word's primary definition.
However, if you try a more modern source, like the American Heritage English Dictionary, you'll find a primary definition of culture which is substantially different than either of the two given above: "The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought." Why such a difference, and in such a (relatively) short period of time? Well, in the past 40 years, the use of the word "culture" has been heavily influenced by the academic fields of sociology and cultural anthropology. These fields have gradually brought what was once a minor definition of culture (the last of eight definitions given in the old 1958 Webster's quoted above) into the mainstream.
It is easy to imagine how the U.S. society which was so focused on "socially transmitted behavior patterns" in the sixties would come to need a word to describe the object of its interest. The civil rights movement during this era brought everyone's attention to bear on cultural differences within U.S. society, while the Vietnam War served to emphasize the position of the U.S. culture in relation to other world cultures.
Over time, these new uses for the word culture have eclipsed its older meanings, those associated with cultivation of the land and the production of crops. You might say that an aspect of U.S. culture over the past 40 years is its fascination with the issue of culture itself -- a fascination which has brought about many changes in the way we speak and the meanings of words which we commonly use.
Famous Quotes about Culture
Culture is properly described as the love of perfection; it is a study of perfection.
Matthew Arnold, Culture and Anarchy, I, 1869 [source: Esar]
Culture looks beyond machinery, culture hates hatred; culture has one great passion, -- the passion for sweetness and light.
Matthew Arnold, Literature and Dogma, pref., 1873 [source: Esar]
Culture is to "know the best that has been said and thought in the world."
Matthew Arnold, Literature and Dogma, pref., 1873 [source: Esar]
________________________________________
That is true culture which helps us to work for the social betterment of all.
Henry Ward Beecher [source: Correct Quotes]
________________________________________
A man should be just cultured enough to be able to look with suspicion upon culture.
Samuel Butler [source: Esar]
________________________________________
Culture is everything. Culture is the way we dress, the way we carry our heads, the way we walk, the way we tie our ties -- it is not only the fact of writing books or building houses.
Aime Cesair, Martiniquen writer, speaking to the World Congress of Black Writers and Artists in Paris [source: Petras and Petras]
________________________________________
Culture, with us, ends in headache.
Ralph Waldo Emerson, Experience, 1841 [source: Esar]
________________________________________
No culture can live, if it attempts to be exclusive.
Mahatma Gandhi [source: Correct Quotes]
Culture of the mind must be subservient to the heart.
Mahatma Gandhi [source: Correct Quotes]
________________________________________
Men are so inclined to content themselves with what is commonest; the spirit and the senses so easily grow dead to the impressions of the beautiful and perfect, that every one should study, by all methods, to nourish in his mind the faculty of feeling these things. ...For this reason, one ought every day at least, to hear a little song, read a good poem, see a fine picture, and, if it were possible, to speak a few reasonable words.
Goethe, Wilhelm Meister's Apprenticeship. Bk. v, ch. 1 (Carlyle, tr.) [source: Stevenson]
________________________________________
Rather than by your culture spoiled,
Desist, and give us nature wild.
Matthew Green, The Spleen, l. 248 [source: Stevenson]
________________________________________
Culture is like the sum of special knowledge that accumulates in any large united family and is the common property of all its members. When we of the great Culture Family meet, we exchange reminiscences about Grandfather Homer, and that awful old Dr. Johnson, and Aunt Sappho, and poor Johnny Keats.
Aldous Huxley [source: Flesch]
________________________________________
Culture is but the fine flowering of real education, and it is the training of the feeling the tastes and the manners that makes it so.
Minnie Kellogg, Iroquois leader [source: Petras and Petras]
________________________________________
The poor have no business with culture and should beware of it. They cannot eat it; they cannot sell it; they can only pass it on to others and that is why the world is full of hungry people ready to teach us anything under the sun.
Aubrey Menen [source: Flesch]
________________________________________
A cultivated mind is one to which the fountains of knowledge have been opened, and which has been taught, in any tolerable degree, to exercise its faculties.
John Stuart Mill, Utilitarianism, II, 1863. [source: Esar]
________________________________________
Culture is what your butcher would have if he were a surgeon.
Mary Pettibone Poole, A Glass Eye at a Keyhole (1938). [source: Maggio]
________________________________________
The primary indication, to my thinking, of a well-ordered mind is a man's ability to remain in one place and linger in his own company.
Seneca, Epistulae ad Lucilium. Epis. ii, sec. 1. [source: Stevenson]
________________________________________
Culture is the habit of being pleased with the best and knowing why.
Henry van Dyke [source: Stevenson]
________________________________________
Culture is an instrument wielded by professors to manufacture professors, who when their turn comes will manufacture professors.
Simone Weil, The Need for Roots (1949) [source: Maggio]
________________________________________
Are not the processes of culture rapidly creating a class of supercilious infidels, who believe in nothing? Shall a man lose himself in countless masses of adjustments, and be so shaped with reference to this, that, and the other, that the simply good and healthy and brave parts of him are reduced and clipp'd away, like the bordering of a box in a garden?
Walt Whitman, Democratic Vistas, 1870 [source: Esar]
Introduction
LM- 1481, Intercultural Communication, is a required course for the degree of Bachillerato en Inglés and Bachillerato en la Enseñanza del Inglés. It is the final oral course taken by English majors. A number of foreign students also register and as a result, the course is multicultural or bicultural, depending on the arrangement of the group. This course provides an overview of the study on culture and its relation to language and communication. It is designed to promote language fluency through cultural awareness on the premise that language is always used in context; therefore, the comprehension of cultural issues promotes effective and positive intercultural encounters.
The fundamental objective of this course is for students to:
Increase understanding of both their own cultural patterns of behavior as well as of those of people from different cultures and of the importance of cultural conditioning in language, behavior, and values.
This course is student-based. This means that it will be as interesting and challenging as the students make it. The topics discussed are often controversial and / or problematic, so the class also demands openness to new ideas and the ability to respectfully defend one's strongest ideological beliefs.
MATERIALS TO GET AS SOON AS POSSIBLE:
1. Course anthology: ready under the professor's name at "Copymundo."
2. "Limon Blues" by Ana Cristina Rossi: available at LibroMax and Libreria Internacional.
The fundamental objective of this course is for students to:
Increase understanding of both their own cultural patterns of behavior as well as of those of people from different cultures and of the importance of cultural conditioning in language, behavior, and values.
This course is student-based. This means that it will be as interesting and challenging as the students make it. The topics discussed are often controversial and / or problematic, so the class also demands openness to new ideas and the ability to respectfully defend one's strongest ideological beliefs.
MATERIALS TO GET AS SOON AS POSSIBLE:
1. Course anthology: ready under the professor's name at "Copymundo."
2. "Limon Blues" by Ana Cristina Rossi: available at LibroMax and Libreria Internacional.
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