Grounded in Theory: How To Promote a Sociocentric Worldview in Any Course!

Randall OsborneProfessor of PsychologyTexas State University

Paul KrieseProfessor Political ScienceIndiana University East

Maryville University Conference on Scholarship of Teaching and Learning, Maryville University, October 9-10, 2015

Introduction This presentation discusses a common theoretical foundation that we use in

three different courses - Politics of Hate, Psychology of Prejudice, Discrimination and Hate & International Psychology.

In these courses, we have discovered that 8 theoretical perspectives Critical Psychology, Liberation Psychology, Post-Modernism, Social Constructivism, Social Identity Theory, Social Reduction Theory, Symbolic Interactionism, and Vygotsky’s Sociocultural Theory)

serve as a foundation that assists students in understanding all three courses and assists them in engaging in the kind of self-reflective (critical) thinking that understanding of others requires.

In other words, these perspectives assist students in becoming less egocentric and more sociocentric.

Presentation Goals• 1.) Demonstrate how multiculturalism/diversity/inclusion can

be facilitated within a classroom – based on theoretical perspectives

• 2.) Link the theories that can promote “diversity thinking” to Bennett’s Model of Intercultural Sensitivity

• 3.) Engage participants in a conversation about the role of the perspectives to demonstrate how a more sociocentric mindset can be developed.

PROMOTING A SOCIOCENTRIC WORLDVIEW ACROSS COURSE• Eight theoretical perspectives (Critical Psychology, Liberation

Psychology, Post-Modernism, Social Constructivism, Social Identity Theory, Social Reduction Theory, Symbolic Interactionism, and Vygotsky’s Sociocultural Theory) are used as a framework for getting students to develop a more sociocentric worldview.

The perspectives One of critical psychology's main criticisms of conventional

psychology is that it fails to consider or deliberately ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people. It does this, in part, because it tends to explain behavior at the level of the individual.

The perspectives• Liberation psychology, also known as liberation social psychology or

psicología social de la liberación, is an approach to psychological science that aims to understand the psychology of oppressed and impoverished communities by addressing the oppressive sociopolitical structure in which they exist.

View of science as neutral – The idea that science was devoid of moral elements was considered a flawed framework.

Assertion of universality – Psychological theories were being produced based on research conducted primarily with white, middle class, undergraduate males. Liberationists questioned the notion that such principles were universal and therefore applicable to all individuals without regard to the consideration of contextual factors.

Societal irrelevance – Psychology was viewed as failing to generate knowledge that could address social inequalities.

The perspectives• Postmodernism is largely a reaction to the assumed certainty

of scientific, or objective, efforts to explain reality. It stems from a recognition that reality is not simply mirrored in human understanding of it, but rather, is constructed as the mind tries to understand its own particular and personal reality.

Postmodernism is highly skeptical of explanations which claim to be valid for all groups, cultures, traditions, or races, and instead focuses on the relative truths of each person. In the postmodern understanding, interpretation is everything; reality only comes into being through our interpretations of what the world means to us individually.

Postmodernism relies on concrete experience over abstract principles, knowing always that the outcome of one's own experience will necessarily be fallible and relative, rather than certain and universal.

The perspectives• Social Constructivism Lev Vygotsky argued that all cognitive

functions originate in, and must therefore be explained as products of social interactions and that learning was not simply the assimilation and accommodation of new knowledge by learners; it was the process by which learners were integrated into a knowledge community. According to Vygotsky (1978, 57),

Every function in the child's cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.

The perspectives• Social Identity Theory discusses the implications of social identity

for our interactions with and assumptions about other people (Turner 1985). Social Identification Theory suggests we: (1) categorize—we find it helpful (we might be perceived as having a need) to place people and objects into categories, (2) identify—we align ourselves with groups and gain identity and self-esteem from it, and (3) compare—we compare ourselves to others.

Turner (1985) suggests that we have a tendency to positively define the groups with which we identify so we can more positively evaluate ourselves.

This leads to a self-serving bias: if we assign a positive value to “our” groups (in-groups), we are likely to do so by assigning negative value to the groups with which we do not identify (out-groups). If we are good, they must be bad. Our “being good” becomes the cognitive anchor and the other, therefore, must be bad.

The perspectives Social reductionism argues that all behavior and experiences

can be explained simply by the affect of groups on the individual.

• The criticism of reductionist arguments is that they are too simplistic because they ignore the complexities of human behavior and experience. Behavior often has a number of different causes and to reduce the possible explanations to one level can only provide a limited understanding.

• However, an advantage of the reductionist views is that by breaking down a phenomena to its constituent parts it may be possible to understand the whole.

The perspectives Symbolic interaction theory focuses attention on the way that

people interact through symbols: words, gestures, rules, and roles. Meaning evolves from human their interactions in their environment and with people. These interactions are subjectively interpreted through existing symbols. Understanding these symbols is important in understanding human behavior.

The perspectives Vygotsky’s sociocultural theory of human learning describes

learning as a social process and the origination of human intelligence in society or culture.

The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual’s mental structure.

• Bennett outlines six points on a developmental continuum of intercultural sensitivity.

• By referring to Intercultural Sensitivity as “developmental” in nature, Bennett is making powerful assumptions about it. Specifically, if something is “developmental” it:• Develops across time,• Is affected by experience,• Progresses more in some than in others,• Can cause dramatic changes in a person.

Intercultural Sensitivity

• Denial. Being comfortable with the familiar. Not anxious to complicate life with “cultural differences”. Not noticing much cultural difference around you. Maintaining separation from others who are different.• Defense. A strong commitment to one’s own thoughts

and feelings about culture and cultural difference. Some distrust of cultural behavior or ideas that differ from one’s own. Aware of other cultures around you, but with a relatively incomplete understanding of them and probably fairly strong negative feelings or stereotypes about some of them.

Intercultural Sensitivity

• Reversal is the opposite of Defense. The person feels that some other culture is better and tends to exhibit distrust of their own culture. • Minimization. People from other cultures are pretty

much like you, under the surface. Awareness that other cultures exist all around you, with some knowledge about differences in customs and celebrations. Not putting down other cultures. Treating other people as you would like to be treated.

Intercultural Sensitivity

• Acceptance. Aware of your own culture(s). See your own culture as just one of many ways of experiencing the world. Understanding that people from other cultures are as complex as yourself. Their ideas, feelings, and behavior may seem unusual, but you realize that their experience is just as rich as your own. Being curious about other cultures. Seeking opportunities to learn more about them.

Intercultural Sensitivity

• Adaptation. Recognizing the value of having more than one cultural perspective available to you. Able to “take the perspective” of another culture to understand or evaluate situations in either your own or another culture. Able to intentionally change your culturally based behavior to act in culturally appropriate ways outside your own culture.• Integration. To varying extents, have integrated more

than one cultural perspective, mindset, and behavior into one’s identity and worldview. Able to move easily among cultures.

Intercultural Sensitivity

• The first three stages are considered “ethnocentric” or monocultural in that one’s own culture is seen as the only culture or to varying extents the “better” culture.

The last three stages are considered “ethnorelative” or multicultural in that one’s own culture is seen as equal among many other cultures.

• It is easy to see how these theories, when reinforced and put into practice, can facilitate progress on these stages of intercultural sensitivity.

• But, how do we promote growth connecting these theoretical perspectives to the individual?

• First, have students “self assess” on the 6 stages:

Intercultural Sensitivity

Assessing Intercultural Sensitivity• Now that you have read about the model and read about each level, give yourself a score

from 1 to 4 on each level using the following scale:• 1 = I show very little of this level• 2 = I show a little of this level• 3 = I show a moderate amount of this level• 4 = I show a lot of this level

• You will end up with 6 scores that you should discuss in your forum posting:

• _____ = Denial• _____ = Defense• _____ = Minimization• _____ = Acceptance• _____ = Adaptation• _____ = Integration

• In your Forum posting discuss HOW you scored on each level, WHY you think you scored that way and anything your might WANT to change about these scores and WHY.

A personal look at applying the theories to reduce egocentrism and promote sociocentrism

What Can I Do?

What Can I Do?Partner up with 2-3 other people near you,Remind yourselves of the 8 theoretical perspectives just discussed,Each person answer the following question:

Which perspective do I think is the most important to use to promote individual change? Why?

Share this choice and rationale with your groupEach person answer the following question:

What one thing can you do - will you commit to do - to become more international (or less ethnocentric) in perspective? How?

Share this with the group & how you plan to do it.

Theories and Perspectives:

Critical PsychologyLiberation PsychologyPost-ModernismSocial ConstructivismSocial Identity TheorySocial Reduction TheorySymbolic InteractionismVygotsky’s Sociocultural Theory

Report Back to the Whole Session• Report some of the highlights of your discussion back to the whole

session,• Are there consistencies in which perspectives we are choosing?• Are there consistencies in the things we think we, personally, can do

to become more international (less ethnocentric) in perspective?• Which changes seem like they would work the best?• Why?

Sample Test Questions• 1.) How does Social Reduction Theory relate to the following statement: “The

Whole May be Greater Than the Sum of its Parts?” Explain the significance of thinking in reductionist or non-reductionist terms when thinking about psychology from an international perspective.

• 2.) How does Vygotsky’s “Sociocultural” theory of learning differ from more traditional ways of thinking about learning? How does this relate to thinking about psychology in more traditional or more “international” ways?

• 3.) Which theoretical perspective from the introductory material do you think is most relevant to this section of material? Briefly describe the main points of that perspective and justify why you have chosen it as the most important to this section of material.

• 4.) Which theory or perspective in psychology (outlined in the questions above) do you think is the MOST important for thinking about psychology in “international” terms? Why do you believe this?

• 5.) Discuss THREE ways in which this course has changed you – the way you think, the way you feel, the way you “see” the world, etc. What – SPECIFIC – elements of the course (certain readings, certain discussions, a particular theory or model, etc.) had the most impact on each of these areas in which you have changed?

• It is my belief that one or more of these perspectives are relevant to ANY course and can be used to promote a more sociocentric worldview – fostering advances in intercultural sensitivity

• Thank You!

• ro10@txstate.edu