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Ch. 1 Culture and Motivation to Learn, Summary This chapter provided…

- - - - (1) feels respected by and connected to others,
      - (3) experiences challenges that are within reach
      - (2) understands the relevance of her or his learning experiences,
      - (4) is able to authentically identify academic growth in personally and socially valued ways
- - - - Alternatives: Personal generosity is the highest human value; conspicuous consumption represents greed and self-interest; rags-to-riches is rooted in cultural mythology that overlooks the social, political, and economic forces that favor certain groups over others. Thus, achievement has at least as much to do with privilege as with personal desire and effort.
  - - - Alternatives: People believe that caring about and taking time for others is more important than “being busy”; discipline can take many forms and should be equated with respect, moral action, and social conscience; a means-ends orientation has been the justification for such things as cultural genocide and environmental disaster; sustenance is a higher value than productivity.
  - - - Alternatives: Human beings are selective about whom they will help; for some, personal gain takes precedence over kindness and generosity; for others, human emotion is to be avoided because it makes them feel vulnerable and inept.
  - - - Alternatives: People feel there is no objective right or wrong and that such a perspective tends to favor and protect the most privileged members of society; finding meaning in life events and situations is more important than judging.
  - - - Alternatives: People believe that process is just as important as product and that it makes the strongest statement about what an individual values; living and working in a manner that values equity and fairness is both practical and just.
  - - - Alternatives: People believe that the idea of progress assumes human beings can and should control nature and life circumstances; instead, we ought to acknowledge, respect, and care for that which we have been given, that which is greater than ourselves, and that which is, like life, cyclical.
  - - - Alternatives: People believe that a good life is defined by sharing and giving things away. The idea that life will be good if one owns many possessions leads to insatiable behavior and greed as well as environmental devastation.
  - - - Alternatives: People believe that freedom without justice is dangerous; limiting freedom is necessary for equality; accepting the limitations of personal freedom is a sign of respect for others.
  - - - Alternatives: People believe that sharing and humility are higher values than ownership and self-promotion; self-respect is inseparable from respect for others, community, and that which is greater than oneself. Individualism can promote aggression and competition in ways that undermine the confidence, self-respect, and human rights of others; independence denies the social, cultural, racial, and economic realities that favor members of certain groups over others.
  - - - Alternatives: People believe the earth is a sacred gift to be revered and protected. The notion of scientific objectivity is based on the mistaken presumption that human beings are capable of value-neutral beliefs and behaviors.
  - - - Alternatives: People believe that, functionally, “American” has meant conformity to Anglo European values, behaviors, and appearances; the way in which the word American is commonly used to describe a single country on the continent of the Americas is presumptuous and arrogant; “American” needs to be redefined in the spirit of pluralism and with respect for other global identities.
  - - - Alternatives: People believe that democracy is an illusion that perpetuates the domination of society’s most privileged members; people must have the means and capacity to use their voices—this requires access to multiple perspectives on issues and confidence that speaking up will not jeopardize one’s economic and personal security.
  - - - Alternatives: People believe that racism combines prejudice with power and is personal, institutional, and cultural. It has been used for over 400 years as a way to secure the psychological, educational, and material dominance of a select group. Without acknowledgment of its existence, it is impossible for members of a society to examine the implications of advantage and power and develop practices that level the playing field