Orality Journal Volume 3, Number 1, 2014 | Page 37

Constructivism, Cross-cultural Teaching, and Orality

This means that it is highly unlikely
that I, as a teacher, will be able
to communicate new ideas unless
I “understand them.” Rather
than pour out new knowledge
upon them, I must guide them in
a process of discovery such that
they choose to accept and utilize
that new information. Only then
will transformation of belief and
behavior really take place. It seems
to me that this issue of culturally
appropriate teaching/learning may
be at the very heart of why there
are so many Christians (at least
that is their claim) and yet so little
personal and social transformation
in many places of the world.

Implementing Constructive
Teaching/Learning
Practically speaking, when called

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upon to teach cross-culturally, how
can we, as teachers from the West,
implement constructivist teaching/
learning in a non-Western context?
Let me suggest the following:
First, learn as much as you can
about the cultural context in which
you will work before you teach. This
information will then be verified,
modified, and added to in the
teaching/learning process when
the constructivist model is utilized.
Second, do not assume the role as a
dispenser of new information or an
authority. Rather, work with your
listeners to help them connect the
new information you bring with
that which is already known/present
in their culture. This presumes your
familiarity with existing knowledge