Guidelines for Peace Corps Cross-Cultural Training. Part I. Philosophy and Methodology.

Autor/inn/en	Wight, Albert R.; Hammons, Mary Anne
Institution	Center for Research and Education, Estes Park, CO.
Titel	Guidelines for Peace Corps Cross-Cultural Training. Part I. Philosophy and Methodology.
Quelle	(1970), (217 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrative Principles; Adult Education; Change Agents; Cross Cultural Studies; Cross Cultural Training; Cultural Awareness; Educational Philosophy; Foreign Culture; Group Instruction; Intercultural Programs; Interdisciplinary Approach; International Programs; International Relations; Laboratory Training; Program Guides; Sensitivity Training; Training Objectives + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Cultural comparison; Kulturvergleich; Interkulturelle Orientierung; Cultural identity; Kulturelle Identität; Bildungsphilosophie; Erziehungsphilosophie; Fremdes; Gruppenunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Internationale Beziehungen; Laborkunde; Sensitivitätstraining; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	Written for use by Peace Corps training staff, these guidelines are designed to support the planning, designing, and conducting of training programs oriented toward the preparation of Peace Corps Volunteers to live and work in another culture. Basic objectives and assumptions of the experiential training approach are discussed in Chapter One. Objectives include: understanding and acceptance of and effective interaction within a foreign culture. Assumptions of the training program regarding the facilitation of learning include: trainee's responsibility for his own learning, active involvement of trainee's emotions and intelligence, emphasis on learning how to learn, and evaluation based on performance objectives. Chapter Two, Experiential Training/Learning focuses on staff and trainee roles. Chapter Three, Use of Small Groups, includes discussion of unstructured training and specific sections on a non-directive approach and a modified T-group. Chapter Four, Planning, Designing, and Conducting Experiential Training, presents a general system design for a total program; activities, outcomes, and a time sequence are specified. Special problems, e.g., trainee attitudes, peer pressure, are discussed in Chapter Five. A discussion of the integration of language training is appended. Related documents are: SO 002 457, SO 002 458, and SO 002 459. (DJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC