This paper will examine the values and beliefs of the Swedish culture revealed by analysing the characteristics of a linear-active culture, which is described in Lewis' Model of Culture. Therefore, the focus will be on the theme of comprehensive schools in Sweden.
Culture should be regarded as an iceberg, where 80% is hidden from your view. You can find these hidden 80% in history, ecology, table manners, social etiquette or social structure of a different culture.
One field, in which many of these hidden cultural aspects can be found, is the school system. It is one of the main parts of socializing and education of a country and so it shares the cultural norms nearly every day. One good example is the primary school in Sweden, because it is very different from other European schools and reflects the Swedish culture in many points.
In order to show the hidden 80% of the Swedish culture, this elaboration will focus on Sweden’s comprehensive school. Therefore, this paper will first concentrate on cross-cultural communication. After explaining, what cross-cultural communication means, it will give a short insight into the Cultural Model of the British author and polyglot Richard D. Lewis, who classified cultures into three categories.
After classifying the Swedish culture, this this paper will analyse its values, based on three characteristics Lewis assigned to linear-active cultures. These three characteristics can be found in nearly every part of the Swedish culture, but especially in the typical Swedish educational system. As already mentioned above, the Swedish school system is in many points different from other countries. To earn high quality standards, Swedish schools focus for example on the students and not only on teaching and learning contents. But there are many other hidden aspects that give some indication of the Swedish culture. In the last part of this paper, these aspects will be described and discussed.
Table of Contents
- 1. Introduction
- 2. Thesis
- 3. Understanding cultural differences
- 3.1. Cross-cultural communication and social interaction
- 3.2. Lewis Model of Culture
- 4. Sweden:
- 4.1. A Nordic Social Democracy
- 4.2. A result-oriented culture
- 4.2.1. Liability to make detailed plans
- 4.2.2. Swedes mind their own business
- 4.2.3. Individualism
- 4.3. A people-oriented culture
- 4.3.1. A collectivistic form of decision making
- 4.3.2. Tolerance and respect
- 4.4. Between welfare and will to succeed
- 5. How to empathise with Swedes
- 6. Conclusion
Objectives and Key Themes
This paper aims to explore how Swedish cultural values and beliefs influence the country's compulsory education system. It analyzes these influences by examining the characteristics of Swedish culture within the framework of Lewis's Model of Culture, focusing specifically on the Swedish comprehensive school system.
- The impact of Swedish cultural values on education.
- Analysis of Swedish culture through the lens of Lewis's Model of Culture.
- The interplay between welfare and the ambition to succeed within the Swedish context.
- Cross-cultural communication and its relevance to understanding Swedish education.
- The characteristics of a linear-active culture and how they manifest in the Swedish educational system.
Chapter Summaries
1. Introduction: This introductory chapter sets the stage by highlighting the growing importance of multiculturalism and intercultural communication in a globalized world. It defines culture as a structure of learned behaviors shared by members of a society and emphasizes the often-hidden aspects of culture, using the metaphor of an iceberg. The chapter introduces the Swedish primary school system as a case study to illustrate these hidden cultural aspects, highlighting its differences from other European systems. The paper's focus on cross-cultural communication and Lewis's Cultural Model is established, setting the groundwork for the subsequent analysis of the Swedish culture and its impact on education.
2. Thesis: This chapter presents the central argument of the paper: that Swedish culture possesses a duality—it is simultaneously social and harmony-oriented while also being focused on facts, plans, and results. The chapter posits that the paper will examine how these seemingly contrasting aspects interact and where their combination proves challenging. It reiterates the focus on the Swedish primary school system as a lens through which to observe the successes and shortcomings arising from this cultural duality, firmly establishing the paper's central theme and methodology.
3. Understanding cultural differences: This chapter delves into the complexities of cross-cultural communication and social interaction. It explains the concept of cultural models as ingrained mental maps shaped by socialization and education, emphasizing the difficulty of objectively analyzing cultural values. The chapter introduces key dimensions for understanding cultural models, including concepts of time and space, communication styles, gender roles, and the individual's position within society. The importance of intercultural communication in a globalized world is stressed, leading to a brief introduction of Richard D. Lewis's Cultural Model, which will be utilized in subsequent chapters to classify and analyze Swedish culture.
4. Sweden: This chapter analyzes Swedish culture using Lewis's model, focusing on aspects of a linear-active culture. It explores the multifaceted nature of Swedish society, examining its characteristics as a Nordic social democracy and exploring the balance between its result-oriented and people-oriented aspects. Subsections delve into specific behavioral traits, such as meticulous planning, individualism, and a collectivistic approach to decision-making, providing detailed examples of how these traits shape the social and professional landscape of Sweden. The chapter concludes by examining the tension between Sweden's welfare system and its emphasis on individual achievement.
5. How to empathise with Swedes: This chapter, likely focused on practical applications of understanding Swedish culture, would contain strategies for effective cross-cultural communication and interaction with Swedes. It would offer insights into navigating social situations and professional settings in Sweden, drawing upon the cultural analysis presented in previous chapters. The chapter would likely offer practical tips and advice for interacting successfully with Swedes, based on a nuanced understanding of their cultural norms and values. (Note: Specific content is unavailable due to the lack of text for this chapter).
Keywords
Swedish culture, education, compulsory school, Lewis Model of Culture, linear-active culture, cross-cultural communication, intercultural communication, social democracy, welfare state, individualism, collectivism, result-oriented culture, people-oriented culture, social interaction.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this document?
This document provides a comprehensive preview of a paper exploring the influence of Swedish cultural values and beliefs on the country's compulsory education system. It analyzes these influences using Lewis's Model of Culture, focusing on the Swedish comprehensive school system.
What are the key themes explored in the paper?
Key themes include the impact of Swedish cultural values on education; analysis of Swedish culture through Lewis's Model; the interplay between welfare and ambition to succeed in Sweden; cross-cultural communication's relevance to understanding Swedish education; and characteristics of a linear-active culture in the Swedish educational system.
What is the structure of the paper?
The paper is structured into six chapters: an introduction setting the context and methodology; a chapter presenting the central thesis; a chapter explaining cultural differences and introducing Lewis's Model; a chapter analyzing Swedish culture using Lewis's Model; a chapter on strategies for effective communication with Swedes; and a concluding chapter.
How does the paper utilize Lewis's Model of Culture?
Lewis's Model of Culture is used as a framework to analyze and classify Swedish cultural characteristics, particularly focusing on its aspects as a linear-active culture. This model helps to understand the interplay between the result-oriented and people-oriented aspects of Swedish culture.
What are the key characteristics of Swedish culture analyzed in the paper?
The paper analyzes Sweden's characteristics as a Nordic social democracy, exploring its result-oriented aspects (meticulous planning, individualism) and its people-oriented aspects (collectivistic decision-making, tolerance, respect). The tension between the welfare system and the emphasis on individual achievement is also examined.
What aspects of Swedish culture are highlighted as potentially challenging?
The paper highlights the duality of Swedish culture—a simultaneous focus on social harmony and on facts, plans, and results—as a potentially challenging aspect, exploring how this combination affects the educational system and other social aspects.
What is the purpose of the chapter on "How to empathize with Swedes"?
This chapter, while lacking detailed content in the preview, aims to provide practical strategies for effective cross-cultural communication and interaction with Swedes, offering insights into navigating social and professional settings in Sweden based on the cultural analysis presented earlier.
What are the key words associated with this paper?
Key words include Swedish culture, education, compulsory school, Lewis Model of Culture, linear-active culture, cross-cultural communication, intercultural communication, social democracy, welfare state, individualism, collectivism, result-oriented culture, people-oriented culture, and social interaction.
What is the overall argument or thesis of the paper?
The central argument is that Swedish culture possesses a duality: it is both social and harmony-oriented and focused on facts, plans, and results. The paper examines how these contrasting aspects interact and where their combination presents challenges, primarily through the lens of the Swedish primary school system.
Who is the intended audience of this document?
The intended audience is likely academics and researchers interested in cross-cultural communication, Swedish culture, and the influence of culture on education. The structured format and detailed information suggest a professional academic context.
- Arbeit zitieren
- Katharina Reinhard (Autor:in), 2014, How the Swedish culture affects education in compulsory schools, München, GRIN Verlag, https://www.grin.com/document/317845
