In addition to the Spanish language and Hispanic cultures, the student demonstrates a general knowledge of a sociocultural group other than a Hispanic one or mainstream American culture. The student develops a basic understanding of the ways of thinking (ideas, beliefs, attitudes, values, philosophies), the behavioral practices (patterns of social interactions) and the cultural products – both tangible and intangible (for example, art, history, literature, music) – of the second culture.
There are two pathways by which this outcome can be fulfilled:
- The student completes at least one upper division course whose focus is a sociocultural group not reflected by a Hispanic culture. General areas to choose from are: literature, the social sciences (anthropology, geography, history, political systems), art history, music history and/or the second cultural group.
- With faculty approval, the student may opt for a more individual pathway, choosing to independently study, research and analyze the working components of the second culture.
Students gain knowledge the contributes to out cultural identities through interaction with various socializing agents. Individuals like in the Unites States tend to identify themselves to various cultural and social groups, depending on their personal biographies.
There are two pathways by which this outcome can be fulfilled:
- The student completes at least one upper division course whose focus is a sociocultural group not reflected by a Hispanic culture. General areas to choose from are: literature, the social sciences (anthropology, geography, history, political systems), art history, music history and/or the second cultural group.
- With faculty approval, the student may opt for a more individual pathway, choosing to independently study, research and analyze the working components of the second culture.
Students gain knowledge the contributes to out cultural identities through interaction with various socializing agents. Individuals like in the Unites States tend to identify themselves to various cultural and social groups, depending on their personal biographies.
To meet the requirements for this MLO I took the Japanese Mind in the fall of 2016. In this class we learned about different concepts that influence the Japanese way of thinking. The class was based on readings different from different books and some chapters the professor provided for us as additional readings. We learned a lot of information from culture and some aspect of the language. Another component of the class was the we had the opportunity to interact with Japanese students and listen to them and their opinions as well. We also had the opportunity to compare and contrast the mindset between different places like the latino mindset compared to the Japanese and American mindset. Some of the major concepts we focused on were; wa (harmony), vertical structure based on age (where the elders are at the top), aimai (ambiguity, not stating things clearly), and the business culture (life-long employment, job hunting, group mentality, 'sameness'). A lot of the Japanese values are visible in their everyday life-style.