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                                    %CULTURAL SHOCK 730913

     When a person moves from one culture into  a  culture
which  functions  with  fundamentally different unexamined
assumptions  and  self-images---the   person   experiences
cultural   shock.     Most   commonly  cultural  shock  is
associated  with  travel  from  one  national  culture  to
another national culture.  It may be experienced, however,
in  moving from one sub-culture within a nation to another
sub-culture within the same nation.

     Our  schools  define sub-cultures.   Various  schools
operate  with different unexamined assumptions  and  self-
images.   Thus individuals who make a transition from  one
school  to another may experience cultural shock.  To some
extent we are made aware of this reality as students  move
between  school systems  which are operated  in  terms  of
differing philosophies of education.

     Schools  for  different  age  level  students  define
subcultures.    There is relatively little  inter-cultural
exchange  on  the part of those who define  the nature  of
these different sub-cultures;  teachers and administrators
are  immersed almost exclusively  within  our  "elementary
school",    "intermediate  level",   "secondary   school",
"collegiate", or "graduate school" orientation. It is they
who play a determinative role in creating the character of
the sub-culture.

     The students are required to move monotonically  from
one  sub-culture to another as they grow older.   They are
required to experience  instances of cultural shock  which
their teachers do not experience with them.

     When  a member of one culture enters another culture,
communication  is  difficult,  even if the same words  are
used within both cultures.   If the individuals associated
with  the differing cultures are unaware of the  character
of  each other's  culture,   then  communication is  often
confused  without  self  and  other  being  aware  of  the
confusion---except as an un-articulatable frustration.

     College  and  university  science  instructors  might
helpfully consider  the cultural shock experience by  each
year's  group of new adolescents,  who,  while seeking  to
develop their own identity,  experience the cultural shock
of  moving from innovative  humane  secondary schools into
insensitive  intellectual  factories  concerned  primarily
with   reproducing   knowledge  so  as  to  maintain   the
information explosion.
                         (c) 1999 by Paul A. Smith in
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