National Tolerance Day, a CPE lesson


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National Tolerance Day, a CPE lesson

  2. 2. Dalai Lama In the practice of tolerance, one’s enemy is the best teacher 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 2
  3. 3. ‘One’ by U2: the lyrics Is it getting better Did I disappoint you  Or leave a bad taste in Or do you feel the same your mouth Will it make it easier on You act like you never you had love Now you got someone to And you want me to blame go without You say one love, one life Well it's too late tonight When it's one need in the To drag the past out night into the light It's one love We're one but we're We get to share it not the same We get to carry each It leaves you baby other, carry each other If you don't care for it One 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 3
  4. 4. ‘One’ by U2: the lyrics You say love is a temple  Have you come here for  Love is a higher law forgiveness Love is a temple Have you come to raise Love is the higher law the dead You ask me to enter but then you make me crawl Have you come here to And I can't be holding on to play Jesus what you got To the lepers in your When all you got is hurt head One love, one blood, one life You got to do what you should Did I ask too much One life with each other More than a lot Sisters, brothers You gave me nothing One life but we're not the same Now it's all I got We get to carry each other, carry each other We're one but we're not One the same One We hurt each other, then we do it again 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 4
  5. 5. After watching U2 and Mary J Blige singing ‘One’ on You Tube Questions: 1. What is the song about? 2. How is the message of the song reinforced by the image of these two singers? 3. How does it make you feel? Write some notes together with your partner and then discuss your answers with the rest of the class. 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 5
  6. 6. Bono’s interpretation of the song: “It is a song about coming  together, but it's not the old hippie idea of quot;Let's all live together.quot; It is, in fact, the opposite. It's saying, quot;We are one, but we're not the same.quot; It's not saying we even want to get along, but that we have to get along together in this world if it is to survive. It's a reminder that we have no choice.” ~ Bono, 1993 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 6
  7. 7. Relevant Vocabulary The definitions are taken from: A stereotype is an exaggerated belief, image or distorted truth about a person or group — a generalization that allows for little or no individual differences or social variation. Stereotypes are based on images in mass media, or reputations passed on by parents, peers and other members of society. Stereotypes can be positive or negative. 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 7
  8. 8. Relevant Vocabulary A prejudice is an opinion, prejudgment or attitude  about a group or its individual members. A prejudice can be positive, but in our usage refers to a negative attitude. Prejudices are often accompanied by ignorance, fear  or hatred. Prejudices are formed by a complex psychological process that begins with attachment to a close circle of acquaintances or an quot;in-groupquot; such as a family. Prejudice is often aimed at quot;out-groups.quot; Discrimination is behavior that treats people  unequally because of their group memberships. Discriminatory behavior, ranging from slights to hate crimes, often begins with negative stereotypes and prejudices. 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 8
  9. 9. How do we learn prejudice? Social scientists believe children begin  to acquire prejudices and stereotypes as toddlers. Many studies have shown that as early as age 3, children pick up terms of racial prejudice without really understanding their significance.  Once learned, stereotypes and prejudices resist change, even when evidence fails to support them or points to the contrary. 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 9
  10. 10. How do we perpetuate bias? Bias is perpetuated by conformity with in-group attitudes and  socialization by the culture at large. The fact that white culture is dominant in America may explain why people of color often do not show a strong bias favoring their own ethnic group. Mass media routinely take advantage of stereotypes as  shorthand to paint a mood, scene or character. The elderly, for example, are routinely portrayed as being frail and forgetful, while younger people are often shown as vibrant and able. Stereotypes can also be conveyed by omission in popular  culture, as when TV shows present an all-white world. Psychologists theorize bias conveyed by the media helps to explain why children can adopt hidden prejudices even when their family environments explicitly oppose them. 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 10
  11. 11. What can we do about unconscious stereotypes? Think about families and schools:  supportive/ loving environment, open- mindedness, new ideas, beyond ‘inherent’ roles and identities  Community: integration  Feeling hidden bias: automatic, but consciously rectified (think of these concepts: gender, age, race, religion) 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 11
  12. 12. Committing to change If people are aware of their hidden biases, they can  monitor and attempt to ameliorate hidden attitudes before they are expressed through behavior. This compensation can include attention to language, body language and to the stigmatization felt by target groups. Common sense and research evidence also suggest  that a change in behavior can modify beliefs and attitudes. It would seem logical that a conscious decision to be egalitarian might lead one to widen one's circle of friends and knowledge of other groups. Such efforts may, over time, reduce the strength of unconscious biases. 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 12
  13. 13. Quiz time! How would you react if you saw your  father doing the washing up instead of your mother?  What would you think if you saw a 50- year-old man taking part in the same dance class as you? What if this person was a 20-year-old woman?  What would you say if a fully-qualified man from Nigeria sought to work in your business company? 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 13
  14. 14. Homework! Write an email (of about 300 words) to  your classmate describing what we did in this lesson that he/she missed.  Explain all the concepts we discussed and provide relevant examples.  Finally, express your own opinion on how tolerant people are nowadays and suggest ways of improvement. 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 14
  15. 15. Some food for thought… 31/3/2009 MARKAKI SCHOOL OF FOREIGN LANGUAGES 15