![]() ![]() Icebergs are infamous for being much bigger underneath the water than what is seen over its surface. When only a part of something that can be easily observed, but not the rest of it, we say that the part is just the tip of the iceberg. If something is said to be ‘the tip of the iceberg’, it means that something is only a small part of a much bigger situation. This idiom comes from the fact that only the tip of an iceberg can be seen and the rest of the iceberg, which is much larger, is underneath the water and cannot be seen. So when you use it for a situation, you mean that there is more to it than what can be seen or experienced. The idiom ‘tip of the iceberg’ basically means the small part of a much larger situation or problem that remains hidden. But, that small portion enables you to imagine or anticipate how big or serious the issue could be. There are times you can notice or see a very small part of a situation, a concept, or a problem, it is not entirely visible. This impressive cross-cultural training guide by the Peace Corps gives an iceberg activity on page 10 – click here.There is a useful point on turning the iceberg upside down. A good summary of the concept as applied to a school’s planning of a Year 4 unit on understanding other cultures is here. ![]() An exercise asking you to identify where different cultural aspects might be located on the iceberg is here.Another pdf version here divides the aspects in to three parts (doing, thinking and feeling) A simplified but nicely animated version is here. An alternative version of the iceberg on a pdf file can be found here.Below are some links to sites that explain the concept further and in some cases offer a related activity. The iceberg analogy of culture is very common. To facilitate deep reflection on these vital but less tangible aspects of culture we need to embed such opportunities across the full range of age groups and learning activities, both curricular and extra-curricular. What notions of beauty, courtesy, friendship and ‘self’ do we hold? And how do these reflect our own cultural heritages? Similarly, we should explore various attitudes towards gender, age, social status, time, space and more. We need to continually provide our students with chances to reflect on the many beliefs, values, assumptions and expectations which they and those around them hold. ![]() However, there are also many cultural aspects of any community which may not be so visible. ![]() Visible and obvious cultural aspects – such as clothing, flags, food, performing and visual arts - are often essential to culture and are well worth celebrating, as happens during International Day and other school festivals. To quote from an article I have recently written for our Term 2 magazine: However, without embracing the important stuff beneath the surface, there is a risk that learning events claiming to raise intercultural understanding do not go deep enough on their own. That is not to say that celebrating and learning about the more obvious aspects of culture (such as the three Fs - food, flags, and festivals) is not important – far from it. In terms of intercultural education at an International School such as ours, the relevance of this analogy is that we need to take care to focus our learning opportunities on the less visible aspects if it is to be genuinely meaningful. For example, religious beliefs influence holiday customs and notions of beauty influence the arts. In fact, the sub-surface aspects shown above will directly influence those on the ‘tip’ of the iceberg. The idea of culture as an iceberg reminds us that only a smaller proportion of cultural aspects are more ‘visible’ and therefore more obvious than many other facets of culture which, while far less tangible and visible, are just as essential to our understanding of how cultures work. Image: Creative Commons License (details and further references here ) ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |