Unit 5 What is culture Part II: Can I make a difference?

Overview

We noted earlier that culture is dynamic. The question is not if it will change but how, and this means it makes sense to ask the question of this topic: Could I make a difference in the way my culture changes? Is it really possible that ordinary people like you or me could make an impact or is culture just too big and unwieldy? In this unit we will ask this important question and see where it takes us.

The first thing to note about this question is that it raises an immediate concern for some people and one we need to address in this unit. The concern is this: If I try to influence the way my culture changes, does that mean I am attempting to impose my values onto others, and is this wrong or inappropriate?

It’s a fair question and to explore it, we need to ask a few others as well: what does it mean to impose one’s values onto others? How would someone go about doing this if they wanted to? Is it something we should avoid at all costs or might there ever be a time or situation when trying to change one’s culture would be legitimate, even wise? One last question: If we tell others they should not impose their values onto others, have we not just imposed one of our values onto them by the very action of telling them this? Clearly, we need to come to some thoughtful conclusions on these questions so get ready for a fascinating ride as we explore them and others in this unit.

Once we come to terms with this issue, we are ready to directly approach our question of how, or whether, someone can make a difference in their culture. We will see that not only is it possible, but it has happened throughout history, sometimes in astonishing ways. Furthermore, when such change has been brought about, it has usually been the result of one or a few people working harder, and usually smarter, than those around them to bring about such change. Sometimes we admire such individuals, other times, not. Normally our admiration hinges on the kinds of change accomplished. As you work through the readings for this unit, keep an eye out for names of individuals who have achieved significant change in the cultures of their day, and think of others you know of.

In this unit, we will examine one such historical person, William Wilberforce, an eighteenth- and nineteenth-century member of the British parliament who developed effective strategies to change cultural attitudes of his day regarding two cultural practices: slavery and child labour. Both were deeply embedded into society and part of the economic structure. In the end, real change occurred. Slavery was abolished throughout the British empire. As you read about Wilberforce’s life and work, ask yourself if we could learn from his strategies and apply any of them to issues in our cultures today.

Welcome to this challenging unit.

Topics

This unit is divided into 2 topics:

  1. A Challenge: Keep your morals to yourself
  2. A Strategy: Steps for making a difference

Learning Outcomes

When you have completed this unit, you should be able to:

  • Explain how William Wilberforce successfully brought about real change in his culture

  • Articulate at least one way you could influence your culture in a positive direction

  • Discuss intelligently the question of whether it is legitimate to try to effect real change in one’s culture

Activity Checklist

Here is a checklist of learning activities you will benefit from in completing this unit. You may find it useful for planning your work.

Learning Activities

  • Read Chapter 6-8 from Chamberlain’s Talking About Good and Bad Without Getting Ugly
  • “Search and Reflect?” Go online and search for culture-changers bios

Assessment

  • Unit 5 Student forum presentations (20%) and forum interaction (20%).
  • Reflective Learning Journal (20%) – due at the end of the course
  • Final project: This project will be handed in to the professor on the final day of class. You should be working with your group through the steps of the project as set out in the course syllabus. (40%)

Resources

Here are the resources you will need to complete this unit.

  • Lewis, C.S.  Mere Christianity.  New York: Macmillan pub., 1952, (Book I).
  • Chamberlain, Paul. (2005). Talking About Good and Bad Without Getting Ugly: A Guide to Moral Persuasion. Downers Grove: Intervarsity Press.

All other online resources will be provided in the unit.

5.1 A Challenge: Keep your morals to yourself

Earlier we asked if it is appropriate to try to affect the way one’s culture changes. The question is this: does this involve advancing one’s own values throughout culture at the expense of others? Could it even be that this involves imposing one’s values onto others and could this be a legitimate aim?

It’s a fair question and we will explore it further when we examine the changes brought about by the British parliamentarian, William Wilberforce, who lived from 1759-1833. For now, think back on your own life experience so far. Perhaps you have been told by others that you have no right to impose your moral values onto others, or perhaps you’ve said this to others. This admonition often continues with the words, “If you want to live by your values, go ahead, but keep them to yourself!” What is not always so clear is what, precisely, is meant by this challenge. What does it mean to impose one’s values onto others, and how, exactly, does one commit this error? If someone has said this to you, what, exactly, were you doing that caused them to say it? Furthermore, how does one avoid it? Further still, suppose you woke up this morning wanting to impose your values onto others; how would you do it? What specific actions would you take? Getting answers to these questions can avoid confusion for anyone wanting to take this issue seriously and, in this unit, you will have an opportunity to start developing them.

The first thing to notice about this admonition is that while it challenges a person’s right to impose their views on others, it makes no attempt to convince the person that their viewpoint is wrong or faulty. The rightness or wrongness of the viewpoint is simply not at issue when this charge is made, only the right of the person to impose it on others, whatever that means. This is interesting since it is not our normal way of responding to people’s views on cultural issues. Normally when we express disagreement with someone else’s view, we have reasons for our disagreement which we express to the other person. We tell them why we disagree.

For all its lack of clarity, however, we should not underestimate the power of this admonition. If successful, it can marginalize or shut down an entire viewpoint without ever showing how it is wrong or faulty.

Activity: Read, View, and Reflect

Read Chapter 6 from Chamberlain’s Talking About Good and Bad Without Getting Ugly.

Next, watch the video, “What us the difference between Ethics, Morality and the Law”, where the difference between Ethics, Morality and the Law is explained.

Questions to Consider

As you read through the chapters for this topic, we encourage you to ask the following questions.

  • Have you ever told someone they should not impose their values onto others? If so, what were they doing that caused you to say it? Be as precise and specific as possible in your answer.
  • Have you ever been told this by others? Again, what were you doing?
  • What are some ways you think people try to impose their values onto their society?
  • Could it ever be legitimate to do this? When and why?
  • Does it change things if we drop the word, impose, and instead speak of trying to influence our society in ways we believe to be good for ourselves and others around us?
  • Does democracy invite citizens to do this in some ways that are legitimate? Can you name some?

5.2 A Strategy: Steps for making a difference

Once we have come to terms with the issue of imposing our values onto others, we are ready to address the question we have been working toward. Can I make a difference and, if so, what strategies should I employ? How does one answer this question?

Our approach in this topic will be to learn from culture-changers of the past whom most of us will instinctively respect. You will probably recognize at least some of the following names: Mohandas Gandhi, Abraham Lincoln, Martin Luther King, Harriet Tubman, General William Booth, Corrie Ten Boom, and William Wilberforce.

The point is that individuals can make a difference. Some of these, like Abraham Lincoln, held important positions in society, while others, such as Corrie Ten Boom and Harriet Tubman, did not. Some, like William Wilberforce, decided to remain in their positions of power as the way to bring about the change.

We have much to learn from people like this. In this topic, we will focus on one person, namely, William Wilberforce, who set out on a seemingly impossible mission in his time and place, i.e., to abolish slavery in the British Commonwealth. The first thing we will see is that Wilberforce left little to chance as he undertook this momentous challenge. He developed careful strategies which he followed at each step of the way.

Activity: Read and Analyze

Questions to Consider

As you read through William Wilberforce fascinating story in chapter 8 of our course text, try to answer these questions.

  • What is meant by saying justice is an indivisible whole?
  • Why is it so important to be informed on the cultural issue you address?
  • Is humor really as important as Wilberforce seemed to think it was, especially when combatting grisly practices like the ones he was? If so, why?
  • What is meant by saying social justice is an incremental process?
  • Do you think the incremental strategy used by Wilberforce is a good and legitimate way to bring about change in one’s culture?
  • Why do some well-meaning people object to incrementalism?

Activity: Search & Reflect

  1. Learn how William Wilberforce, a young member of the British Parliament, made a difference by acting on his convictions to abolish the African slave trade by watching the video, “William Wilberforce & the End of the African Slave Trade”
  1. Next, reflect on the following question: What other culture-changers have impacted you?
  2. Go online and search for their bios. Try to find out what adversity they’ve been met with, how they overcame challenges, and what strategies they used to change the culture.

Assessment

Unit 5 Student Presentations & Forum Interaction

See the Assessment section for instructions on the forum presentations and forum interaction.

Reflective Journal

Continue to take notes on your learning as read the course texts. See the Assessment section for instructions, including tips on reading and engagement strategies.

Final project: Responding to Popular Culture - Group Project

For this project, you work in groups of 3 or 4 to produce a 4-6 page document dealing with the reading and critical assessment of culture. See the Assessment section for more details and instructions.

Checking your Learning

Before you move on to the next unit, you may want to check to make sure that you are able to:

  • Explain how William Wilberforce successfully brought about real change in his culture
  • Articulate at least one way you could influence your culture in a positive direction
  • Discuss intelligently the question of whether it is legitimate to try to effect real change in one’s culture