The modern world becomes significantly, even exponentially, more interconnected with each passing year, month, and even day. The global flow of goods, services, news, ideas, and cultural practices and perspectives provides individuals with opportunities to experience and participate in an unprecedented array of intercultural experiences. All of this defines a new global situation and requires new approaches to educating students to not only survive but prosper on this new geopolitical landscape. This requires that we venture into ethical and spiritual dimensions of the process if we are to go about it in a humane and psychospiritually productive way. This book, in the case study tradition, examined the lived experiences of 12 former high school students who participated in an exchange trip to Argentina, in connection with intercultural competency development.
Dinah D’Antoni holds a doctorate in Educational Leadership with a focus of study in International Education. She is the Chair of the World Language Department at the University of Chicago Laboratory Schools.
Clifford Mayes holds a doctorate in the cultural history of U.S. education and second doctorate in educational psychology. He is the author of 12 and coauthor of three scholarly texts, and, was until his retirement several years ago, a professor of educational psychology and U.S. educational history at Brigham Young University.
Chapter 1: Laying the Groundwork
Chapter 2: The Psychosocially Balanced Citizen of the World: The First Level of Analysis
Chapter 3: A Brief Introduction to Jungian Psychology: The Second Level of Analysis
Chapter 4: A Multimodal Analysis of an Intercultural Exchange Program: The Holistic Approach to Multicultural and Intercultural Studies
Chapter 5: Towards a Depth-Psychological Hermeneutics in Intercultural Studies: The Student as a Hero or Heroine