Sociocultural Learning and Work in the Family

Abstract

Sociocultural learning has always been important and continues to be the centre of education in increasingly complex societies in a globalized world (Boyden 1993). Learning differs according to historical times and geographical places. For example, at the end of the seventeenth century, the philosopher John Locke promoted a curriculum that recommended the acquisition of practical tasks: ‘for a Country-Gentleman, I should propose one, or rather both these: viz. Gardening or Husbandry in general, and working in Wood, as a Carpenter, Joyner, or Turner, these being fit and healthy Recreations for a Man of Study, or Business. For since the Mind endures not to be constantly employ’d in the same Thing, or Way; and sedentary or studious Men, should have some Exercise, that at the same time might divert their Minds, and employ their Bodies: I know none that could do it better for a Country-Gentleman, than these two, the one of them affording him Exercise, when the Weather or Season keeps him from the other. Besides, that by being skill’d in the one of them, he will be able to govern and teach his Gardener’ (Locke 1699: 363). Locke was thus favourable for a balanced education that trained the whole person through intellectual and practical activities so as to enable the country gentleman to become an adult capable of directing and helping his gardeners. Similarly, John Dewey observed that prior to the spread of schooling ‘there was continual training of observation, of ingenuity, constructive imagination, of logical thought, and of the sense of reality acquired through first-hand contact with activities’ (Dewey 1974: 298). Dewey (1974) worried that in complex societies the need for formal and intentional learning increases to such an extent that there would be a danger of creating an undesirable split between experiences gained through direct learning and what is acquired at school. Accordingly, he suggested transporting the teaching of practical tasks from the domestic and community level to institutional school settings. In this respect, he saw particular value in ‘helping others’ (Dewey 1974: 298). Indeed sociocultural learning can foster intergenerational relations. Typically, elders introduce younger ones gradually to the mastery of skills that allow them to assume increasing responsibility for managing situations and particular tasks. In this way, through their practical activities, boys and girls contribute as active agents to the transformation of cultural tools, practices and institutions that shape the historical and dynamic nature of community life (Rogoff 2003: 89). Among the Karen sociocultural learning continues to be important within families and communities. A senior is typically perceived as older, stronger and more experienced, which in turn implies a superior social status. A junior is seen to be younger, weaker, less experienced and of lower status. Typical examples of senior-junior relations are parents and children, teachers and students, richer and poorer households. Importantly, these relations are reciprocal and entail social obligations and benefits for both parties. The junior pays respect and obedience to the senior, while the senior, in turn, returns these respectful signs through benevolent acts, hence supporting the welfare of juniors. Senior-junior relations permeate all levels of society, ranging from the intimacy of the household to national and international politics (Vogler 2010). As economies change, so do senior-junior relationships.