CCE Learning Objectives:
--to gain skills in cross-cultural communication
--to understand how the world might look from the standpoint of another community of interpretation and experience
--to learn how to discern and, where appropriate, adapt to the cultural expectations of the other
--to witness other cultural embodiments of faith, and thus to reflect on the substance and definition of one's own faith by comparison
The four components of orientation, direct engagement experience, reflection, evaluation, all described below, are curricular criteria of any courses fulfilling the CCE requirement.
Orientation: An introduction to the culture(s) via readings, films, or other materials as a part of class requirements. This initial orientation should also review the 5 CCE objectives and Biblical
grounds for pursuing cross-cultural understanding.
It is often assumed that all students in a given class come from the same culture, and that this culture is different from the one to be engaged with. Therefore, CCE proposals to be submitted need to build in an answer to the following questions:
- How can students who are from the given culture, or are from a
culture different than that of the majority of students in the class, be included in this course?
- How will the objectives of the course be met by them?
Direct engagement experience: A minimum of 20 hours of face-to-face personal engagement with persons of a culture significantly different than the student's own culture, designed to help
the student as much as possible to meet the 5 CCE Objectives listed above. These hours should be in a setting of the other culture and where persons of the other culture are active in
shaping the experience. For example, if the personal engagement is in a course including tutoring persons of another culture, some of the experience should also be in church, family, or other cultural settings related to the person being tutored, where that cultural community "sets the agenda.‟
Personal engagement implies the following:
- it is more than just observation, or learning about the other culture, although those are important components, as well.
- there needs to be face-to-face human interaction with people from the other culture.
- there should be active involvement and discussion with people from the other culture.
Reflection: A careful, specific reflection component, including some written work that will be evaluated by the instructor of the course. This should include reflection on other cultures, including
worldviews, expectations, traditions, and embodiments of faith, as well as on what the experience has taught students about themselves, their culture, and their own faith. (See Reflection Resources.)