| This dissertation has sought to examine the individualistic cultural model regarding the Self and the dilemmas embedded in its cultural logic. Through a three-month study with an American family and an elementary school, including a survey afterward, it uncovers the patterns of adults' interactions with children and the relationship between these patterns and the cultural model/assumptions. Specifically, the study sought to answer the following questions: (I) What distinct patterns of parenting, pedagogy, and teacher-student interaction reveal American assumptions and beliefs regarding the self? (II) Do adults respond to children's inner selves? Are there inconsistencies between what people articulate and goals they work toward, and what they actually do? In what ways? (III) How do children respond and react to cultural regulation? What are the difficulties and problems adults and children have experienced related to this phenomena?; The major finding of the study is that adult interaction with children is dominated by controlling, ignoring and constructing of children's inner self. This is also institutionalized in the American educational process and child-raising discourse. The author concludes that controlling/transforming the inner Self is the way American culture seeks to compensate for the individualistic doctrines of individual sovereignty and it functions as the means to modify/constrain human nature towards social good. This study also found that these patterns could be harmful to children's education and well being. For example, the depth of inquiry, the effort of meaning making, the understanding of coherent connections of knowledge systems has been compromised in education due to these interactional patterns. American children are in danger of becoming lonely and vulnerable.; This study, based on the theoretical analysis, contributes to the literature a systematic account of how the children's Self was understood and treated in an American individualistic framework. It also adds new data to the inadequate empirical bases. The educational implications of the study are rich and important and may be used to improve our educational practices. Further studies should be conducted in a larger scope and for longer periods of time to obtain a more thorough understanding of the phenomena. |
