EMQ » October–December 2019 » Volume 55 Issue 4
By James E. Plueddemann
Downers Grove, IL: IVP Academic, 2018
168 pages
USD $20.00
Reviewed by Marcus Dean, Professor and Chair, Department of Intercultural Studies, Houghton College; former missionary in Colombia and Puerto Rico.
After reading Teaching Across Cultures, my initial reaction was that this is a must read for anyone who teaches others who are not exactly like themselves, which is of course everyone. James Plueddemann has given us a book that needs to be in the toolkit of every missionary and church teacher. This book is rich in practical experience as well as in educational theory. Yet it is written in a way that is easily understood by the person who does not have much background in education.
Plueddmann presents a clear survey of how culture influences and impacts approaches to teaching. Likewise, he helps us be aware of how culture shapes the way that students approach learning. One strength to this approach is that he is able to point out strengths and weaknesses of the primary classroom styles that one will encounter in different cultures. These styles are presented as various metaphors including production (turning out a student with a standard knowledge base) and growth (helping each student to grow according to their nature). The metaphor of choice in Teaching Across Cultures is that of a pilgrimage. In this metaphor Plueddemann combines what he sees as the best in each of the metaphors that he discusses. Further, he builds on the split rail fence model from Theological Education by Extension (TEE) a movement in missions education from the 1970s. This model presents the learner’s experience and context as the bottom rail, the subject matter as the top rail, and life application as the posts. This gives a holistic approach to education.
One of the main points that Plueddemann makes is that all education is to lead to the development of the student, and especially to spiritual development or discipleship in the church. From this base, the book presents concise chapters on different aspects of teaching across cultures. Chapter topics are diverse and include how teachers can adapt their style, how cultural differences shape students, and how teaching needs to reflect cultural differences and values.
The overall aim of teaching is presented as leading students into spiritual growth and development, defined as loving God and our neighbor, a goal which will be manifested differently in different cultures. This outcome is to be accomplished through solid subject matter and by connecting to the students’ experiences.
Throughout the book Plueddeman gives practical examples that help to illustrate his teaching approach. In essence the book is an example of his method. As a good educator he ends with a chapter on evaluation, to help each teacher think through being a better teacher. He ends with the encouragement that, while using this model does not give easily measured results like content teaching, God will help us see the transformation of students that he will bring through our teaching.
For Further Reading:
Lingenfelter, Judith E. and Lingenfelter, Sherwood G. Teaching Cross-Culturally: An Incarnational Model for Learning and Teaching. Grand Rapids, MI: Baker Academic, 2003.
Moreau, A. Scott, Campbell, Evy Hay, and Greener, Susan. Effective Intercultural Communication: A Christian Perspective. Grand Rapids, MI: Baker Academic, 2014.
Tucker, Frank. Intercultural Communication for Christian Ministry. Adele, South Australia: Frank Tucker, 2013.
