Inherited Learned Columns

Column Icolumn Iicolumn Iiicolumn Ivcolumn Vinheritedlearned Beliefs

Review the activity in which you examine inherited beliefs, customs, and norms from various cultural categories such as race, ethnicity, religion, sexual orientation, and gender. For each category, identify one belief or behavior you have been taught (e.g., in school, at home, through religion). Then, challenge yourself to consider an alternative belief or behavior that questions or opposes your initial inherited stance. Reflect on your current viewpoint, whether it aligns with, rejects, or redefines your original belief, and explore the basis for this perspective. Finally, reflect on the process, noting any thoughts, feelings, or insights that arise as you critically examine your cultural assumptions.

Paper For Above instruction

This paper critically examines the process of self-authorization of cultural beliefs, emphasizing the importance of re-evaluating inherited norms through conscious reflection and questioning. Rooted in the ideals articulated by Walt Whitman, the exercise aims to empower individuals to develop a self-defined perspective, free from unquestioned cultural paradigms, by consciously dissecting and reconstructing cultural assumptions.

The foundation of this activity is recognizing that many of our beliefs, customs, and norms are social constructions—products of specific historical, political, and cultural contexts. For example, inherited beliefs about gender roles, race, or sexuality are often deeply ingrained but can be challenged by alternative viewpoints that promote inclusivity and diversity. Engaging in this process involves identifying one’s inherited beliefs across various domains, such as notions of beauty, manners, family roles, and moral judgments, and then exploring alternative perspectives that better align with one's evolving understanding or personal values.

One of the central concepts underpinning this activity is the idea of self-authorized knowing, as proposed by Robert Kegan (1982). Kegan emphasizes that authentic growth involves the capacity to question and redefine one's beliefs, moving beyond passive acceptance of cultural norms. For instance, someone might initially believe that homosexual orientation is unnatural, based on inherited societal biases. Challenging this belief by actively researching and engaging with diverse perspectives can lead to a more compassionate and inclusive worldview, exemplified by supporting LGBTQ+ rights. This process fosters a sense of agency and critical consciousness, empowering individuals to construct their identities from a place of informed choice rather than cultural default.

Throughout the activity, individuals often experience a mixture of cognitive dissonance, curiosity, and sometimes discomfort. Wrestling with long-held beliefs can evoke emotional reactions, such as guilt or defensiveness, which are natural parts of the growth process. By reflecting on these responses, individuals can deepen self-awareness and cultivate a more nuanced understanding of cultural influences. This introspective journey is crucial for advancing multicultural competence, promoting respect for diversity, and fostering social harmony.

Moreover, the activity underscores that cultural norms serve functions within particular contexts but are not universally applicable or inherently true. For example, notions of modesty differ significantly across cultures—what is considered proper in one society may be viewed as restrictive or inappropriate in another. Recognizing such relativity helps dismantle ethnocentric biases and opens space for cultural pluralism. Reclaiming or reworking inherited beliefs allows individuals to align their actions with their authentic values, leading to more meaningful engagement with others and a more cohesive sense of self.

Implementing this exercise over several months, as recommended, encourages sustained inquiry and transformation. It promotes a shift from passive acceptance to active questioning, wherein individuals develop a personalized, culturally aware worldview. This process aligns with the broader goal of cultural humility, which involves ongoing self-reflection and adjustment rather than definitive endpoint achievement. By engaging continuously in critical self-examination, individuals contribute to the creation of more inclusive communities that recognize and respect cultural differences.

In conclusion, the activity fosters a deeper understanding of the constructed nature of cultural beliefs and encourages individuals to become self-authored agents of their worldview. This approach not only enhances personal growth but also nurtures the development of more empathetic and culturally competent practitioners and citizens. Through ongoing reflection and questioning, individuals can move toward self-authorization—crafting a life guided by awareness, intention, and authentic values rather than unexamined cultural inheritance.

References

• Kegan, R. (1982). The Evolving Self: Problem and Process in Human Development. Harvard University Press.
• McAuliffe, G., & Associates. (2013). Culturally Alert Counseling.
• Whitman, W. (1855). Leaves of Grass.
• Arnett, J. J. (2000). Emerging adulthood and the modern identity movement. Journal of Social Issues, 56(1), 23-41.
• Berry, J. W. (2005). Acculturation: The psychology of intercultural contact. In W. J. Lonner, D. L. Dinnel, S. M. Transue, & D. M. Adams (Eds.), Cross-cultural psychology (pp. 63-76).
• Sue, D. W., & Sue, D. (2016). Counseling the Culturally Diverse: Theory and Practice.
• Gordon, E. W., & Arnett, J. J. (2012). Emerging adults' identity development: A review and synthesis. Journal of Youth and Adolescence, 41(6), 807-820.
• Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring strategies. Cognition and Instruction, 1(2), 117-175.
• Ting-Toomey, S. (1999). Communicating across cultures. Guilford Press.
• U.S. Department of Education. (2016). Diversity and inclusion in education. Office of Civil Rights.