Introduction
Material culture refers to the physical items that people own, such as the clothing they wear, any technology they use, or personal items potentially used by a person. Nonmaterial culture encompasses abstract aspects including beliefs, values, and social norms. In this academic reflection, a few studies will be undertaken about the nature of items that are present in the classroom setting and their underlying implications on personal beliefs values, and behavioral norms. This analysis, which explores material and nonmaterial cultural realms, attempts to sort out property vis-à-vis nonproperty stuff by revealing how physical artifacts can act as manifestations of that which is not.
A flag that epitomizes national identity and is prominently displayed is one of the most conspicuous material culture artifacts within the classroom. The very presence of a physical entity can provide an image of patriotism as well as a unifying national identity (Buchli, 2020). Illumination of the flag reflects that symbolizes nonmaterial values attributed to the loyalty, unanimity, and consideration toward national symbols. Besides, personal things, such as any cultural property belonging to the tradition, e.g., something made by hand can also draw attention to the focus on heritage and cultural identification. Picking these particular types hints at the individual’s motivation towards preserving and fostering cultural values as a part of the academic world.
The achievements of high school students, spending so much time on non-school activities, and the use of personal technologies in classes – all these factors indicate that education is hit by nonmaterial culture. Society’s reliance on digital technology shows how much our civilization values such ethical principles as the evolution of technology, information distribution, and staying connected (Buchli, 2020). Additionally, the presence of personalized digital wallpapers or screensavers may show one’s innermost beliefs and interests shaping the nonmaterial cultural components indirectly. For instance, a nature-oriented wallpaper can be interpreted as an image of a preference to environmentally conscious principles or to mother nature itself.
The provisions extend beyond personal assets to include seating arrangement, and shared objects including group work materials that lead to behavioral norms. The spatial of the seating arrangement which in most cases comprises desks may reveal a cultural tendency towards individual whole group focus. Besides, communal resources such as common projects or study guides act as symbolic elements that are associated with participatory learning and common educational principles. Artifacts of material culture, interpreted together with the non-material context of the classroom environment, shed light on cultural dimensions related not to behavioral conduct but to norms and expectations driving it.
Conclusion
In summary, the tangible items that are present in a typical classroom setting serve as a great source of information about what one believes, or more specifically, what this person holds dearly, thus informing personality characteristics. In revealing how the personal minutiae, technological choices, and communal objects work as a collective whole to construct a culture within the classroom setting, this reflection has illustrated the symbolic crossover between worldly possessions and nonmaterial culture. The relationship between material and nonmaterial culture is important to grasp as it helps us better understand the many varied means of cultural manifestation, reproduction, and negotiation that individuals engage in their academic realm.
Reference
Buchli, V. (Ed.). (2020). The material culture reader. Routledge.
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