Many educators in Canada and the United States advocate multicultural education as a means of achieving multicultural understanding. There are, however, a variety of proposals as to what multicultural education should consist of. The most modest of these proposals holds that schools and colleges should promote multicultural understanding by teaching about other the majority culture. These values are typically those of liberalism: democracy, tolerance, and equality of persons.
Critics of this first proposal have argued that genuine understanding of other cultures is impossible if the study of other cultures is refracted through the distorting lens of the majority culture’s perspective. Not all cultures share liberal values. Their value systems have arisen in often radically different social and historical circumstances, and one insists on approaching them solely from within the majority culture’s perspective.
In response to this objection, a second version of multicultural education has developed that differs from the first in holding that multicultural education ought to adopt a neutral stance with respect to the value differences among cultures. The values of one culture should not be standards by which others are judged; each and sociology. They are, that is, methods which derive from the Western scientific perspective and heritage.
Critics of this second form of multicultural education argue as follows: The Western scientific heritage is founded upon an epistemological system that prizes the objective over the subjective, the logical over the intuitive, and the empirically verifiable over the mystical. The methods of social-scientific examination of cultures are thus already value laden; the (often nonscientific) perspectives and methods of the cultures studied that real understanding can be achieved.
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