1.

Examples from Jane Frieds article of the three principles in teaching and learning
contexts, which are excerpted from her article, which can be accessed here:
http://www.jstor.org/stable/27558610.

Separating facts from cultural assumptions and beliefs about those facts:
For example, when Europeans discovered North America, they divided the land,
cultivated it, and set up a system of property rights. Europeans considered this to
be development, an improvement; Native Americans called much of it
desecration, a violation of the mother earth. In assignments and discussions, then,
students would be encouraged to explore their own beliefs and cultural
assumptions about an event and their effect on interpretation of course material.
Engaging in this type of analysis highlights the interaction between facts and the
interpretation of facts and trains students to realize that all facts are organized and
presented within some frame of reference, which affects understanding and
interpretation.

Teaching students how to shift perspective.
Traditionally, they have learned to compare and contrast points of view either
through written assignments or in classroom debates. This type of analysis initially
mystifies younger students, who expect to learn the Truth from their professors.
Students are much more likely to understand the value of compare-and-contrast
assignments when they have already begun to realize that culturally different
classmates are likely to interpret information differently. The point becomes
particularly meaningful if students know each other as individuals well enough to
use respectful listening and faithful responding, developing intersubjectivity as part
of learning. A constructivist approach lends itself to this type of discussion more
than a positivist approach, which values impersonality, objectivity, and the
possibility of one best interpretation or answer If students cannot master the skill
of shifting perspectives and respectfully acknowledging the validity of other
perspectives without losing control of their emotions, the professor has sufficient
authority in the classroom to impose control.

Differentiating between personal discomfort and intellectual disagreement.
Because objectivism generally ignores personal feelings, many academics are
skilled in presenting discomfort in the guise of debate, logic, or challenge to
premises. Counselor educators who teach the skill of self-disclosure are familiar
with the interpenetration of feelings, facts, and opinions and the difficulty in
separating one from another. In order to create multicultural understanding, it is
necessary that students learn to make those distinctions. If they learn to think and
speak in both realms, that of logic and fact, and that of beliefs, values, and
personal experiences, they will begin to learn when it is appropriate to challenge
and disagree and when it is appropriate to understand, accept, and self-disclose.

2. Teachers across this campus blend affective and cognitive dimensions of learning
to create everyday multicultural teaching and learning with students: faculty in
Design are working with students to rethink product and corporate/business
branding; Architecture students work with American Indian communities to (re)learn
sustainable housing principles and practices; Law faculty conduct scholarship
investigating military law and courts; economics and statistics majors map the ways
in which movement away from bias-based naming is actually a winning economic
move; food and natural science students collaborate with native elders and
researchers in jointly developing agile agricultural and environmental strategies; and
students in physics and engineering and astronomy learn collaboration and
cooperative policy-making as part of building research and policy decisions about
storage of nuclear waste, about movement of fuel resources, and about location of
research facilities.