Enculturation

The term enculturation is a compound of the Greek prefix en „in“ and the Latin noun cultura „processing, care“ (cf. Walz 2010, 8) and in this context means everything that is cultivated, i.e. influenced by people (cf. Pohl 2008, 9). The theory of enculturation can be classified in sociology and anthropology, although a clear assignment to scientific categories is just as difficult as a generally valid definition of the term.

Definition

The term enculturation is a compound of the Greek prefix en „in“ and the Latin noun cultura „processing, care“ (cf. Walz 2010, 8) and in this context means everything that is cultivated, i.e. influenced by people (cf. Pohl 2008, 9). The theory of enculturation can be classified in sociology and anthropology, although a clear assignment to scientific categories is just as difficult as a generally valid definition of the term.

Enculturation as part of socialization

Despite this diversity, all definitions have in common that they primarily describe forms of childhood and adolescent cultural appropriation and thus define enculturation. According to them, enculturation is inseparable from socialization, i.e., the „totality of all learning processes […] resulting from the reciprocal discursive communication of human beings with their environment“ (Carlsburg 2011, 29). Claessens, too, describes enculturation as part of the socialization process and subdivides it, on the one hand, into the subarea of sociabilization, by which is meant the emotional foundation, the communication of basic world requirements, and a primary social fixation. On the other hand, he links it to enculturation, which is characterized by parent-child interaction, family milieus, and secondary social fixation (cf. Claessens 1962, 23).

Enculturation as a socialization process

It is clear from the definitions presented that enculturation is seen as an independent process, but one that is always a part of socialization. It is assumed to be a lifelong process that, influenced by various factors and instances, begins at birth and has a personality- and culture-determining effect (cf. Claessens 1962, 100; cf. Toaspern 1971, 36).

The beginning of enculturation at birth is described as the newborn human being’s immersion into a milieu in which a particular culture shapes the being and forces it into certain patterns from the beginning (cf. Claessens 1962, 100). This early enculturation is further deepened and modified by various instances.

Family, school and peer group

The first and also most important instance is the family, through which the child builds a rudimentary ego identity. As the foundation of the child’s further development, this phase is closely linked to and forms the basis for enculturation. Furthermore, parental behavior and that of other enculturators must always be considered in the context of cultural imprinting (cf. Carlsburg 2011, 30). A separation of enculturation and education is necessary, since education aims at influencing and changing behavior, while enculturation happens casually (cf. Carlsburg 2011, 31).

School also assumes a socialization and enculturation function by preparing for mature participation in society and providing systematic instruction in cultural techniques. Other functions include, for example, the educational function and the upbringing function (cf. Carlsburg 2011, 33).

The third and final socialization instance is peer groups. Compared to interaction with adults, these allow greater freedom in the symmetrical relationship between children and adolescents. In this instance, conflicts with existing norms and values can occur, whereby a new quality of enculturation can also be found here (cf. Carlsburg 2011, 36).

Goals and interactions

These instances of socialization and enculturation make clear how patterns of thought and action can be unconsciously adopted at different levels. In this context, personality development, which is shaped by enculturation as well as educational and upbringing processes, is to be understood as the goal of socialization.

These processes are closely interrelated, as they are „a meaningful aid to growing into the respective culture and at the same time are themselves culturally colored“ (Carlsburg 2011, 35).

Enculturation is also considered to be of crucial importance in the context of intercultural encounters: when different cultures meet and a process of change in the enculturation of groups and individuals takes place through acculturation (cf. Carlsburg 2011, 38).

Literature

Carlsburg, Gerd-Bodo von (2011): Enculturation through social competence acquisition. Frankfurt: Peter Lang.

Claessens, Dieter (1962): Family and value system. A study of the „second, socio-cultural birth“ of man. Berlin: Duncker & Humblot.

Pohl, Reinhard (2011): Intercultural competence. In: Pohl, Reinhard (Ed.): Germany and the world. Kiel: Magazin.

Toaspern, Horst (1971): Der Kulturaneignungsprozess. Also a Contribution to Political Sociology. Stuttgart: Ferdinand Enke.

Walz, Hans (2010): Integration, assimilation, acculturation, accommodation, enculturation. Basic concepts of migration: https://www.akademie-rs.de/fileadmin/user_upload/pdf_archive/barwig/2010_ORWO/Walz_Migration_-_Grundbegriffe_…27.10.2010.pdf [23.06.2018].

Wurzbacher, Gerhard (1963): socialization – enculturation – personalization. In: Wurzbacher, Gerhard (ed.): Man as a social and personal being. Beiträge zu Begriff und Theorie der Sozialisation aus der Sicht von Soziologie, Psychologie, Arbeitswissenschaft, Medizin, Pädagogik, Sozialarbeit, Kriminologie, Politologie. Stuttgart: Ferdinand Enke.