The Means of Learning About Other Cultures

As I was watching Peter Brook’s Mahabharata, I began to think about the interpretations people may draw.  What would western culture think and what would those in India or users of Sanskrit think?  Upon watching videos of Koodiyarum and Kathakli in the next class, I again began to think of purpose and perception.  When such customs are so foreign to other cultures, it seems that they often must be explained using elements of a familiar culture in order for different cultures to be effectively communicated.  But when is the difference in portrayal no longer innocently trying to communicate another culture? When do the familiar elements start to affect the actual custom and manifest it as a stereotype?

The movie sought to explain the epic Mahabharata to western culture, but as foreigners to the epic, it would be difficult for westerners to distinguish how authentic the retelling actually is.  Furthermore, there is no true way to reach full authenticity without learning Sanskrit and reading the 100,000 slokas yourself- a gigantic undertaking.  Because of this, movies like Brook’s arguably provide the quickest, most efficient way to learn about other cultures.  In contrast, clips of Koodiyarum and Kathakli are authentic in their portrayal of Indian culture; however, the story, meaning and customs are not very clearly communicated.  So in order to learn about Indian culture, or any foreign culture for that matter, which way is best?

I believe, pairing the two together enhances the effectiveness of each.  As compliments, the pupil can extract more information and form a more holistic picture of the culture.  Experiencing a westernized version first works as a translation to a primary source or authentic piece.   With the clear communication of a custom, a foundation and structure of the custom is created to be filled and emblazoned with information from a complimentary authentic piece.  When the intentions of the article are to educate a population on another, changing as little as possible surrounding the custom, stereotypes do not seem to arise.  When the purpose is intended to educate through entertainment, the public extracts stereotypes and interprets them to be truth.  These stereotypes then spread through populations and create the falsities around unknown cultures that allow for concepts like orientalism to survive.