The idea of cultural congruence implies that care is something that takes place on a group level, an activity that can be facilitated by a large community of people. This idea has always been associated with the Catholic Church, but its relevance is increasingly being applied by other religious groups as well.
While we often think of ourselves as a group, care is a process that has to take place within individuals. We can think of a person as an individual, but care also has to take place on the level of a whole community. When you are caring for another, you are caring for that person, and that’s what we call a “cultural congruence.
Care is most often used in the context of individuals, and the care of a community, however, is a process that can happen in a much wider context, such as in a large organization. In this case, a care community can mean a community of families caring for each other. In some cases, the caring activities of families can be separated from the caring activities of other family members and so on.
It’s also used when we’re talking about caring for the elderly, the sick, the poor, and the disabled. We might want to care for someone with kidney failure because we know that they won’t be able to take care of themselves any more, because they are sick and therefore cannot leave their house. We might want to care for someone who is suffering from a stroke because they can’t move and need help.
I often hear parents use this phrase when talking about how they want the very best for their children. They want them to be able to concentrate on school work, and to be able to do well in their studies. I think this is very true, but there are two things I want to point out about it. The first is that it can include activities that are culturally congruent to activities that are culturally incongruent.
For example, our cultural norm is to have our children wear seat belts at home, and that goes for school as well. We expect them to be able to do well in school, but we also expect them to be able to do well in school because of the cultural norms that are in place. The children with disabilities who are able to sit for longer periods of time will not be able to do well in school.
One of the biggest problems that people have is that they don’t realize that all these cultural norms are just one step in a continuum. It turns out that the cultural norms that are important to a child’s education are not the same as the cultural norms that are important to her parents and social structure.
I have always found the cultural norms that are important to the child to be in line with what is good for the child. I never assumed that the cultural norms that are important to the child are the same as what the child needs in order to be happy and successful. I think the one thing that the child with learning disabilities needs to have in order to be happy and successful is the ability to read and to write, and the cultural norms surrounding these are important to a child.
My biggest issue with the way in which social structures are usually implemented is that the things that are important to the child are often not the things that the child needs, and vice versa. It is not that the things that are important to the child do not matter, but that the things that are important to the child are not the things that the child needs.
Because of this, it is crucial that we read and write and act appropriately and in line with the values of our culture. So while I do agree that if you are culturally congruent you can have a fulfilling life, this is not the kind of life you are likely to want.