Intercultural Communication examines culture as a variable in interpersonal and collective communication. It explores the opportunities and problems arising from similarities and differences in communication patterns, processes, and codes among various cultural groups. It explores cultural universals, social categorization, stereotyping and discrimination, with a focus on topics including race, ethnicity, social class, religion, gender and sexuality as they relate to communication.
The urgency of the problem under study lies in the fact that the problems of intercultural communication of the peoples of Russia, which were on the agenda during the ХIХth - early XXth centuries, did not lose their relevance in the 21st century. The Volga-Ural region with its multinational and multi-confessional population is of special interest in this respect. The article reveals the significance of the cultural and historical experience of Islamic and Christian culture interaction in the Volga region and the Urals as the most important basis for the development of tolerant relations and the confirmation of the dialogue of cultures at the present stage. It is also stressed that intercultural exchange is the best way to harmonize ethnic-confessional relations. Attention is paid to the theory of intercultural dialogue by N.S. Trubetskoy. The fruitfulness of Trubetskoy's ideas for the development of intercultural dialogue ideas is marked by modern scientists and politicians. The purpose of the article is to show the development of interethnic and interconfessional dialogue of the Volga-Ural region peoples in the process of communication at the household level and in the sphere of education. ; peer-reviewed
The starting point of this thesis was that diplomats abroad must interact effectively with people who have different values, behavioural norms and ways of perceiving reality, otherwise their contact with the culture and the people from the new culture will be a negative and inefficient one. My basic idea was that in the case of diplomacy we can speak about an overlap with diplomats belonging to two cultures. The most international management literature frames intercultural differences as areas of conflict. Cultural misunderstandings are often experienced as conflicts, and the conflicts are seen as threats. In diplomatic relations, threats and conflicts can lead to war. Since cultural misunderstandings and conflicts are considered as problems to be avoided, if diplomats abroad have the necessary skills and knowledge their task will be much easier. I explore the concept of intercultural communication competence in diplomacy. My intention is to prove that the communication process in diplomacy is of a special nature and a lot of its aspects are unique in this field, precisely because they are international and a generally valid solution cannot be found. This field was not of so much interest and this can partially explain the many cases of miscommunication, misunderstanding and misperception in diplomacy. The consequences could be major for the diplomat as person and for the country he represents. One of my goals is to explain what the communication problems in diplomacy and negotiations are when people with different cultural backgrounds encounter each other. The structure of the thesis includes introduction, methodology, six chapters, conclusions, bibliography, transcript of the 26 interviews and annexes. Chapter 1 gives the definition and etymology of the word 'diplomacy' and presents briefly the history of diplomacy (based on Nicolson - 1954, Callieres - 1919, Martens - 1832, 1851). The need for and the advantages of diplomatic dialogue are other topics included in this chapter, with references to the need for ...
The text briefly discusses cosmopolitanism as a philosophical idea, a political ideal and as experience in a global world. Then it argues that people can have an individual interest in cosmopolitanism.
18th SPACE Annual Conference and EURASHE-SEPHE Seminar 21-24 March 2007 Thursday 22 March 2007 ; Europe counts on Intercultural Communication to survive under better conditions. Since May 2004, we have been watching a cultural amalgam increase significantly with the entrance of the ten new countries in the European Union; and in 2007, with the enlargement to Bulgaria and Romania, we see this evolution at its prime. Never have we assisted to such an increase of contacts among European Nations and the phenomenon of acculturation is developing under new forms. Learning and teaching languages under these conditions is becoming more and more essential, so that a healthy coexistence among all European peoples can occur. This paper is based on the belief that there is a tendency to what we might call a "European identity and culture with the Generation E". When we come to think about Intercultural Communication, we have to focus on subject matters such as different cultures connections. Questions such as how a culture can survive without interpenetration of other cultures or intermixing of different cultural traits and the role that learning and teaching a L2, L3 or even a L4 can have in the new tendencies of Intercultural Communication are raised here.
The present article is part of a course that intends to make the students familiar with cultural differences in verbal and non-verbal communication, pluralism and individualism of the people belonging to a wide range of cultural backgrounds, taking into account the values provided by anthropology, high and popular culture, sociology, business, international relations. The course tries to identify the ways that people behave in terms of individualism and collectivism in multilingual and multicultural societies. The present article focused on teaching communication in intercultural contexts represents one of the activities of the Vir_Teach (A virtual solution for comprehensive and coordinated training for foreign language teachers in Europe) project, funded by the Erasmus+ programme; Parteners: Dimitrie Cantemir Christian University (Romania), University of Burgos (Spain), UC Leuven Limburg (Belgium), Szczecinska Szkola Wyzsza (Poland) and Universidade Lusofona, (Portugal).
The media have become the main platform for intercultural communication. If the media are able to shape and frame the process of intercultural communication, what does it mean to minorities? One way for them to gain equal status in intercultural communication is producing their own media. However, entering public sphere without the intermediacy of mainstream media often fails, since minorities' media are not only unable to reach broad public, but they also reproduce the economic, political and social status quo, much like mainstream media. I argue that the solution to the restricted and unequal access of minorities to public sphere, and as such to intercultural communication, is provided by radical media. Therefore I propose a model of intercultural public sphere comprised of minorities' own media, radical media and mainstream media. In this model radical media occupy the center place, acting as an intermediary between the former and the latter.
3rd International Conference on New Horizons in Education (INTE) -- JUN 05-07, 2012 -- Prague, CZECH REPUBLIC ; WOS: 000313019500137 ; Recent developments in international relations, new perception types in public, international politics and social motion and emphasis on peace culture have made intercultural communication and dialogue concepts key role players. Giving a meaning to intercultural differences within the frame of tolerance and creating a dialogue atmosphere, at the same time requires a social education. The education about this topic to be given both in primary and secondary education institudes or media and universities and social responsibility campaigns will provide new perspecives particularly in the resolvation of the problems arousing due to intercultural differences. Mediation education is based on focusing the communication skills on resolving problems and involves negotioation and conflict resolution education as well. Educating the students as potantial future negotiators starting in primary school will both contribute to the concept of social communication significantly and help build the culture of concensus and living together peacefully concept in social, personal and cultural communications. In this notice titled "Dialogue and Mediation Education in Intercultural Communication", new education modellings and communication strategies about this topic will be constructed and an intercultural education perspective will be presented. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association of Science, Education and Technology ; Sakarya Univ, Istanbul Univ, Suleyman Sah Univ, Natl Pingtung Univ Sci & Technol, Natl Univ Tainan, Inst Politecnico Guarda, Turkish Online Journal Educ Technol, Egitim Teknolojileri Arastirmalari Dergisi, Ohio Univ, Cleveland State Univ, Governors State Univ, Near E Univ, Cyprus Int Univ, Natl Cent Univ, Assoc Sci, Educ & Technol, Online Journal New Horizons Educ
The article is devoted to the study of discursive practices of denial in intercultural communication as a kind of discursive social practice. The multidimensional nature of intercultural communication determines the complexity of the problems of studying intercultural communication from the point of view of culture studies, linguistics, sociology, philosophy, ethnology, pragmatics, the theory of mass communication, political science and public administration. The study of the pragmatic aspect of intercultural communication is relevant from the point of view of the integrated approach that helps to reveal the picture of the world of the people, its way of life, and the socio-cultural conditionality of the language allows us to establish the facts of the culture of the people, which contributes to better mutual understanding in the intercultural dialogue. The article noted that there is a significant difference between sociocultural space and time and multicultural space. From our point of view, the current situation of the development of new strategies of cultural communities that are active in activism is not deprived of the national and cultural potential of the society, a lot of mental and spiritual growth, and there is no new pattern of new growth.
The term of "culture", "intercultural communication" are main part of modern developing society. Through rapidly development of world, culture is going to change in our daily life. This variation can be delivered about, including growth, progress, evolution, reform, innovation, revivalism, revolution, diffusion, modernization and transformation. Hereby, modernization could be appearanced as adoption of broadening era confidences and practices, such as science, industry, democracy, and the idea of progress. Intercultural communication is a form of communication that porposes to dispense information across various cultures and social groups. We can only be managed and reduced such conflict through intercultural communication. As well as, we can only interfacing with others by capably and peacefully who are separate from ourselves can our global village reside. The article contains detailed information about the introduction to the concepts of culture, theoretical approach to the culture, communication, the role of culture in cummunication process, intercultural communication as tool of world community. The article can be considered as a useful resource for experts and researchers conducting research in this field.
Taking as a starting point a politically motivated mass killing in Norway in 2011, the article argues that this was not an isolated incident but forms part of a broader European surge of right-wing extremism and populist political rhetoric. These have become manifest in many parts of Europe and other regions in recent years, including the Christchurch killings in March 2019 in New Zealand. Against this backdrop, some reflections are offered on challenges to political leadership in democratic societies and how intercultural communication studies can assist in the analysis of political right-wing rhetoric and populism. ; acceptedVersion
The article identifies the features of intercultural communication in the context of European regulations. Based on an analytical review of scientific research of European and domestic scientists, the authors have identified the essence of the concept of "intercultural communication" in the European educational space and European documents in particular; clarification of the difference between the concepts of intercultural and cultural communication. The set of theoretical methods made it possible to identify the leading trends in European policy in the field of intercultural communication, ways to implement the main tasks and provisions of such policy and outline its main priorities and difficulties in modern socio-political conditions characterized by instability and uncertainty.It is established that intercultural communication in the European scientific and educational dimension is understood as a way of cooperation and cultural exchange, which provides for the establishment of understanding between representatives of different countries, nationalities, religions, etc.The priority goals of intercultural communication according to the provisions of European documents in this direction are: to foster intercultural understanding, tolerance, mutual respect and ethics of global citizenship and shared responsibility; development of intercultural empathy and education, training of representatives of different nations, ethnic groups and peoples to consider, analyze and solve problems related to cultural differences; to cultivate in the representatives of different states intercultural attitudes, including the manifestation of tolerance, respect, curiosity and receptivity to other cultures; to ensure the acquisition by representatives of different cultures and states of cultural knowledge, both general and specific to a particular culture, paying special attention to contextual and subtextual cultural elements; to recognize the natural and cultural diversity of the world, to recognize that all cultures and civilizations can contribute to sustainable development and are its decisive factors.Analysis of the functioning of various structural organizations of the EU revealed that their professional and social activities are directed in two directions: conceptual (dissemination of information on new laws and regulations of the European Union in the field of intercultural communication), which ensures the implementation of the value component of intercultural communication; functional (organization of various cultural events, events aimed at cooperation between representatives of different nations, ethnic groups, social strata, etc.), which ensures the implementation of basic tasks by means of direct communication and various forms of intercultural communication (festivals, creative weeks, days of European culture in education and public cultural institutions, thematic exhibitions in museums, various choreographic and theatrical performances for children and adults, etc.).It is determined that the most relevant trends in the development of European educational policy in the field of intercultural communication are: the establishment of broad communication and partnership in various spheres of life, especially - education, culture, politics and economics; expansion of public interaction and partnership for peace with the countries of the Eastern region; search for permanent means of influencing public opinion on the rule of human rights and freedoms in relation to the will, cultural affiliation, recognition and acceptance of intercultural diversity; establishing cooperation between the Ministries of Culture, Education and Science, the Ministries of Foreign Affairs; development of the existing network of cultural, public and public organizations for the dissemination of knowledge and competencies in intercultural communication; further financial assistance and encouragement of exchange between scientific circles and practices in the field of international cultural relations.Among the barriers to the implementation of intercultural communication, the authors distinguish: creating and maintaining a comfortable psychological atmosphere for each representative of different cultures; ensuring tolerant interaction and cooperation; optimal organization of group cooperation and ensuring the implementation of the principle of diversity.
The article identifies the features of intercultural communication in the context of European regulations. Based on an analytical review of scientific research of European and domestic scientists, the authors have identified the essence of the concept of "intercultural communication" in the European educational space and European documents in particular; clarification of the difference between the concepts of intercultural and cultural communication. The set of theoretical methods made it possible to identify the leading trends in European policy in the field of intercultural communication, ways to implement the main tasks and provisions of such policy and outline its main priorities and difficulties in modern socio-political conditions characterized by instability and uncertainty.It is established that intercultural communication in the European scientific and educational dimension is understood as a way of cooperation and cultural exchange, which provides for the establishment of understanding between representatives of different countries, nationalities, religions, etc.The priority goals of intercultural communication according to the provisions of European documents in this direction are: to foster intercultural understanding, tolerance, mutual respect and ethics of global citizenship and shared responsibility; development of intercultural empathy and education, training of representatives of different nations, ethnic groups and peoples to consider, analyze and solve problems related to cultural differences; to cultivate in the representatives of different states intercultural attitudes, including the manifestation of tolerance, respect, curiosity and receptivity to other cultures; to ensure the acquisition by representatives of different cultures and states of cultural knowledge, both general and specific to a particular culture, paying special attention to contextual and subtextual cultural elements; to recognize the natural and cultural diversity of the world, to recognize that all cultures and civilizations can contribute to sustainable development and are its decisive factors.Analysis of the functioning of various structural organizations of the EU revealed that their professional and social activities are directed in two directions: conceptual (dissemination of information on new laws and regulations of the European Union in the field of intercultural communication), which ensures the implementation of the value component of intercultural communication; functional (organization of various cultural events, events aimed at cooperation between representatives of different nations, ethnic groups, social strata, etc.), which ensures the implementation of basic tasks by means of direct communication and various forms of intercultural communication (festivals, creative weeks, days of European culture in education and public cultural institutions, thematic exhibitions in museums, various choreographic and theatrical performances for children and adults, etc.).It is determined that the most relevant trends in the development of European educational policy in the field of intercultural communication are: the establishment of broad communication and partnership in various spheres of life, especially - education, culture, politics and economics; expansion of public interaction and partnership for peace with the countries of the Eastern region; search for permanent means of influencing public opinion on the rule of human rights and freedoms in relation to the will, cultural affiliation, recognition and acceptance of intercultural diversity; establishing cooperation between the Ministries of Culture, Education and Science, the Ministries of Foreign Affairs; development of the existing network of cultural, public and public organizations for the dissemination of knowledge and competencies in intercultural communication; further financial assistance and encouragement of exchange between scientific circles and practices in the field of international cultural relations.Among the barriers to the implementation of intercultural communication, the authors distinguish: creating and maintaining a comfortable psychological atmosphere for each representative of different cultures; ensuring tolerant interaction and cooperation; optimal organization of group cooperation and ensuring the implementation of the principle of diversity. ; У статті визначено особливості забезпечення міжкультурної комунікації в контексті європейських нормативно-правових документів. На основі аналітичного огляду наукових досліджень європейських та вітчизнянихвчених авторами визначено сутність поняття «міжкультурна комунікація» у європейському освітньому просторі та європейських документах зокрема; здійснено уточнення щодо різниці між поняттями міжкультурна такультурна комунікація. Комплекс теоретичних методів уможливив визначення провідних тенденції розвитку європейської політики у сфері міжкультурної комунікації, шляхи імплементації основних завдань таположень такої політики та окресли-ти її основні пріоритети і труднощі реалізації в сучасних суспільно-політичних умовах, що характеризуються нестабільністю та невизначеністю.Встановлено, що під міжкультурною комунікацією в європейському науково-освітньому вимірі прийнято розуміти такий спосіб спікування та культурного обміну, який забезпечує налагодження порозуміння міжпредстав-никами різних країн, національностей, релігій тощо. Пріоритетними цілями міжкультурної комунікації за положеннямиєвропейських документів у цьому напрямі є: виховувати міжкультурне взаємо-розуміння, толерантність, взаємоповагу та етику глобального громадянства та спільної відповідальності; розвиток міжкультурної емпатії та освіченості, навчання представників різних націй, етнічних груп та народів розглядати, аналізувати та вирішувати проблеми, пов'язаних з культурними відмінностя-ми; виховувати у представників різних держав міжкультурні установки, що включають прояв толерантності, поваги,допитливості та сприйнятливості до інших культур; забезпечувати набуття представниками різних культур та держав культурних знань, як загальних, так і специфічних для певної культури, приділяючи особливу увагу контекстуальним та підконтекстним культурним елементам; визнати природне та культурне різноманіття світу, визнати, що всі культури тацивілізації можуть сприяти сталому розвитку та є його вирішальними чинниками.Аналіз функціонування різних структурних організації ЄС дозволив, установити, що їхня професійна та суспільна діяльність спрямована два напрямки: концептуальний (розповсюдження інформації щодо нових законівта положень Європейського Союзу в сфері міжкультурної комунікації), що забезпе-чує реалізацію ціннісної складової міжкультурної комунікації; функціональний (організація різноманітних культурних заходів, заходівспрямованих на коопе-рацію між представниками різних націй, етнічних груп,соціальних прошарків тощо), що забезпечує імплементацію основних завдань засобами безпосередньої комунікації та різних форм організації міжкультурної комунікації (фестивалі, творчі тижні, дні європейськоїкультури в освітніх та громадських закладах культури, тематичні виставки в музеях, різні хореографічні та театральні постановки для дітей та дорослих тощо). Визначено, що найбільш актуальними є такі тенденції розвитку європейської освітньої політики у сфері міжкультурної комунікації як:налагодження широкої комунікації та партнерства у різних сферах життя,насамперед – освіта, культура, політика та економіка; розширення суспільної взаємодії та партнерства в цілях миру з країнами Східного регіону; пошук постійних засобів впливу на суспільну думку щодо верховенства прав тасвобод людини щодо її волевиявлення, культурної приналежності, визнаннята прийняття міжкультурної різноманітності; налагодження співпраці між міністерствами культури, освіти та науки, міністерствами закордонних справ; розвиток існуючої мережі культурних, громадських та публічнихорганізацій для розповсюдження знань та компетентностей у міжкультурнійкомунікації; подальше фінансове сприяння та заохочення обміну між науковими колами та практиками в галузі міжнародних культурних відносин. Серед бар'єрів імплементації міжкультурної комунікації авторивиокремлюють: створення та підтримка комфортної психологічної атмосфери для кожного представника різних культур; забезпечення толерантної взаємодії та кооперації; оптимальна організація групової співпраці та забезпечення реалізації принципу різноманітності.
ABSTRACT Although globalization and communication technology are bringing the world closer together in a global village, language barriers constitute a common challenge to individuals, groups, international companies, governments, nations, and the whole world. This qualitative study aimed at exploring the factors that cause non-verbal language barriers, their types and impact on effective communication, and our life, as well, are making people aware of the importance of overcoming them. This study concludes that misunderstanding, miscommunication, and misinterpretation of non-verbal messages arise when the sender (speaker) and receiver (listener) do not fully understand each other's language and culture.RESUMEN Aunque la globalización y la tecnología de la comunicación están uniendo al mundo en una aldea global, las barreras idiomáticas constituyen un desafío común para las personas, los grupos, las compañías internacionales, los gobiernos, las naciones y el mundo entero. Este estudio cualitativo tuvo como objetivo explorar los factores que causan las barreras del lenguaje no verbal, sus tipos e impacto en la comunicación efectiva, y nuestra vida, así como las formas, están haciendo que las personas sean conscientes de la importancia de superarlas. Este estudio concluye que los malentendidos, la falta de comunicación y la mala interpretación de los mensajes no verbales surgen cuando el emisor (hablante) y el receptor (oyente) no entienden completamente el idioma y la cultura del otro.
This article examines how the teaching of translation at university level can come to include the systematic development of intercultural skills. It will do this initially by presenting the methodology and outcomes of a European Union funded project entitled 'Promoting Intercultural Competence in Translators'. The precise aims, context, participants, timing and working methodology of the project will be clearly outlined. This will be followed by an explanation of key theoretical principles which underlay the project and which were embodied in a 'good practice guide' at its conclusion. The project produced three key outputs freely available on the project website aimed to help university lecturers in Translation to enhance the development of students' intercultural skills – a 'curriculum framework' (syllabus), teaching materials and assessment materials, for each of which the theoretical/pedagogical underpinning will be explained and examples provided. The article will conclude with an extended reflective section examining some of the limits of the project, areas in which it could be further developed or adapted to context, finishing with an indication of areas in which further research is needed.
