TITLE:
Sociocultural-Interdeterminist Dialogical Perspective of Intercultural Mutual Understanding Comprehension Deepening
AUTHORS:
Vladimir Yanchuk
KEYWORDS:
Cultural Competence, Cultural Framing, Culture, Cross-Cultural Comparison, Dialog, Ecocultural Dialogical Educational Environment, Episteme, Epistemology, Emic, Ethic, Framing, Interdetermination, Integration, Intgrative-Eclectic Approach, Integrative Eclectic through Triangulation, Intersubjectivity, Intertextuality, Mutual Understanding, Shared Meaning, Sociocultural-Interdeterminist Dialogical Approach
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.2 No.8,
August
28,
2014
ABSTRACT: Sociocultural-interdeterminist dialogical
approach focuses attention on the caused interdeteministic character of mutual
relations of situational, personal and activity determinants of the behaviour,
staticized in concrete historical cultural context. For example, a change in a
situational context leads to changes both in the person, and in his or her
activity. Achievement of changes in the person and his or her activity assumes
creation of the special conditions promoting to their actualization, etc. For
understanding of the nature of progress in culture and science the theoretical
construct “cultural-scientific tradition” is offered, allowing to trace changes
in common cultural and scientific worldview throughout the human history.
Consideration of personality problems is carried out in a three-dimensional
continuum conscious-unconscious-existential, allowing to capture all variety of
displays of psychological phenomenology. Proceeding from understanding of
culture as orientational and normative structure of behaviour and as
communicative matrix by means of which the behaviour is interpreted,
integrated, coordinated and authorized (R. Priest), efficiency of use of the
conceptual device of the epistemic approach of Michel Foucault and cultural
framing of E. Goffman to understanding of intercultural interaction specificity
is proved. The epistemic differences of European (graphic), Chinese, and
classic Arabic languages are demonstrated. Intercultural competence is
considered in aspect of ability of formation of shared meanings and experiences
on the basis of mastering by knowledge about originalities of language, values
and norms, experiences and behavioral algorithms of each other. The basis of
such mutual understanding creates the dialogue that assumes unconditional
acceptance of another based on tolerance and pluralism, the joint extension of
the horizons directed on formation and development of coordinated and mutually
endured values and senses. As unit of the analysis of intercultural interaction
the evaluation of a sharedness of meanings and experiences is offered. Results
of empirical research of the given approach on the example of formation of
interpersonal mutual understanding of the Belarus and Chinese students are
presented.