An educational program addressing tense intercultural communication between Japanese and Chinese students: A Bakhtinian perspective on dialogue and love
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Abstract
In today’s culturally diverse world, the ability to engage in effective communication with individuals from different backgrounds has become increasingly significant. In particular, overcoming emotional resistance when interacting with individuals from culturally distinct backgrounds is an important educational challenge. In this paper, we discuss the significance of educational practices that facilitate productive intercultural communication, drawing inspiration from the perspectives of the Russian philosopher M. M. Bakhtin, who valued “dialogues” between “others” who hold conflicting ideas about the same subject. Bakhtin valued the “outsideness” of others, recognizing it as a means to reveal the multifaceted nature of ideologies, which have been unquestionably accepted by individuals within the same cultural milieu. Additionally, he appreciated the positive atmosphere that could develop between speakers, which plays a key role in alleviating the emotional distress associated with reacting to perspectives from alien cultural backgrounds as a significant factor in promoting meaningful dialogues. Based on Bakhtin’s insights, we designed an experimental educational approach to mediate conflicting ideas between Japanese and Chinese university students by alleviating the emotional distress they experienced when faced with conflicting viewpoints. Thus, the research question of the present study is how we can promote participants’ critical investigations on each speaker’s conflictive cultural view and develop their abilities to bridge the gaps in culturally divided worldviews. After an analysis of these theories and empirical data, we comprehensively proposed strategies to enhance the quality of tense intercultural communication while discussing conflicting themes. Promoting positive emotions toward partners, consistent with the concept of “professional love” proposed in this special issue, is regarded as one of the most crucial elements of our educational approach.
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