A DEVELOPMENTAL MODEL丹参滴丸的副作用
OF INTERCULTURAL SENSITIVITY*
Milton J. Bennett, M.D.春节为什么要吃饺子
I. DENIAL OF DIFFERENCE
The inability to construe cultural difference. Indicated by benign stereotyping (well-meant but ignorant or naive obrvations) and superficial statements of tolerance. May sometimes be accompanied by attribution of deficiency in intelligence or personality to culturally deviant behavior. Tendency to dehumanize outsiders.
1. Denial/Isolation: Isolation in homogeneous groups fails to generate either the opportunity or the motivation to construct relevant categories for noticing and interpreting cultural difference.
2. Denial/Separation: Intentional paration from cultural difference protects world view from change by creating the conditions of isolation. Some awareness of cultural difference may yield undifferentiated broad categories, such as "foreigner" or "Asian" or "Black."
Cognitive Structure:
• No categories ("what difference?") or only broad categories for different cultures. Affective Quality:
• Benign on the surface ("live and let live"), but potentially genocidal when presd into cross-cultural contact.
Behavioral Emphasis:
• Aggressive ignorance ("I don't need to know"), stress on the familiar.
Exerci of Power:
• Possibility of exploitation.
At this stage, learners say:
• "Live and let live, that's what I say."
• "All big cities are the same-lots of buildings, too many cars, McDonalds."
• "What I really need to know about is art and music."
• "As long as we all speak the same language, there's no problem."
• "The main concerns I have involve knowing how to get around and ordering in restaurants."
• "With my experience, I can be successful in any culture without any special effort."
• "I never experience culture shock."
• "All I need to know about is politics and history-I can figure out the rest of it as I go along."
DEVELOPING COMPETENCE: DENIAL
DEVELOPMENTAL TASK:
To recognize the existence of cultural differences
CHALLENGE AND SUPPORT:
Learners experience of difference: High Challenge Educators should emphasize: High Support
TO SUPPORT THE LEARNERS:
Content:
• Objective culture: Art, music, literature, theatre, dance
holidays
and
• Heroes
• Culture specific social science: Politics, history, economics, sociology
• Travel tips: "Do's and taboos"
• U symbols, not target cultures
Process:
• Illustrate ideas with ur-friendly activities
non-threatening contexts
in
羊肉粉• Embed
differences
• Promote an inclusive, non-blaming climate
• Address learner anxieties in existing categories, but limit time
• Build on what they already know
TO CHALLENGE THE LEARNERS:
Content:
• Subjective culture: Selected values, beliefs, and behaviors
• A constructive vision of intercultural interaction
Process:
curiosity
• Arou
• Facilitate structured contact with other cultures through films, slides, panel prentations, etc.
STAGE-APPROPRIATE INTERCULTURAL SKILLS:
• The ability to gather appropriate information about culture
• The initiative to explore aspects of subjective culture
cooperation
friendliness,
• Trust,森格藏布
• The ability to recognize difference单车事故
II. DEFENSE AGAINST DIFFERENCE
Recognition of cultural difference coupled with negative evaluation of most variations from native cult
ure-the greater the difference, the more negative the evaluation. Characterized by dualistic us/them thinking and frequently accompanied by overt negative stereotyping. Evolutionary view of cultural development with native culture at the acme. A tendency towards social/cultural prolytizing of "underdeveloped" cultures.
Defen/Denigration: Cognitive categories for construing cultural difference are 3.
isolated by evaluating them negatively, thus protecting world view from change. ("I know Americans have a different culture, but everything about it proves what barbarians they are.")腊鱼怎么做好吃
Defen/Superiority: Existing cultural world view is protected by exaggerating its 4.
positive aspects compared to all other cultures. Any neutral or positive statement about another culture may be interpreted as an attack.
5.
Defen/Reversal: Tendency to e another culture as superior while maligning one's own. Dualistic thinking is identical; only the poles are reverd.
实验结论
Cognitive Structure:
• Better elaborated categories for cultural difference, but original world view is protected by poor integration of the new categories (hardening of the categories).
Affective Quality:
• State of siege; defen of privilege and defen of identity.
Behavioral Emphasis:
gregation; "backlash" actions; possible support for supremacist • Same-culture
and hate groups.
Exerci of Power:
• Exclusionary denial of equal opportunity.
At this stage, learners say:
• "I wish the people would just talk the way we do."
• "Even though I'm speaking their language, they're still rude to me."
• "When you go to other cultures, it makes you realize how much better the U.S.
is."
• "The people don't value life the way we do."
• "Boy, could we teach the people a lot of stuff."
• "What a xist society!"
• "The people are so urbane and sophisticated, not like the superficial people back home."
• "I am embarrasd by my compatriots, so I spend all my time with the host country nationals."
• "I wish I could give up my own cultural background and really be one of the people."
DEVELOPING COMPETENCE: DEFENSE DEVELOPMENTAL TASK:
Mitigate polarization by emphasizing "common humanity"
CHALLENGE AND SUPPORT:
Learners experience of difference: Maximum Challenge
Educators should emphasize: Maximum Support
TO SUPPORT THE LEARNERS:
Content:
• Universality of ethnocentrism (in-group/out-group distinctions)
• Existing (but previously unaddresd) differences within the in-group (such as learning styles, personality type, etc.)
• Address affect - something for each person to identify with
Process:
• Avoid cultural contrasts
• Provide reassurance and information about similarities
• Allow structured opportunities to share concerns
• Focus curiosity on the culture of their own group
• Promote cooperative activities
外卖配送服务规范TO CHALLENGE THE LEARNERS:
Content:
• Historical contexts (wars, slavery, colonization, etc.) .
• Commonalities, including shared needs and goals, between in-group and out-group
Process:
• Stress conflict mediation and team-building
skills at dealing with difference
existing/transferable
• Identify
• Promote cooperative activities
STAGE-APPROPRIATE INTERCULTURAL SKILLS:
• The discipline to maintain personal control
• The ability to manage anxiety
• Tolerance
• Patience
III. MINIMIZATION OF DIFFERENCE
Recognition and acceptance of superficial cultural differences such as eating customs, etc., while holding that all human beings are esntially the same. Emphasis on the similarity of people and commonality of basic values. Tendency to define the basis of commonality in ethnocentric terms (i.e., since everyone is esntially like us, "just be yourlf').
6. Minimization/Physical Universalism: Emphasis on commonality of human beings in terms of physiological similarity. (e.g., "After all, we're all human!").
7. Minimization/Transcendent Universalism: Emphasis on commonality of human beings as subordinate to a particular supernatural being, religion, or social philosophy.
(e.g., "We are all children of God, whether we know it or not.").
Cognitive Structure:
• World view is protected by attempting to subsume difference into familiar superordinate categories ("deep down we're all the same").
Affective Quality:
nice.
• Insistently
Behavioral Emphasis:
• Active support for universal religious, moral, or political principles.
Exerci of Power:
• Acceptance of institutionalized privilege.
At this stage, learners say:
• "The key to getting along in any culture is to just be yourlf-authentic and honest!"
• "Customs differ, of cour, but when you really get to know them they're pretty much like us."
• "I have this intuitive n of other people, no matter what their culture."
• "Technology is bringing cultural uniformity to the developed world"
• "While the context may be different, the basic need to communicate remains the same around the world."
