Journal articles: 'Intercultural creativity'

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Braslauskas, Justinas. "DEVELOPING INTERCULTURAL COMPETENCES AND CREATIVITY: THE FOUNDATION FOR SUCCESSFUL INTERCULTURAL COMMUNICATION." Creativity Studies 14, no. 1 (May 21, 2021): 197–217. http://dx.doi.org/10.3846/cs.2021.14583.

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Although various aspects of intercultural communication have been examined in the works of various authors, there is still a lack of more in-depth research to analyse effective intercultural interaction in the context of combining intercultural competences and creativity competences. A number of works on intercultural communication identify only the barriers to effective communication and provide ways to overcome them; they insufficiently focus on the importance of competence development, in particular the role of creativity in ensuring effective intercultural communication. Meanwhile, the role of creativity as a process of generating new ideas and solving problems in intercultural communication is undeniable. There is no doubt that in order to ensure effective intercultural communication, it is necessary to combine intercultural competences with creativity competences. The object of this study is the development of intercultural competencies and creativity competencies in the context of intercultural interaction. The aim of this article is to examine the development of intercultural competencies and creativity as a basis for successful intercultural communication. Through the works of various scholars, the article describes the aspects of intercultural competences and creativity competence development in the context of intercultural interaction, and emphasises the importance of combining these competencies in order to achieve effective intercultural communication. The following methods are applied in the work: analysis and synthesis of scientific literature.

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Bultseva, M. A., and N. M. Lebedeva. "The Relationship of Intercultural Experience, Acculturation Expectations and Creativity among Russian Students." Cultural-Historical Psychology 15, no. 3 (2019): 51–59. http://dx.doi.org/10.17759/chp.2019150306.

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Intercultural contacts can be both destructive and beneficial to creativity, depending on the characteristics of acculturation. The aim of this study is to identify the relationship between intercultural experiences, acculturation expectations and creativity of Russian students in the context of internationalizing educational environment. Using quantitative methods on a sample of 272 Russian students (average age 21 years, 61% women) we tested hypotheses that the intercultural experiences are directly related to creativity, while acculturation expectations can both mediate this relationship and be an independent predictor of creativity. Our questionnaire included “Many instances” game from the RCAB of M. Runko, acculturation expectations scale (MIRIPS by J.W. Berry), intensity of friendly intercultural contacts scale (MIRIPS by J.W. Berry) and questions about length of staying abroad. The results showed that (1) the duration of stay abroad is positively related to creativity of Russian students; (2) positive relationship between the intensity of intercultural friendly interactions at the university and creativity is partly mediated by acculturation expectation of integration; and (3) expectations of integration and segregation are positively related to creativity, while the expectations of assimilation and exclusion are negatively related.

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Dziedziewicz, Dorota, Aleksandra Gajda, and Maciej Karwowski. "Developing children's intercultural competence and creativity." Thinking Skills and Creativity 13 (September 2014): 32–42. http://dx.doi.org/10.1016/j.tsc.2014.02.006.

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Sadoh, Godwin. "Intercultural Creativity in Joshua Uzoigwe's Music." Africa 74, no. 4 (November 2004): 633–61. http://dx.doi.org/10.3366/afr.2004.74.4.633.

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AbstractThis essay presents Joshua Uzoigwe as a Nigerian intercultural composer. A short biography of the composer shows the influence of two cultur—Nigerian (Igbo/Yoruba) and European—on his creative outputs. Uzoigwe's experience in the two cultures has enabled him to compose music which is indisputably a synthesis of Nigerian and European musical idioms. His works are classified into five categories, while the creative style exhibits purely original compositions and works in which Nigerian musical elements are directly utilised. A discussion of Uzoigwe's music includes elements of tonal organisation, elements of dance, elements of musical conception and instrumentation. The issue of bi-culturalism, national identity and the search for a Nigerian audience are some of the problems Uzoigwe attempts to solve in his compositions.

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Nikolaeva, Olga V. "Causes and effects of linguistic creativity in intercultural communication." Philological Sciences. Scientific Essays of Higher Education, no. 6 (November 2022): 143–50. http://dx.doi.org/10.20339/phs.6-22.143.

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The research is devoted to the problems of linguistic creativity in intercultural communication. The features of modern intercultural communication in new digital media are considered: social networks, electronic mass media, and the Internet-communication. The causes of intercultural communicative failures on the topic of international relations are revealed and the role of invective linguistic creativity in the emergence and development of intercultural conflict is established. It is determined that the perception of linguistic innovations in the context of intercultural communication is determined not only by linguistic, but also by cultural and pragmatic factors, and in the modern world it is increasingly burdened with negative evaluation which depends on political and ideological aspects. In the context of international political and economic confrontation, the relevance and aesthetics of linguistic or discursive innovation often becomes one-sided and is interpreted only from the point of view of the addresser. In the examples considered, linguistic creativity in the statements of heads of state in social networks violates the norms of speech behavior, the language standard, causes difficulty in perception, leads to misunderstanding and rejection by interlocutors representing different cultures and languages, and is often invective. In order to avoid communication failures, the relevance and aesthetics of non-standard language forms should be evaluated not only from the point of view of the addresser, but also the recipient of the message, otherwise, unintentionally or intentionally, there is a threat of intercultural communication failure.

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Ovens, Martin. "The Sceptic Pilgrim: Seeking Intercultural and Interdisciplinary Patterns In the Philosophy of Creativity." Culture and Dialogue 1, no. 1 (July 23, 2013): 45–90. http://dx.doi.org/10.1163/24683949-00101003.

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This essay considers a potential linkage between skepsis and the engendering of creativity. It explores and contests the possibility of a dialogical evolution of an intercultural scepticism, in particular a mode of skepsis conceived as a viable, productive way of life. It reflects on the conditions that encourage the development of a sceptical sensibility with reference to Sextus Empiricus, and then depicts an intercultural unfolding of the “sceptic ego” via reference to encounters with traditions such as Daoism and Romanticism. The result is a scepticism culminating in a disposition toward creativity and empathetic, interdisciplinary enquiry. Intercultural skepsis emerges as the possibility of manifesting as a “philosophy of creativity” that must demonstrate its usefulness, and justify itself, by producing concrete, communicable, worthwhile results.

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De Prada, Elena, Mercedes Mareque, and Margarita Pino-Juste. "Creativity and Intercultural Experiences: The Impact of University International Exchanges." Creativity. Theories – Research - Applications 7, no. 2 (December 1, 2020): 321–45. http://dx.doi.org/10.2478/ctra-2020-0017.

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Abstract Based on recent findings that highlight the strong links between creativity and interculturality, we will attempt to establish a relationship between intercultural experiences and creativity within the context of international university exchanges in order to propose specific courses of action for improving these skills. The methodology used is based on a quasi-experimental design for a sample of 303 university students from a Spanish university. Data were obtained from a survey that measured creativity with two different instruments (RIBS-s and Divergent Thinking), English proficiency, and intercultural experiences abroad. Results show a strong relationship between creativity and intercultural experiences, suggesting that those students who lived abroad and in a higher number of foreign countries are more creative. Additionally, the most significant differences appear when we establish a comparison between those students who have not lived abroad and those who have done so in more countries, which contributes to highlighting the close relationship between interculturality and creativity. Of special significance is the strong link found between English proficiency and having experiences abroad, suggesting that when the level of a shared international language, English in this case, is higher, there will be more options to increase students’ creativity. Likewise, students who have a higher level of English are more creative. Designing programs for higher education students that combine and integrate foreign language skills, creativity, and interculturality appear to be essential. Thanks to foreign language skills, students will be in a better position to acquire intercultural sensitivity and improve their creativity, making their international experience a valued source of fulfilment both for their personal life and their career.

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Braslauskas, Justinas. "EFFECTIVE CREATIVE INTERCULTURAL COMMUNICATION IN THE CONTEXT OF BUSINESS INTERACTION: THEORETICAL AND PRACTICAL ASPECTS." Creativity Studies 13, no. 1 (April 3, 2020): 199–215. http://dx.doi.org/10.3846/cs.2020.12094.

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Although various aspects of intercultural communication have been addressed in the works of various authors, there is still a lack of works that describe intercultural communication from the new viewpoint – in terms of effective intercultural business interaction, theoretical analysis of models of the classification of cultures, and combination of theoretical and practical insights in overcoming the obstacles of intercultural interaction. There is also a lack of works that highlight creativity as an integral part of cross-cultural business communication. In the belief of the author of the article, without a close synthesis of these aspects, it is impossible to understand in detail the meaning of effective intercultural business interaction. Purpose of the article – to analyse theoretical and practical aspects of effective cross-cultural business communication based on creativity. In the article, through the use of the models of the classification of cultures of various researchers from around the world (Richard R. Gesteland, Edward T. Hall, Richard D. Lewis, Geert Hofstede, Gert Jan Hofstede, Michael Minkov, Shalom H. Schwartz), the aspects of multiculturalism in the context of intercultural business interaction are highlighted. The work analyses creativity as an integral part of effective cross-cultural business communication. The publication also describes the barriers in the intercultural interaction and ways to overcome it. Research methods used in the work: systematic, comparative, logical analysis and synthesis of scientific literature.

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Gmainer-Pranzl, Franz. "How to do Intercultural Theology." Interreligious Studies and Intercultural Theology 1, no. 1 (March 27, 2017): 99–103. http://dx.doi.org/10.1558/isit.32691.

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Like any fairly new academic subject, intercultural theology is imbued with creativity and innovation, but it is not always clear how this subject can be structured and what criteria can be employed to distinguish between respective topics and areas of work

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Wright, Donna. "An Intercultural Aesthetic Dialogue: Creativity and Innovation Across Cultures." International Journal of the Arts in Society: Annual Review 4, no. 1 (2009): 33–46. http://dx.doi.org/10.18848/1833-1866/cgp/v04i01/35537.

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Bultseva, M., and N. Lebedeva. "Interrelation of intercultural competence and creativity among Russian students." Общественные науки и современность, no. 6 (December 2018): 31–44. http://dx.doi.org/10.31857/s086904990002750-7.

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Bultseva, Maria A., and Nadezhda M. Lebedeva. "The role of intercultural competence, in the relationship between intercultural experiences and creativity among students." International Journal of Intercultural Relations 82 (May 2021): 256–64. http://dx.doi.org/10.1016/j.ijintrel.2021.04.010.

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Gajda, Aleksandra, and Mayumi Oie. "Between Individualism and Collectivism: Perception and Profiles of Creativity in Poland and Japan." Creativity. Theories – Research - Applications 4, no. 2 (December 20, 2017): 198–217. http://dx.doi.org/10.1515/ctra-2017-0011.

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Abstract The aim of the study was to analyze creativity profiles and understanding of creativity in Poland and Japan. The study included 597 participants (233 Polish and 364 Japanese). Qualitative and quantitative analyses were carried out (mixed method). We identified the existence of five different creativity profiles and ten categories for defining creativity, with significant differences in frequency between the two countries. The obtained results are discussed from the perspective of intercultural differences and the individualism / collectivism theory (Hofstede, 1983).

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Groyecka, Agata, Aleksandra Gajda, Dorota M. Jankowska, Piotr Sorokowski, and Maciej Karwowski. "On the benefits of thinking creatively: Why does creativity training strengthen intercultural sensitivity among children." Thinking Skills and Creativity 37 (September 2020): 100693. http://dx.doi.org/10.1016/j.tsc.2020.100693.

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Dunne, Ciarán. "Can Intercultural Experiences Foster Creativity? The Relevance, Theory and Evidence." Journal of Intercultural Studies 38, no. 2 (March 4, 2017): 189–212. http://dx.doi.org/10.1080/07256868.2017.1291495.

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Vasilyeva, K. K., and K. G. Erdyneeva. "Intercultural communication: Chinese language and its impact on cognitive abilities of Russian-speaking children." NSU Vestnik. Series: Linguistics and Intercultural Communication 17, no. 2 (2019): 91–101. http://dx.doi.org/10.25205/1818-7935-2019-17-2-91-101.

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The article is devoted to the study of creativity in younger students. The focus is on the impact of Southeast Asian languages and cultures on the development of creativity in younger Russian students learning Chinese, as well as on the impact of the educational environment on creative performance of schoolchildren. The paper presents the results of a three-year longitudinal study (2013–2016), implemented on the basis of the MBU to «Children’s Art School No. 7» and MBOU Secondary School No. 49, Chita, obtained by using the battery of the P. Torrens creativity test and the E. Tunic creative characteristics test. The empirical study involved 135 people: 105 pupils (3 groups of 35 pupils each) aged 9 to 11 years and 30 teachers, including 15 teachers of MBU DO «Children’s Art School No. 7» and 15 teachers of MBOU SOSH №49 (with in-depth study of English). The experimental group was represented by pupils of the foreign language studio learning Chinese. The control groups included 70 schoolchildren – students of the departments of theatrical and choreographic art (35 people at either department) who do not learn Chinese. The results indicate a statistically significant dependence of the elaboration and originality of the tasks performed by children (P. Torrens test) on their studies in the foreign language studio (Chinese language). The data obtained show a link between the educational environment and the creativity indicators of younger schoolchildren learning Chinese. The results of the study show that learning Chinese contributes to the development of creativity in children of primary school age. The language increases the intonational semantic distinction in speech, it facilitates the creation of an ambivalent context, which contributes to the development of susceptibility to the new even at the early school age. Learning Chinese has an increased effect on the ability to propose new ideas that are different from standard ones, it also contributes to constructive and inventive human activity. With considerable probability, it can be argued that the creativity of younger schoolchildren is formed mainly under the influence of their mastering the ideographic writing of the Chinese language.

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Cho, Jaee, Carmit T. Tadmor, and Michael W. Morris. "Are All Diversity Ideologies Creatively Equal? The Diverging Consequences of Colorblindness, Multiculturalism, and Polyculturalism." Journal of Cross-Cultural Psychology 49, no. 9 (August 22, 2018): 1376–401. http://dx.doi.org/10.1177/0022022118793528.

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In three studies, we examined how diversity ideologies can differentially affect creativity. Building on past research establishing that embracing foreign ideas contributes to creativity in problem solving, we predicted that diversity ideologies would have consequences for cultural creativity through their differential impact on how people would make use of foreign knowledge. We found that colorblindness (the ethos of disregarding cultural differences) was associated with lower cultural creativity through reduced inclusion of foreign ideas. Polyculturalism (the ethos of fostering intercultural interaction) was associated with higher cultural creativity through greater inclusion of foreign ideas. Finally, we found that classical multiculturalism (the ethos of preserving separate cultural traditions) had no effects on creative problem solving. Results held across different populations of participants (Americans, Israelis), different measures of creativity (flexibility, novelty), and different ways of probing ideologies (individual differences, experimental priming). These results indicate that diversity ideologies not only affect how people treat foreign people but also how they treat foreign ideas, with implications for their creativity.

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Dumitraşcu-Băldău, Iulia, and Dănuţ Dumitru Dumitraşcu. "Intercultural Communication and its Challenges Within the International Virtual Project Team." MATEC Web of Conferences 290 (2019): 07005. http://dx.doi.org/10.1051/matecconf/201929007005.

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With the advance of technology, face-to-face intercultural communication moves into the online virtual environment via electronic tools such as audio-video conferencing, email, messenger chat, platforms, groups, thus distances between individuals from different cultures are reduced and the exchange of information takes place within a few seconds. Cultural differences should not be a barrier to communication but an opportunity for development. International virtual project teams (IVPTs) can benefit from cultural diversity and effective intercultural communication, because it can enhance creativity and innovation within the project team, while at the same time team members are enriched by acquiring intercultural information and developing intercultural skills. So, it becomes mandatory to understand how intercultural communication takes place in a virtual environment, which are the most important challenges and how they can be overcome. This paper aims to highlight the importance of an effective intercultural communication, the role of intercultural communication skills and which are the characteristics of intercultural communicators. In order to analyze some cultural diversity aspects within IVPTs (number of project languages used, efficiency of different online collaboration tools, misunderstandings generated by cultural diversity), an empirical research was conducted, through an online survey within 107 IVPT members. Data was analyzed using descriptive statistics through IBM SPSS Statistics software.

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Sevilla-Pavón, Ana, and Anna Nicolaou. "Online Intercultural Exchanges Through Digital Storytelling." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (October 2017): 44–58. http://dx.doi.org/10.4018/ijcallt.2017100104.

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This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.

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Betlej, Alina. "Creative Spaces Where Cultures Meet: Between Theory and Practice." Politeja 18, no. 5(74) (December 15, 2021): 145–62. http://dx.doi.org/10.12797/politeja.18.2021.74.09.

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The aim of this paper is to explore the concept of creative spaces where cultures meet. The empirical material subjected to analysis consists of the results of interviews conducted with cultural managers. The qualitative analysis is extended by a sociological approach based on literature criticism and the analytical-synthetic method. The main question posed is how creativity is experienced by cultural managers who organize cultural events in specific spaces related to the concept of multicultural dialogue. Creativity is considered both as a subjective property and as a social construct that is context-dependent. The paper argues that norms and values influence the experience of urban creativity and that creative endeavors can influence the social and economic development of a city. The paper explores the relationship between culture and creativity in space and assesses its creative potential. In particular, the results may help to shape theoretical consensus on the function of creativity at intercultural meeting points in the process of social change.

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Rozkwitalska, Małgorzata. "Thriving in Intercultural Interactions as an Antecedent of Organizational Creativity and Innovation." Problemy Zarzadzania 14, no. 3 (61) (July 30, 2016): 142–54. http://dx.doi.org/10.7172/1644-9584.61.8.

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Breninger, Birgit, and Thomas Kaltenbacher. "Changing Perceptions, Changing Lives – Promoting Intercultural Competence and Ethical Creativity through Advertising." Westminster Papers in Communication and Culture 15, no. 2 (2020): 129–50. http://dx.doi.org/10.16997/wpcc.383.

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Lebedeva, Ekaterina S. "From Intercultural Communication to Transcultural Creativity: A Study of Russian-American Fiction." Polylinguality and Transcultural Practices 19, no. 4 (December 9, 2022): 685–93. http://dx.doi.org/10.22363/2618-897x-2022-19-4-685-693.

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The world has been growing more globalised, people have been moving and absorbing different cultural peculiarities. Now intercultural perspective might seem insufficient to describe the extent to which local cultures and identities are linked globally. As a result, language contact and communication between and across cultures have been changing. The present paper aims at studying modern RussianAmerican fiction from intercultural and transcultural perspectives emphasizing the translingual features and transcultural changes. The paper discusses the phenomenon of creative translingualism, which means writing in one or two languages that are not the native tongues. Contemporary American literature may be proud of its modern writers of Russian and Soviet descent: Olga Grushin, Sana Krasikov, Lara Vapnyar, Anya Ulinich, Irina Reyn. All the authors changed their country of birth and moved to the USA and as a result, they chose English as the language of their creative writings. However, the English of their works reflects the Russian language, culture, and identity of the writers making the English text not truly English. The research primarily studies the linguistic tools (borrowing, code mixing, code-switching and broken English) used by the writers to render Russian culture by means of the English language as well as the transcultural shift that has been inevitable and has become an inalienable part of new cultural identities.

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Tippens, Dora. "Interculturalizing the Technical or Business Communications Course." Journal of Technical Writing and Communication 23, no. 4 (October 1993): 389–412. http://dx.doi.org/10.2190/0l80-83wf-5maa-tc8x.

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Technical or business communications courses need to be interculturalized to prepare students for effective productivity and humanity in the new global workplace. This article defines and exemplifies problems of ethnocentrism, language barriers, and cultural differences. To assist informed educators in preparing new pedagogies for meeting these challenges, strategies include out-of-class and in-class sensitizing activities, and lectures to expand knowledge of basic cultural traditions, such as those of the East and the West. Traditional assignments including letters, resumes, memos, research feasibility projects, oral reports, and visual aid usage are shown to be easily modified for an intercultural audience or with intercultural content. Resources include up-to-date intercultural books, journals, videos, newsletters, training programs, and databases. The scale of interculturalizing depends on the creativity of the educator, and the partnership within the institution and with business.

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Belova, E. "On Preparing Military Students for Intercultural Interaction in Professional Sphere." Scientific Research and Development. Modern Communication Studies 9, no. 5 (September 24, 2020): 28–32. http://dx.doi.org/10.12737/2587-9103-2020-28-32.

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The article discusses the relevance of preparing cadets of a military institution for intercultural interaction in professional sphere. On the base of competency-based and integrative methodological approaches, the author considers the impact of preparing cadets for intercultural interaction on the quality of future officers’ professional training in general. In foreign language classes, the problematic method is actively used, which, in the conditions of strictly regulated subordination of a military institution, helps to create an atmosphere for communication, the emancipation of students, the manifestation of creativity, the urge to express themselves and develop, the ability to negotiate. The author concludes that teaching a foreign language contributes to the professional and personal development of future officers, raising their level of readiness for intercultural interaction in professional sphere, which is especially important for participating in peacekeeping operations in various countries.

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Kecskes, Istvan. "Intracultural Communication and Intercultural Communication: Are They Different?" International Review of Pragmatics 7, no. 2 (2015): 171–94. http://dx.doi.org/10.1163/18773109-00702002.

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The paper discusses the differences between intracultural communication and intercultural communication from a socio-cognitive perspective that treats this relationship as a continuum rather than a dichotomy. Movement on the continuum, and differences between the two phenomena are affected by different factors that will be discussed in the paper. The hypothetical left end of the continuum is intracultural communication and the right end is intercultural communication. Neither exists in pure form. The question is to which end a given communicative situation is closer to and what characteristics it is dominated by. While moving on toward the right end communication becomes less dependent on standards, norms, frames, core common ground and formulaic language and is characterized more by emergent common ground, ad hoc generated rather than formulaic expressions, norm creating attempts and individual creativity in solving communication problems.

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Paşca, Eugenia Maria. "Education: 11. Artistic Education, A Promoter for the Development of School Creativity from the Intercultural Perspective." Review of Artistic Education 16, no. 1 (March 1, 2018): 289–97. http://dx.doi.org/10.2478/rae-2018-0033.

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Abstract The main aims of artistic education are almost similar in all European countries. Almost all countries mention “artistic skills, knowledge and understanding”, “critical appreciation”, “cultural heritage”, “individual expression/identity”, “cultural diversity” and “creativity” as objectives. However, “arts and permanent learning/interest” are mentioned only in 15 curricula. The various initiatives and recommendations for the development of artistic and cultural education in European countries are based on information on the establishment of national organizations and networks to promote artistic education and the development of partnerships between schools, artistic/cultural organizations and artists. Cultural identity as well as the development of creativity are a priority through such approaches.

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Clemente, Massimo. "De-globalisation and creativity: a contribution towards sustainable and intercultural architectures and cities." International Journal of Sustainable Development 12, no. 2/3/4 (2009): 116. http://dx.doi.org/10.1504/ijsd.2009.032772.

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Santucci, Anna, Kristin Johnson, and Donna Gamache-Griffiths. "Whose act(ion)? Report on intercultural educators in critical conversation on ethical practice across disciplines." Scenario: A Journal for Performative Teaching, Learning, Research XV, no. 2 (December 31, 2021): 71–79. http://dx.doi.org/10.33178/scenario.15.2.6.

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This piece introduces and recreates a critical dialogue which occurred in the summer of 2021 among educational practitioners at the University of Rhode Island (USA), during an interdisciplinary teach-in retreat on Intercultural Competence Development for Teachers and Learners. The authors were among the participants who collaborated on this project led by Anna Santucci; here, they offer a snapshot of the exchange that took place on the final day of the retreat. The themes that emerged throughout the teach-in, summarized in that closing conversation, significantly resonate with the RISE Manifesto (Cañas, 2015). These themes include salient values, skills, and behaviors of interculturally competent educators and scholars whose understanding of ethical practice is grounded in empathy, and whose work strives to embrace radical creativity in envisioning possibilities for co-creation among all participants in the teaching and/or research experience – enacting education through and for "action" via human act-ivation and, therefore, act-ivism.

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Martini, Elvira. "Intercultural Education: Bring Together Pluralism and Diversity." ATHENS JOURNAL OF SOCIAL SCIENCES 8, no. 1 (December 27, 2020): 31–44. http://dx.doi.org/10.30958/ajss.8-1-2.

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Large-scale migrations have forced the creation of new scenarios where the sense of absolute freedom clashes with the search for an ideal community. This situation poses problems related to identity, diversity, the ‘discovery of the other’ and, therefore, to identifying forms that allow to bring together more and more multi-cultural populations (Benahbib 2002). The aim of this paper is to reflect on the need to consider the educational process as ‘methodical socialization’ which corresponds to the need for any society to secure the bases of its conditions of existence and of its durability (Filloux 1993). For these reasons the education processes must be based on format with high coefficients of self-reflection, convergence, trans-culturalism. Education, as a social fact, must adapt to change and new alphabets, to overcome the binomial between time to learn / time to work and must insist on creativity and innovation, since everyday life is and it will be increasingly governed by knowledge and, particularly, by the spendable knowledge, a typical feature of complex, cosmopolitan and ‘high knowledge claim’ societies. Keywords: coexistence, education, inter-culturalism, trans-culturalism, socialization

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Orekhova, Elena N. "Intercultural communication as the basis for effective teaching of foreign languages." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (July 30, 2021): 168–74. http://dx.doi.org/10.34216/2073-1426-2021-27-2-168-174.

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The article examines the role and importance of intercultural communication in the process of learning a foreign language at university. Intercultural interaction is viewed as a source of formation and development of professional and personal qualities of students, intercultural competency and interethnic tolerance, as a means of overcoming communication difficulties in situations of foreign language communication. In modern society, in the context of digitalisation, the development of informational and social networks, with the introduction of distance education, intercultural foreign language communication is considered an indispensable part of life and learning. It is characterised by an intensive exchange of information, values and experience, by networking and maintaining contacts, and developing cooperation. Intercultural dialogue allows students to expand their knowledge of cultural characteristics, traditions, etiquette and customs of people living in different countries; to understand and accept the linguistic and cultural diversity of communication partners; to improve their skills and abilities; to use language and speech means, choose strategies and tactics of behaviour and communication in order to achieve mutual understanding and goals following the communicative task and communicative situation. Reliance on intercultural communication in the process of learning foreign languages contributes to the interiorisation of new knowledge, the development of social activity, creativity and mobility of students, increases the motivation to learn a foreign language, inspires the use of new interesting psychological and pedagogic forms in studies and work, allowing effective interaction in a multicultural environment.

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Kuchukova, Zukhra A., Burkhan A. Berberov, and Liana B. Berberova. "Jerome Salinger and Heinrich Böll: experience of transcultural creativity." Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2020): 280–91. http://dx.doi.org/10.20339/phs.6-20.280.

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The article examines one of the notable in the history of world literature experiences of transcultural creativity on the material of the novels by the American J. Salinger “The Catcher in the Rye” and the German G. Böll “Through the Eyes of the Clown”, linked not only by intertextual calls, but also by the name of R. Wright-Kovaleva, who translated both novels into Russian. Within the framework of such three-dimensional intercultural communication, a wide range of issues related to the phenomena of literary translation, palimpsest, prototext, comparative studies, game poetics are considered. The cultural codes identified by the method of continuous sampling include “the child as a narrator”, “infantilization of society”, “the disease of historical time”, “the lack of culture of Eros”, “art as a spiritual poison”.

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Bouchet, Dominique. "Pragmatics of intercultural communication." Pragmatics and Society 1, no. 1 (August 13, 2010): 138–54. http://dx.doi.org/10.1075/ps.1.1.08bou.

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This article explains why intercultural communication always should be studied in context and how even though misunderstanding is normally at stake in intercultural communication, one can argue that the promotion of mutual understanding actually is of mutual interest for all of humanity. Studying in context means paying attention to circumstances around the uses of signs as well as to the roles and moods of the users of signs. Promoting mutual understanding means avoiding a state of mind that implies the depreciation of the other. To be intercultural, a communication must not be infected by prejudices. Any real attempt at intercultural communication is a paradoxical procedure. It supposes that human beings who engage in it at one and the same time recognize the stranger as similar and as different. Also, it can lead to acceptance of the other and a better understanding of what communication is about as well as to rejection and obscurantism. In this paper, I argue that even though people always relate in various ways to common and different cultural backgrounds, they still have to relate to common issues that govern their ways, and that focusing on those common issues and studying the various communicative contexts and contents help promoting mutual understanding, as these activities highlight the implicit role of the value of respect in all interpersonal communication. Human beings cannot avoid evaluating situations, contexts, relations, peoples and cultures. How can we establish that mutual respect and open-mindedness are better than disdain and dogmatism? Well, precisely by affirming that human relations commonly build on the inevitability of communicating and contrasting values and norms. Meaning in interaction permanently transforms cultural elements and patterns into something new. Intercultural communication becomes more respectable when it acknowledges the variety of ways humans interact meaningfully and the plurality of their logic of (inter-)action. It is good and reasonable to value understanding because this variety and this pluralism always have kept the social alive and more than ever in our modern globalized world contribute to the creativity and interactivity of modern life. The interest of pragmatics in user attitudes, its focus on practical rather than on alethic modalities, can contribute to a more nuanced approach to intercultural communication, where the different elements of meaning in interaction can be studied in various bundles rather than in a single strand.

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WARCHOŁ, Adam. "The culture-induced creativity of metaphors. A comparative corpus-based study." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (June 30, 2020): 109–32. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.7.

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Conceptual metaphors vary along two major dimensions: intercultural (cross-cultural) and intracultural (within-culture). Taking John Henry Newman’s (1801-1890) vision of university education, formulated almost two centuries ago in his The Idea of a University (1858), the paper aims at establishing which of Newman’s metaphors conceptualizing university are still “valid” today to refer to contemporary university education. Besides the time divergence, the research checks whether the same metaphors occur in completely two different countries, namely in Newman’s Ireland and in contemporary Poland. The results obtained in the Corpus-based study indicate that some of Newman’s metaphors seem to be valid in a different culture-specific context, in Poland.

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Chua, Roy Y. J. "The Costs of Ambient Cultural Disharmony: Indirect Intercultural Conflicts in Social Environment Undermine Creativity." Academy of Management Journal 56, no. 6 (December 2013): 1545–77. http://dx.doi.org/10.5465/amj.2011.0971.

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Ping, L., M. A. Yuyshin, and I. A. Arzumanov. "On the Protection of Intangible Heritage of Russian Folk Oral Music in the Context of Intercultural Communication (Hulunbuir, Inner Mongolia)." Concept: philosophy, religion, culture 5, no. 3 (September 28, 2021): 177–92. http://dx.doi.org/10.24833/2541-8831-2021-3-19-177-192.

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The article discusses the issues of preserving the genre of Russian folk oral musical creativity in the village of the Argun and the city of Hulunbuir, Inner Mongolia, located in the northern part of China. The issue is viewed in the context of intercultural communication between descendants of Russian immigrants and Chinese locals. The article considers the factors in the formation of the ethnic group of Chinese Russians in Hulunbuir, an area of Russian immigrants’ compact settlement, and the markers of their distinct ethnic identity. Chinese Russians are a specific ethnic group since over several generations they fused with the local ethnicities yet preserved their unique cultural background. One of the peculiar aspects of Russian culture observed within the community of Chinese Russians is chastushka, or ditty, a short witty song expressing an individual’s attitude to any happening. The authors give records of the texts of ditties on various subjects, such as love, daily life, politics, etc. The folk genre of chastushka indicates intercultural communication between China and Russia and the integration of ethnic Russians into Chinese society. The article reveals the problems of protection of the Russian chastushka in the region and possible measures of state provision of its protection as intangible cultural heritage. Both national and local authorities take steps to ensure the continuity of various identities within the national identity of China. Several proposals have been put forward for the protection of the local heritage of this genre of the city of Hulunbuir. Such measures may include further research of cultural materials, enhancing tourism in the region, and incorporating ditties into local festivities Based on the historical and cultural significance, the research points to the real impact of Russian folk oral musical creativity in the processes of Russian-Chinese intercultural communication. The authors underline the significance of the ditty as intangible cultural heritage and the need to include the ditty in the list of the cultural heritage of Chinese Russians. The need to create conditions and state-organizational support for various forms of popularization of this genre, especially for those studying the Russian language, to preserve the oral folk musical creativity of Chinese ethnic Russians is substantiated.

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Vukić, Tijana, Marijana Zelenik, and Tatjana Welzer. "Developing Intercultural Communication Competencies Using Various Learning Methods at a Media Communications Study Programme." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 6 (2019): 15–28. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.46.3002.

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Various previous researchers of journalism and media communication education demonstrated the necessity and importance for media workers to be competent in intercultural communication (IC). Slovenian researchers do not discuss these topics, and IC themes are withal mostly part of a non- obligatory courses where usual teaching and learning methods are applied. To examine the effectiveness and usefulness of different teaching/learning methods in developing students’ intercultural communication competencies, an educational intervention research was suitable, as the method is being useful mostly to solve pragmatic issues. Additionally, the study aimed at determining outgoing students’ intercultural communication competencies (ICC) – knowledge, skills, attitudes, and awareness through their cognitive, affective and behavioural dimensions. Two theoretical approaches were used – one stating that ICC are developed by learning on the ground of our innate predispositions and character and the behavioural perspective. This qualitative-evaluative research was conducted within the International and Intercultural Communication course at the first year of Graduate Study of Media Communications at the University of Maribor. It was a trilingual intercultural situation where learning activities such as role-playing, pantomime, case studies, simulations, individual exploration, and reflection were implemented, since students were not used to them. Participatory observation, semi-structured interviews, qualitative questionnaires, evaluation of class activities and a final exam were used as main research methods. Even though the group adapted very soon, the nonverbal activities were most demanding, and individual activities at home the least accomplished. Although they had theoretical knowledge, experience in public speaking, proactivity and self-reflection skills at basic level, their abstract thinking skills, self-awareness and adaptation were medium. However, they showed a great deal of persistence and creativity as a part of a collaborative and cooperative activities. Therefore, focusing on the learning activities stimulating students’ ICC as a part of a real intercultural situation in journalism and mass communication (JMC) education is recommended.

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Venter, R. "Onderweg na ‘n teologie van interkulturaliteit: ‘n Trinitariese perspektief." Verbum et Ecclesia 29, no. 2 (November 17, 2008): 542–61. http://dx.doi.org/10.4102/ve.v29i2.48.

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Towards a theology of interculturality: A trinitarian perspectiveThe greater interaction of people from diverse cultural orientation in a globalised era and the growth of the christian faith as a truly worldwide phenomenon, and the consequent complications have highlighted the need for a theological response. This paper explores such a proposal for intercultural encounter, especially among people of the same religious orientation. The emphasis is on transcendence, community and identity, or on trinity, church and spirituality. The fundamental assumption is that the trinitarian identification of God, with its concomitant stress on otherness, relationality and love, provides resources to guide intercultural challenges in the church. A consistent trinitarian approach values community; hence the imperative of a communio-ecclesiology, which embraces unity, creativity and social resistance. Identity-formation and spirituality are closely linked. A trinitarian approach advocates transformation which increasingly reflects the virtues of the triune God in the relationship with the culturally Other.

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Bultseva, Mariya. "Perception of cultural differences and intercultural competence among Russian students with different levels of creativity." Obshchestvennye nauki i sovremennost, no. 1 (2020): 132. http://dx.doi.org/10.31857/s086904990008515-8.

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Lu, Jackson, Andrew C. Hafenbrack, William W. Maddux, Paul Eastwick, and Adam D. Galinsky. ""“Going Out” of the Box: Depth of Intercultural Relationships Predicts Creativity, Workplace Innovation, and Entrepreneurship"." Academy of Management Proceedings 2016, no. 1 (January 2016): 12325. http://dx.doi.org/10.5465/ambpp.2016.139.

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Mampaso, Ana. ""La Fortuna, por siempre y para siempre”, a cross-generational and participatory documentary." Encounters in Theory and History of Education 11 (September 30, 2010): 25–34. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.2409.

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In this paper we reflect about the participatory video methodology, use video creatively in group development work, through the creation process of “La Fortuna por siempre y para siempre”documentary; a personal point of view from twenty eight children, six youngsters and nine adults about life and living together in the neighborhood “La Fortuna”. Photo camaras, vídeo camaras, words, feellings and creativity are the tolls they used. The documentary is part of a communication and educational project that invites the participants to use video and photographic language to reflect on their identity and the world where they live. Most local people live in difficult situation and the neighborhood have a very high ratio of inmigrants. The documentary project promotes the active participation and the social integration of people and collectives from different ages, social conditions, origins and cultures. It was organized by the Intercultural and Emigration Program of La Fortuna Local Government Cabinet depended on Leganés City Council.

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Aganina, N., and M. Tret'yakova. "THE SPECIFICS OF THE RUSSIAN PROJECT CULTURE." Technical Aesthetics and Design Research 1, no. 1 (December 17, 2020): 10–16. http://dx.doi.org/10.34031/2687-0878-2019-1-1-10-16.

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In conditions of economic, social and cultural glocalization (the interaction between local and global phenomena), it becomes especially important for a designer to realize his/her own mental habits that impede intercultural dialogue, despite identifying his/her projects and project communication. The object of the study is Russian project culture as an essential characteristic of the design thinking, allowing a designer to implement the value content of the culture he/she belongs to. The methodological basis of the study includes problem statement, generalization and interpretation of the term, comparative method, historical and cultural analysis. As a result of the study, the authors conclude that the specificity of Russian project culture lies in its "theurgic" nature (connection with inspired creativity). According to the authors, the awareness of the fundamental dissimilarity of Russian project culture with Western or Eastern project culture (the fundamental diversity of the design thinking types) opens up the prospect of a genuine intercultural dialogue within a holistic design culture.

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Tang, Min, and Christian H. Werner. "An interdisciplinary and intercultural approach to creativity and innovation: Evaluation of the EMCI ERASMUS intensive program." Thinking Skills and Creativity 24 (June 2017): 268–78. http://dx.doi.org/10.1016/j.tsc.2017.04.001.

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Покровская, Елена, Elena Pokrovskaya, Маргарита Раитина, Margarita Raitina, Галина Илюхина, and Galina Ilyukhina. "Cross-cultural communication in the context of creative self-realilization of personality." Servis Plus 11, no. 3 (September 19, 2017): 71–78. http://dx.doi.org/10.22412/1993-7768-11-3-8.

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The article discusses one of the key challenges of the global world – the problem of creative self-realization of personality as the way of being human within the framework of cross-cultural interaction. Theoretical-methodological base of research is the concept of creativity reconstruction, revealing the peculiarities of the modern social and cultural mentality and modeling comfortable barrier-free, international environment. The article shows a weak vitality of multiculturalism in the context of intercultural communication and the need for adaptation to the new reality through self-actualization and self-realization of its capabilities and resources through creativity. Authors describe the cultural-historical transformation of art as a way of actualization of a person in the culture. Creativity as a basic life installation is considered as a constitutive element of regulation of ethno-social processes. There is noted the relevance of the issue of cultural objectivism, creating a personality through its spiritual powers and abilities of the social program of "raspredelennykh" (“abstract”) meanings of culture through creativity, considered as overcoming cultural isolation, different cultural space, given the cultural-historical transformation. There is proposed the model of transition to higher stages of effectiveness of cross-cultural interaction through creativity, which is based on the methodology of reconstruction of creative processes in social and cultural space. To implement the adaptive capacity of the model there are selected the most relevant indicators of potential self-realization of migrants and host community. It is concluded that for realizing the potential of the contextual environment, as the bearer of possible properties that contribute to the manifestation of the meaning of human activities, it is necessary to create relevant models of effective cross-cultural communication and cultural migration, which foundation is the creativity as a way of actualization of a person in the culture.

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Rogers, Amanda. "Advancing the geographies of the performing arts." Progress in Human Geography 42, no. 4 (February 9, 2017): 549–68. http://dx.doi.org/10.1177/0309132517692056.

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Performance has become an analytical lens for examining a range of geographical phenomena. However, research specifically on the geographies of the performing arts has not kept pace with this broader field. Here, I argue for a deeper engagement with the theories and practices of the performing arts, particularly as research on creativity and the geohumanities gathers momentum. The article focuses on three areas where literatures from theatre and performance studies can expand our understanding of what ‘the geographies of the performing arts’ might be: intercultural aesthetics, migrant mobilities, and geopolitics. It examines how these come together in contemporary Cambodian dance.

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Setiaji, Denis. "Internalisasi dimensi interkultural permainan gendang dalam komunitas Dangdut Koplo: Sebuah kajian konstruksi sosial." Dewa Ruci: Jurnal Pengkajian dan Penciptaan Seni 14, no. 1 (July 17, 2019): 19–27. http://dx.doi.org/10.33153/dewaruci.v14i1.2533.

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Penelitian ini difokuskan untuk melihat proses terkonstruksinya dimensi interkultural pada pola permainan gendang terhadap pelaku dan para pecinta Dangdut Koplo. Pendekatan yang digunakan mengadopsi dari Ilmu Sosial yakni teori konstruksi sosial Peter L. Berger yang terdiri dari eksternalisasi, objektivasi, dan internalisasi. Penelitian yang dilakukan menggunakan metode fenomenologi dengan melakukan studi lapangan ke sejumlah wilayah pertunjukan Dangdut Koplo di Solo Raya terutama Taman Hiburan Rakyat (THR) Sriwedari dengan objek kelompok musik Areva sebagai bahan studi kasus. Proses konstruksi sosial masyarakat Dangdut Koplo dideskripsikan melalui analisis pada transkrip pola-pola gendang dan dampak musikalnya. Tahap eksternalisasi melibatkan konsep dan kreativitas Areva dalam menghasilkan serta mengembangkan dimensi interkultural pada pola permainan gendang. Kreativitas dalam bentuk pola-pola gendang bermuatan proses interkultural dihadirkan dengan melibatkan interaksi intersubjek sehingga menghasilkan produk interaktif berupa senggakan dan gerak-gerak komunitas joged pada proses objektivasi. Media pentas dan konser menjadi proses sosialisasi yang membuat masyarakat dari satu kolektif ke kolektif lain, melihat Areva Musik sebagai manifestasi dari Dangdut Koplo, pada tahap internalisasi. ABSTRACTThis research focused on the construction process of the intercultural dimension of the drums pattern among Dangdut Koplo’s society. The approach used to adopt from the social sciences, that was social construction theory from Peter l. Berger consist of externalization, internalization, and objectivation. Research conducted using the method of Phenomenology by doing fieldwork to several areas performing Live of Dangdut Koplo in Solo and surroundings especially on Taman Hiburan Rakyat (THR) Sriwedari with Areva Music group as a case study. The process of the social construction of society Dangdut Koplo described through analysis on transcripts of drum patterns and the impact of its. Externalization stage involves the concept of creativity from Areva Music in generating and developing intercultural dimension on the drum pattern of the gendang’s player. Creativity in the form of many drum patterns featured an intercultural process involving the subject to subject interaction to produce interactive products in the form of senggakan and some motion from joged’s community on the process of objectivation. The medium of performances and concerts into a process of socialization that make communities from one another, the collective to collective see that Areva Music group as a manifestation of Dangdut Koplo, at the process of internalization.

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Balosa, David. "Integrationism: Roy Harris’ artspeak, artistic creativity, and human diversity in the age of globalization." Fórum Linguístico 19, Special issue (February 15, 2022): 7280–98. http://dx.doi.org/10.5007/1984-8412.2022.e84042.

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This study provides a perspective on how Roy Harris’s work especially integrationism can be used beyond linguistics and communication studies toward fields of studies such as social and public policies and related fields. This study proposes that integrationism should also address issues related to the fields of global studies, sustainable development, and other related fields. It argues that the influence of integrationism on linguistics and communication analysis should be expanded to social and public policies to foster epistemic equity, diversity, and other intercultural values across academic disciplines and professional practices across the world. We address the question: How can integrationism promote artistic creativity, human diversity, and sustainable development for all in the age of globalization? In conclusion, we argue that applying an integrationism approach in social and public policies may promote what I am calling existential justice, existential literacy, and sustainable transformational interculturality. Hence, scholars, students, and professionals in different disciplines and careers may enjoy human, cultural, and epistemic diversity in all its creativity as they acquire competence in existential justice, existential literacy, and sustainable transformational interculturality.

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Bethlenfalvyné Streitmann, Ágnes. "Project-based language learning through folk and fairy tales:." Gyermeknevelés 10, no. 2–3 (May 6, 2022): 268–78. http://dx.doi.org/10.31074/gyntf.2022.2.268.278.

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Project-based learning is one of the most effective ways to help students acquire the four key competencies of twenty-first-century education: creativity, critical thinking, effective communication, and collaboration. Launched by Apor Vilmos Catholic College in 2015 in cooperation with the University of Winchester, The Tale Project is based on a ‘four Cs’ foundation. The project method inspires our students’ creativity and develops their critical thinking, problem-solving, and decision-making skills while encouraging them to learn and work effectively as part of a group. Developing foreign language competencies, pedagogical, and art competencies also belongs to the emphasised objectives for cooperation between the two institutions. The project covers the content area of Intercultural Dialogue through Folktale Traditions, and in each academic year, English and Hungarian students work on different stories and tale- cycles. The 2019/20 academic year was a turning point in the history of the project. Since the Covid-19 lockdown in March, 2020, we have been obliged to explore and apply the new innovative methods offered by online education, virtual exchange, and alternative ways of communication.

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Lee, Sejin, Kyungsuk Chang, and Youngtae Kim. "An Action Research on Implementing an Intercultural Communicative Approach to Creativity- and Character-focused Primary English Classes." Studies in English Education 21, no. 3 (September 30, 2016): 83–114. http://dx.doi.org/10.22275/see.21.3.04.

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Lu, Jackson G., Andrew C. Hafenbrack, Paul W. Eastwick, Dan J. Wang, William W. Maddux, and Adam D. Galinsky. "“Going out” of the box: Close intercultural friendships and romantic relationships spark creativity, workplace innovation, and entrepreneurship." Journal of Applied Psychology 102, no. 7 (July 2017): 1091–108. http://dx.doi.org/10.1037/apl0000212.

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Journal articles on the topic 'Intercultural creativity'

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