chapter 2 cultural patterns chapter 2 cultural patterns
TRANSCRIPT
Chapter 2 Cultural Patterns
Chapter 2
Cultural Patterns
Chapter 2 Cultural Patterns
Cultural Patterns
• No object is mysterious. The mystery is in your eye.
—Elizabeth Bowen • Human beings draw close to one another by their common nature,
but habits and customs keep them apart.
—Confucius• There never were, in the world, two opinions alike, no more than
two hairs, or two grains; the most universal quality is diversity.
—Montaigne
Chapter 2 Cultural Patterns
Learning Objectives
• identify the distinctions between high and low context cultures
• identify Kluckhohn and Strodtbeck’s value orientations
• identify Hofstede’s cultural dimensions
• understand the implications of cultural values for international communication
Chapter 2 Cultural Patterns
Case 1 Wood and Food
• Why did the farmer do that?• What values are reflected in this story?
Chapter 2 Cultural Patterns
Cultural Patterns
Hofstede’s Value Dimension D
Kluckhohn and Strodtbeck’s Value Orientation E
Hall’s High-Context and Low-Context Dimensions C
Components of Cultural Patterns B
An Introduction to Cultural Patterns A
Chapter 2 Cultural Patterns
While-Class Learning: Text A
An Introduction to Cultural Patterns
• Members of a culture generally have a preferred set of responses to the world.
• People from other cultures differ in both obvious and subtle ways.
Chapter 2 Cultural Patterns
While-Class Learning: Text A
• An Introduction to Cultural Patterns
1. obvious: food …
Chapter 2 Cultural Patterns
While-Class Learning: Text A
• An Introduction to Cultural Patterns
1. obvious differences:
clothing …
Chapter 2 Cultural Patterns
While-Class Learning: Text A
• An Introduction to Cultural Patterns
2. subtle, less visible differences: culture’s collective assumptions: what the world is
shared judgments: what it should be
widely held expectations: how people should behave
predictable behavior patterns …
Cultural Patterns:
beliefs, values, norms, and social practices
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Case 2 Enquiry
Kim: an immigrant Judy: an American neighbor
• Why did Judy feel that was something strange about the conversation?
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While-Class Learning: Text B
• Components of Cultural Patterns
1. Beliefs
2. Values
3. Norms
4. Social Practices
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B.1 Beliefs
• Ideas people assume to be true about the world
1) a set of learned interpretations: basis to decide what is and what is not logical and correct
2) difficult to discuss: people are usually not conscious of them
3) much of what you consider to be reality may, in fact, not be reality to people from other cultures
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B.1 Beliefs
• Different cultures, different realities and beliefs
Christian: Christianity 基督教 Islamist: Islam 伊斯兰教 Buddhist: Buddhism 佛教 Jew: Judaism 犹太教 Hindu: Hinduism 印度教(崇拜几位天神,相信轮回转
世) Shintoist: Shinto 神道教( 1945 年前为日本国教)
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B.1 Beliefs
• Different cultures, different realities and beliefs
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B.2 Values
• involve what a culture regards as good or bad, right or wrong, fair or unfair, just or unjust, beautiful or ugly, clean or dirty, valuable or worthless, appropriate or inappropriate, and kind or cruel.
• transmitted by a variety of sources family, proverbs, school, church, state …
• provide the foundation that underlies a people’s entire way of life
• broad based, enduring, relatively stable
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B.2 Values
• Different expression of emotion
Americans Chinese
express feelings outwardly; taught not to be timid about letting people know they are upset
not to openly express their own personal emotions, especially strong negative ones
The squeaky wheel gets the grease.
A harsh word dropped from the tongue cannot be brought back by a coach and six horses.
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B.3 Norms
• Socially shared expressions of appropriate behaviors
• Vary within a culture
• Change over a period of time
• A wide variety of behaviors: greetings, good manners, interactions …
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B.4 Social practices
• Predictable behavior patterns that members of a culture typically follow
• Outward manifestations of beliefs, values, and norms
Country Lunch Gifts
The United States
Italy
Malaysia
China
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B.4 Social practices
• Two types: informal, formal
• all members of a culture do not necessarily follow that culture’s “typical” social practices
Informal Everyday tasks
Eating, sleeping, dressing, working, playing, and talking to others
Formal Social practice
Rituals, ceremonies, and structured routines
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Case 3 DVD Player
Ellen: a graduate student Alice: an American classmate and
friend• Why do you think Alice refused to loan
her DVD player to Ellen?
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While-Class Learning: Text C
Hall’s High-Context and Low-Context Dimensions • context: setting or environment• meanings: not come from the verbal language
alone, also implied from the context• context determines: 1) the words and actions we generate; 2) the meanings we give to the words and actions
of other people• continuum: cultures differ ranging from high to
low context
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While-Class Learning: Text C
High-context cultures • prefer to use high-context messages• most of the meaning is either implied by the
physical setting or presumed to be part of the individual’s internalized beliefs, values, norms, and social practices;
• very little is provided in the coded, explicit, transmitted part of the message
Low-context cultures• prefer to use low-context messages• the majority of the information is vested in the
explicit code
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High-context and Low-context
• Meaning: implied by setting or in explicit code
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Mode of Communication
Asian Indirect, implicit
Western Direct, explicit
Misunderstandings:
Japanese
Americans
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Case 4 Wrong Signal?
Ning Tong: a Chinese student Tom: an American student• What is the problem shown in this case?• Why did Ning Tong keep silent? What
information do you think he wanted to convey?• What is Tom’s interpretation of Ning Tong’s
silence?
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While-Class Learning: Text D
We do wish to allow the humbled man an equal chance to get rich with everyone else. When one starts poor, as most do in the race of life, free society is such that he knows he can better his condition; he knows that there is no fixed condition of labor for his whole life.
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While-Class Learning: Text D
• Hofstede’s Value Dimensions
1. Individualism versus Collectivism
2. Uncertainty Avoidance
3. Power Distance
4. Masculinity versus Femininity
5. Long-term versus Short-term Time Orientation
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D.1 Individualism versus Collectivism
Individualism Collectivismtake care of themselves, immediate families
loyalty to group, group take care of individual members
autonomy obligations to group
independence, privacy, self dependence, belonging
decisions based on individual decisions based on group
competition cooperation
personal goals group goals
right to private property, thoughts, opinions
indirect, saving face, concern for others
individual initiative, achievement harmony
I consciousness We consciousness
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D.2 Uncertainty Avoidance
High Uncertainty Avoidance Low Uncertainty Avoidance
avoid uncertainty, ambiguity accept uncertainty, tolerate unusual
provide stability for members prize initiative
establish more formal rules dislike structure associated with hierarchy, few rules
seek consensus take risks, more flexible
higher level of anxiety, stress less tense, more relaxed
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D.3 High versus Low Power Distance
High Power Distance Low Power DistancePower and authority: part of society Power: close to people
People: not equal, rightful place People: same kind
Social hierarchy: prevalent Inequality: minimized
Actions of authorities: not be challenged, questioned
People in power: interact with constituents, less powerful
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D.4 Masculinity versus Femininity
Masculinity FemininityDominant values in society are material success and progress
Dominant values in society are caring for others and preservation
Money and things are important People and warm relationships are important
Men are supposed to be assertive, ambitious, and tough
Everybody is supposed to be modest
Women are supposed to be tender and to take care of relationships
Both men and women are allowed to be tender and to be concerned with relationships
Sympathy for the strong Sympathy for the weak
Big and fast are beautiful Small and slow are beautiful
Sex and violence in newspapers and on TV
Sex and violence in the media are taboo
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D.5 Long-Term versus Short-term Time Orientation
Long-Term Short-TermAdmire persistence, thriftiness, humility, sense of shame
Deep appreciation for tradition, personal steadiness and stability
Status differences Maintain face of self and others
Linguistic and social distinctions Balance or reciprocity when greeting others
Strong work ethic, great respect to employers
Not place high priority on status
Value social order Try to postpone old age
long-range goals Short-term results, seek immediate gratification of needs
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While-Class Learning: Text E
Clyde Kluckhohn 克鲁克洪 (1905-1960)
• American anthropologist
• known for his field work among the Navaho Indians, his contributions to the theory of culture
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While-Class Learning: Text E
• Kluckhohn and Strodtbeck’s Value Orientation
Orientation Values and Behavior
Human Nature
Basically evil Mixture of good and evil
Basically good
Humankind and Nature
People subjugated to nature
People in harmony with nature
People the master of nature
Sense of Time Past oriented Present oriented Future oriented
Activity Being Being in becoming Doing
Social Relationship
Authoritarian Group oriented Individualism
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E.1 Human Nature Orientation
a. Evil
1. traditional Western belief
2. Original Sin: Adam and Eve
3. can be saved with constant hard work, control, education, self-discipline
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E.1 Human Nature Orientation
b. Good and Evil
1. evil: cannot be eliminated, natural and necessary part of universe
2. born with a propensity for evil
3. become good through learning and education
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E.1 Human Nature Orientation
C. Goodness
1. philosophies of Confucianism and Buddhism
2. Three Character Classic
3. people are good, but their culture often makes them evil
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E.2 Man-Nature Orientation
a. Subjugation to Nature
1. powerful forces of life: outside control
2. force (such as: god, fate, or magic): cannot overcome, learn to accept
3. live in harmony with nature
4. India, parts of South America, China…
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E.2 Man-Nature Orientation
b. Harmony with Nature
1. nature: part of life, not a hostile force to be subdued
2. live in harmony with nature, be part of nature and not control it
3. East Asians (Japan, Thailand…) , Native Americans
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E.2 Man-Nature Orientation
c. Mastery over Nature
1. forces of nature: conquer, direct, master
2. value: technology, change, science
3. contribute development of Western science and technology
4. Greenpeace Organization ( 绿色和平组织 a non-governmental
environmental organization) : protect environment
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E.3 Time Orientation
a. Past Orientation 1. believe in significance of prior events
2. religions, tradition: extremely important
3. past: guide for decisions and truth
4. respect: ancestors, predecessors, older people
5. time: cycle, repeating
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E.3 Time Orientation
b. Present Orientation
1. moment: most significance
2. future: vague, ambiguous, unknown
3. enjoyment: in the present
4. time: cycle, repeating
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E.3 Time Orientation
c. Future Orientation
1. future: emphasize, expect to be grander and nicer
2. If at first you don’t succeed, try, try, and try again.
3. time: linear
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E.4 Activity Orientation
a. Being Orientation 1. stress release, indulgence of existing desires
2. work for the moment
3. satisfied with what they have
4. family background more important
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E.4 Activity Orientation
b. Being-in-Becoming Orientation 1. stress idea of development and growth
2. emphasize activity contributing to development of self
3. value spiritual life more than material one
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E.4 Activity Orientation
c. Doing Orientation 1. stress activity and action
2. a sense of urgency about getting things done
3. accomplishment measured by standards external to individual
4. believe in action and efficiency
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E.5 Relational (Social) Orientation
a. Authoritarian Orientation 1. believe some individuals born to lead
2. authoritarian relationships accepted
3. The eyes cannot rise above the eyebrow.
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E.5 Relational (Social) Orientation
b. Collective Orientation 1. group: most important of all social entities
2. feel dependent on group, safe within it, proud
3. competitive with other groups
4. group concern for all its members, make decisions by consensus
5. China, India, Africa, Latin America
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E.5 Relational (Social) Orientation
c. Individualism Orientation 1. all people have equal rights and complete
control over destiny
2. individual goals and objectives take priority over group goals and objectives
3. predominant orientation in United States
4. use first names
5. self-reliance, independence
Chapter 2 Cultural Patterns
Thank You