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Chapter 2

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.

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Chapter 2

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  1. Chapter 2 Cultural Patterns

  2. 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

  3. 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

  4. Case 1 Wood and Food • Why did the farmer do that? • What values are reflected in this story?

  5. Cultural Patterns Kluckhohn and Strodtbeck’s Value Orientation D C A B E An Introduction to Cultural Patterns Components of Cultural Patterns Hofstede’s Value Dimension Hall’s High-Context and Low-Context Dimensions

  6. 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.

  7. While-Class Learning: Text A An Introduction to Cultural Patterns 1. obvious: food …

  8. While-Class Learning: Text A An Introduction to Cultural Patterns 1. obvious differences: clothing …

  9. 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

  10. Case 2 Enquiry Kim: an immigrant Judy: an American neighbor • Why did Judy feel that was something strange about the conversation?

  11. While-Class Learning: Text B Components of Cultural Patterns 1. Beliefs 2. Values 3. Norms 4. Social Practices

  12. B.1 Beliefs • Ideas people assume to be true about the world • a set of learned interpretations: basis to decide what is and what is not logical and correct • difficult to discuss: people are usually not conscious of them • much of what you consider to be reality may, in fact, not be reality to people from other cultures

  13. 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）

  14. B.1 Beliefs • Different cultures,different realities and beliefs

  15. 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

  16. B.2 Values • Different expression of emotion

  17. 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 …

  18. B.4 Social practices • Predictable behavior patterns that members of a culture typically follow • Outward manifestations of beliefs, values, and norms

  19. B.4 Social practices • Two types: informal, formal • all members of a culture do not necessarily follow that culture’s “typical” social practices

  20. 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?

  21. 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

  22. 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

  23. High-context and Low-context • Meaning: implied by setting or in explicit code

  24. Misunderstandings: Japanese Americans

  25. 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?

  26. 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.

  27. 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

  28. D.1 Individualism versus Collectivism

  29. D.2 Uncertainty Avoidance

  30. D.3 High versus Low Power Distance

  31. D.4 Masculinity versus Femininity

  32. D.5 Long-Term versus Short-term Time Orientation

  33. 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

  34. While-Class Learning: Text E Kluckhohn and Strodtbeck’s Value Orientation

  35. 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

  36. 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

  37. 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

  38. 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…

  39. 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

  40. 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

  41. 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

  42. 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

  43. 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

  44. 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

  45. 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

  46. 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

  47. 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.

  48. 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

  49. 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

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