Cultural Differences and Understanding: What is it? How to aake it work? ONE DEFINITION OF CULTURE - Non-academic, to form a working basis for understanding.
1. The customs which are visible, tangible, and audible. Food, housing, cloth-ing, greetings, sex, marriage, family relations, ritual gift exchange ••• 2. The "inner-consciousness" of belonging to one culture. How do you know who
you are? The Fiddler on the Roof answer is "tradition". , Some examples:
The Bride Price in African and other societies is compensation paid by one family or clan to another as compensation for loss of work and child-bearing ability of their daughter or sister. She must prove she is fertile. Bearing one child before marriage is a positive factor. The woman's parents look on her Bride Price as capital to
liquidate debts or make investments in household or farming equipment. Sometimes the father collects the bride price shortly after the birth of his daughter. Additional dividends are constantly requested. They say, "The Bride Price is never paid."
But, the "inner-consciousness" of the Bride Price, or the psychic intent is not all materialistic. It binds families and clans together. It often levels off the "haves" and "have-nots". The woman feels loved and respected because her husband and his family have worked so hard to pay the Bride Price for her. She will be a more dutiful wife and daughter because of the "guarantee" of the Bride Price, and as long as her fertility is linked to the fertility of the land her work will be a commercial bargaining point.
And what about the Cameroun politician with two French wives?
And the university-trained Asian ship officer who consciously does not use Western eating utensils at a meal •
••• the Asian ship captain who is too busy enjoying disco dancing to immediately deal with ship "details".
Is the North American really the Yankee anxious to multiply vehicles and leisure facilities rather than wives. How does he see himself?
A NEW FACTOR IN UNDERSTANDING THE HOST NATION ••• Labor Cross Flow/Migration.
Will the world ever be the same because of the migration of labor from bulging labor supply countries to those in need of labor-intensive service, and certain pro-fessional skills. The Turkish Quarter surrounds the Railroad Station in Frankfurt ••• Independent Southern African nations go to South Africa; Turks and Yugoslavs to West Germany; Indians and Filipinos go to Mid-East; Africans and Caribbeans go to Great Britain; Mexicans and Southeast Asians go to the United States; Koreans (In 1910 as occupied nation) went to Japan.
Economic pressures on the one hand, and labor needs on the other, seem to insure that this cross-flow of labor will continue.
EXAMPLES: West Germ~ny has a merchant marine training school in the Gilbert Islands.
Filipinos are contracted to work on merchant ships of all nations. And the same with Pakistanis, Bangladesh and Asian Indians.
CULTURAL EFFECTS: With the return of the laborers, they bring new culture and values. Allotment checks change cultures. The Xenophobias of the Host Nation are challenged. New minorities are formed. New demands on the schools.
Roy Strange,
International Council of Seamen's Agencies
' ·.
Cultural Differences and Understanding: What is it? How to aake it work? SOME STEPS TOWARD BEING A PEACEMAKER
At this point, be very humble about the role our home nation has sometimes played. You, in the Peace Corps, have your own hopes, faith and visions. These "steps" are something concrete on which you can begin to build at least a small corner of peace in a harried world.
1. Start off by accepting persons and plans at their face value, while developing your critical faculties in another culture.
2. Cultivate a "modeling role" - Whatever and wherever your conscience, intelli-gence and experience lead you to commit yourself. What do you stand for? 3. Consult regularly with your colleagues in the PC and with a Host Country
counselor. Pick out a PC and a national "model" for yourself.
4. Study and be informed about American History and Culture so you can communi-cate the best of what our nation stands for. If you have a religious
convic-t~on don't hesitate to speak of it. Most people enjoy speaking of and
discuss-ing their religious beliefs.
5. Hold your own counsel on extremely sensitive issues. [e.g. - The country is on the edge of war or your institution is about to split because of personalities.] 6. Don't encourage your "hosts" to denigrate their own people or nation.
7. Shunt useless gossip into a productive channel or appreciation of persons or problems.
8. Spend your vacation, leisure and "break" times as equitably as possible among different ethnic, work and study groups. Seek out those who seem on the periphery or who only casually relate to your interests.
9. Always keep your self-respect. Require others to show it toward you as you accord it to them. Encourage them to show it among themselves.
10. Make your home (however humble) a center of hospitality and constructive
discussion. If too small or inappropriate, join with a friend or use a common or public room.
11. Be a student of the national history, folklore, culture and traditions. A sure relief from boredom and loneliness and a way to make new friends.
12. Be especially informed concerning the pre-history life of the people and what relationship the people had with the colonial ·or Western Powers, before and after independence. Roy Strange International Council of Seamen's Agencies
..
WORKSHEETCultural Differences and Understanding: What is it? How to make it work? THE VILLAGE WAY SETTLING A PROBLEM •••
Anything can be settled if you bring the right people together and talk long enough.
If worse comes to worse, throw yourself on the mercy of the participant who has or seems to have the most power.
If a non-villager is involved, either make a last or later appeal to her or him; or, loudly blame her or him for the pain in the solution or non-solution.
If no other solution presents itself, the pain has got to be externalized some way-the government, or submission to God's immutable ordinance.
And, in these later days, the powerless may take up the rifle, the great leveler and decision maker.
THE UNIQUE QUALITY OF THE VOLUNTEER.
What is the difference between the PC and the business, diplomatic, and military persons overseas ••• "How to do better business", "How to get across the
U.
S. Foreign Policy". And a small book for military wives, "Tag along to the Orient, the Med., South America". Many of the cultural encounter studies, apply principally to the expatriate community. The Volunteer should study carefully his or her relationship to the expatriate community.The Volunteer goes in free decision and definite commitment to be an Equal Partner. Not the "we", "they" but "us". Only an "Equal Partner" can receive that priceless gift from their Host Country - confidence and trust - intimacy and friendship - that
probably their hosts have never extended to a partner before.
WHEN THINGS GO TOO WELL - Search for and appreciate "the Differences"
Malawi is a unique nation in Africa. It is an exporter of food. It has unusually good health care for its citizens. In the capital, two American Peace Corps Volunteer have responsible posts in the national government ••• One is head of the Government Sports Program, the other the landscape and garden person for the capital city Lilongwe.
Some questions for the Sports Director ••• Is she informed about the place of pre-Western games, tests of strength, and spirit of competition, and relate that to the current sports at the village level? Is there an interpreter or interlocutor available to work with her at the village level? Are there threads of violence?
Some questions for the capital landscape person ••• What is the traditional feeling of beauty/utility in the villages? Does this help or pose problems in the city? How can this tradition be used to help?
Roy Strange,
International Council of Seamen's Agencies
The test of any progress is not
whether we add more to the abundance of those who have much: it is
whether we provide enough for those who have little. FDR
The Peace Corps has moved across the world's history for the last twenty-five years. Good work was done. New friends were made, and our citizens at home became stronger as a result of the dedication and hard work by a handful of
P~ericans. The PC began as a new venture. The men and women
who got the PC going t ook risks. Their efforts dealt with designing, develop ing, putting into place, and nurturing a wide range of prog rams to help peop le whose voices are little heard in the halls of government. The risks were worth it. As John F. Kennedy said:
There are risks and costs to a program of action.
But they are far less than the long-range risks and costs of comfort3hle inaction.
We now look to the future work of the PC, dependent in large measure on what the world will be like in twenty-five year's time. We need to look ahead and to plan. It is in our cultural genes to plan everything out to the last detail. Our culture prepares us, also, to look backward to see what lay in
the past. We say that this is good to do because we are comfortable with the value that says, "We learn from experience." Yet, we
should be mindful of Marshall McLuhan's observation that "We
are driving into the future looking through the rearview mirror." 'C-?e can look back, we can examine our present circumstances, and we can look into the future. Out of these discussions will come a clarity of vision and a centrality and solidarity of purpose.
In fourteen year's time the PC will have monumental tasks to perform. While looking into the future is always open to some doubts, we can nonetheless investigate trends and prospects
{or, if you prefer, we can make educated guesses) concerning the status of the world and the role of the United States in it. Some of you may recall one study that President Carter requested.
Paper presented by James J. Broz, Jr., Defense Language Institute Foreign Language Center, Presidio of Monterey, Ca. 93944 at the National Seminar on Future Directions for the Peace Corps, Colo-rado State University, Ft. Collins, Colo., July 8-12, 1986
This study deserves our attention. It is known as the 2000 Report. The official title is, The Glob al 2000 Report to the President: Entering the Twentv- F ~rst
Century. The three volumes, published in 1980 and dis-tributed by the GPO, investigates several trends, namely, social, economic, and environmental. The report deals with projections, (forecasts) of what the world will look like given the trends and patterns of life today. I
selected four highlights of the report.
1. In fourteen year's time the world will have 55% more people than it had in 1975. For example, from four billion in 1979 to six-point-four billion in 2000. 2. Poor countries will account for 92% of the gain. In rich countries the population will remain relatively stable.
3. In poor countries there will be a larger population of younger people. Ric h countries will have larger groups of older peopl e .
4. Urban populations will increase by 59% in poor countries. Th is will result from migrations of young adults· from farm areas to cities. Rich nations will not have unusual increases in city populations.
What are we to make of these projections? Think of thousands of unskilled, illiterate young adults streaming into heavily popula ted cities from the hinterlands of their country in search of work and t heir place in the sun. Imagine large farming areas where older adults struggle to plant and to harvest without t h e help of young men and women. Consider the plight of cities having to care for wave upon wave of young people who departed from places called "nowhere" to cities which do not know them.
What are poor nations doing now to prepare for the year 2000? What are they doing today for their people? How can the PC join with them, and other groups and organizations, in a cooperative effort to reduce human suffering, establish the democratic process, and raise the hope and voices of people who, thus far, continue to lack hope and have no voice in
shaping new directions for their lives?
I believe that we need to think about these aspects which form the heart and soul of the spirit of the Peace
Corps Charter. The priority we assign to programs and their projects can be determined by our conclusions to a number of fundamental ·issues. Specifically, we need to de scribe, in
broad, philosophical terms, how far the PC will go in helping neighbors in the world community. How far do we want to go, for example, on helping imp lement egali-tarian education? Technical tra i ning? Health and nutri-tion? Programs for preparing people to participate in civil and political affairs? These are a few subjects that suggest a wider range of topics which we should be clear about in relation to the depth and degree of our involvement. No doubt you can easily add more subjects to this brief list.
I am recommending that a s e t o f "operational principles" be prepared. The principles may be drafted in the format of goal statements for each of the subjects which form the list of identified priorities. Following each goal state-ment, sets of clearly stated obj e ctives need to be written so as to show how PC p~ojects will help uE toward our goals.
In one sense this can be viewed as an exercise leading to a reaffirmation of American principles found in our Bill of Rights (the first ten amendments to the Constitution), in-cluding the rights found in FDR's declaration of the Four Freedoms (=freedom of speech, freedom of religion, freedom from want, and freedom from fear). At the time when FDR introduced the four freedoms to Congress in 1941 the world was gripped in a life-and-death conflict, the outcome of which was far from certain. Nevertheless, the president
said that the policy of the American Government is to establish the four freedoms all over the world. Later presidents have built on this policy, and future ones will continue to do so.
We should be sure that our goal statements and our objectives are consistent with and further the foreign policy of the United States Government in such areas as economic and social assistance to people in poor countries. Much needed support from government agencies and private organ-izations will follow from careful planning at this stage.
Once a set of operational goal statements are developed, we are in a position to identify a range of specific projects which support the mission of t he PC and which support foreign policy. Similarly, we will be able to identify how and why PC programs fit into similar programs and projects being implemented by private organizations and groups. By working together with others we will be promoting an integrated, com-prehensive approach to meeting our goals and objectives. This can result in better and more efficient use of human and
technical resources. Also, the left hand and the right hand (along with the feet) should move ahead in the same direction.
This is the easy, homework part of the tasks before us. What will be more difficult is to view PC programs and their projects from a wide-angled, crosscultural perspective. What
does this involve? I want you to recall a PC project you worked in overseas. How successful was it? Did it meet your expectations and the expectations of the host country? Did it succeed. Could it have been accomplished better by doing something differently? Were there unforseen obstacles that absolutPly, positively NO ONE could have anticipated? Did the project continue to grow after you left? In the planning stage of the project (before it went into the field) did the information you had ahout the host country prove to be accurate? Reliable? Current? Unbiased? Lastly, did the profile of the peop le you planned to work with come to be true in fact after you arrived in country and began to work in the program?
Your answers to these and similar questions, unmistaka-bly, are clearer and more complete as a result of your cross-cultural experiences and perspectives. Your multicross-cultural memory tracks lead you straight to essential information about your past project. You might even conclude that PC assistance projects really do not fail, nor do they succeed. People fail or succeed to the degree that they have similar expectations concerning the outcomes of assistance projects.
Crosscultural research forms part of the planning of a PC assistance project, right from the start. The purpose of this research is to provide the policy maker, the planner, the designer, and the implementer with accurate information on similarities and differences between North American culture and the host culture so that good and timely decisions can be made. Results should appear in a profile. A crosscultural research profile has clear, accurate, unbiased, historical and contemporary information on a range of subjects which can help or hinder a PC mission objective. Comparisons and contrasts are made between our own North American culture and each
country (and their neighbors, where appropriate) which elects to be a partner in progress.
I want to discuss six topics which might appear in a
profile. The six topics (view them as elements, characteristics, or variables) presented here on the chart merely suggest a
range of topics that can be included in a crosscultural profile. The kinds of topics need to be selected and included on the
basis of the particular program or project involved. Yet, the six I am presenting here do seem to me to he generic in the sense that I have experienced each of them as having influenced assistance projects I have worked in. I hope that the list will help you select more elements to round out a crosscultural profile.
Before presenting the topics there is an issue of semantics involved here when we discuss foreign countries which elect to participate in assistance programs. I note, as you do, that we use many different words and phrases to refer to countries which receive support. We can say, "Host country.'' We also
use developed, developing, and underdeveloped countries. We avoid using the phrase, underdcveloping country. We hear about high tech and low tech countries. We examine
communica-tion
issues in high context and low context cultures where the class status of the speakers in society influences how they talk with each other - the grammer, vocabulary, topics, tones, and gestures which form co~~unication between speakers.I shall add to the list of descriptors. I am aware that rich nations have influence in the world at large in many
different ways. Rich nations are always included in important conferences and contacts between nations. They influence ~1hat
happens to people far removed from where they are. Poor
countries, however, do not influence world opinion, nor do they influence commerce. They are excluded from having any impact on the direction of world affairs. They always seem to
react rather than to enact. They do not do things. Things are done to them. Such nations can be called excluded. The brokers of power and influence, of status and technology, can be called included. Here is an example of a comparison.
INCLUDED (rich)
Elective,democratic process Toleration for change
Open society High technology Good nutrition
Diverse economic programs Creates world affairs
Limited history of outside exploitation
?
EXCLUDED (poor)
Restricted political process Low toleration for change Closed society
Low technology Poor nutrition
Rigid economic programs Reacts to world affairs Long history of outside exploitation
?
The question mark at the bottom is to remind us to add more comparative features (including similarities) to the list.
This is a hroad-brush, select contrast. Let us examine the two cultures from the point of view of six, generic variables. The results will prepare us to understand one another -ourselves as a people and a culture along with the host people and their culture. Also, comparative research data help u~
make sound and timely decisions on such matters as policy goal statements, planning, training, evaluation, and fiscal needs.
PROFILE OF CRITIC~L VARIABLES
INCLUDED (rich) 1. GOVERNMENT
Rep ~blican organi zation. Democratic
process. Change by vote . Dissent normal. Civil libertie s entrenched. 2 . ECONOMICS
System of supp ly & demand. FrPe enterprise
& O?en competition. Production o f goons &
services by wide cross-section of rublic . Multiple levels of prod ucers ' consumers. Government policy set by "fairness doc trine. Sys tem able to ride out adverse conditions . 3. RELIG ION
Co-existence of many religions. Live-and-let live attitude by majority. Sepa ration of church, state, economics, po litical system. Influence on social & political affairs limited .
4. FDUCATI ON
Egali tarian . High lite r acy . Variety of pr c1 rams . Innovation O.K. Freedom of choice . Upward mobility e ncoura ged . 5. AGRICf.:J,TURE
Us e of technology. Var iety of crops for diverse consumer groups . F'armers infl uence gov t policies. Food exported . ~ide range of
land o~~ership . Machine intensive.
6. TRJ,NSPORTATION
Modern equipment. Good repair . Various means of trans~ort. Efficient. ~onsuners influence
system . ~xtensive mo~ility hy users.
National program in place .
?
EXCLUDED (poor) 1 . GOVEHm·1f.NT
Military junta , quas i-re ligi ous -civilian-military organiza tion . Change by fiat. Obedience n o n~al . Dissent not encouraged.
Civil liberties unstable. 2. ECONOHICS
Systc:n contro lled by few . Litt l e consumer influence on market conaltlons. Goods &
services limited. Prey to adverse conditions . Fixed, rig id production of goods & services. Exploitation of natural resources .
3. RELIGI ON
Few r e ligions . Little dev ia ti on from norm. Great influence on social & political affairs by dominant elite. Reform viewed with suspicion by power elite .
4 . EDUCATION
Limited opportunities . Rigid curricula . Race ' sex discrimination. High illiteracy. Education for elite. Little upward mobility. 5. AGRICULTU RE
Limited technolog y. Fixed cropG. Farmers do not influcnco govt policy. Little control of exports. Production f or regiona l con-sumption . Labor intensive.
6. TRANSPOHTATION
Old equi~ment. Poor r oada . Regional systems.
:,orne regions !~elated. Con'-?'cuous ai r ports
' equipment. Limited modes of tr ave l . rovP.rn.,ent '>'·m" ri, '"'ilit~ry '>""!rlltion .
Uneven nat i onnl nlAnni nn .
The li s t is i ntende1 to ale r t plan ne rs of PC progr~na to key clements which can af f ec t th e inplement~tio n, 91tppo rt, nnrl outcomes of s pec ifi ~ proi 0cts . Cro s ~c ultura l analyse9
(showinq contraative djfferenc<'s and similarities)s ltould be researched so a s to avoid innacurate conclusions and false a ssumpt ions on cultur e s under investigation. The opinions expres sed here are the writer's own and do not necessari ly reflect t he posi ti on of the Defense Langua ge Institute .
6
The Profile o~ Critical V~riahles is open to more
ad-ditions. The question mark at the bottom of the list is there to remind u s that more elements can be included. Let us examine in more detail one of th e elements. For item four we may pose a range of contrastive, cultural questions as we examine education in the included culture and the ex-cluded culture.
Generally , . in bot~ cultures:
Who conducts programs? Who attends? How long?
Where are oro0rams loc ated ? Does the family support education?
What is the status of teache rs? Male & ferrale t eachers? Young? Old? Marrie~? Mixed classes?
Degree of formality vs. informality? Innovation O.K.? Teaching methods that succeed? Key learning theory? Rewards? Where are successful proqrams?
Tests and testing O. K.?
suhjective evaluations? Reliance on obj e ctive tests vs. Objective evaluations O.R.? Teacher-centered vs. student-centered instruction? Audio-visual aids O.K.? Discovery learning? Rote learninq?
Incentives and rewar~s? Valuable to student, alone?
To family? To clan/village ? To country? Level & extent of education programs?
in social affairs? Political affairs? Role of education Religious affairs? Factors of Success in Planning/Implementing:
Where are the successful programs?
Why did they succeed? Who started them? Why? Degree of pasturing?
what programs failed? Why?
Who has power to change things in society? Support?
Whose support is essential for all phases of the program? Who designs and implements programs? How is this done? Who are potential students and indirect beneficiaries? What expectations of educational outcomes do both
cultures have?
These are some issues which will need answers so that we can promote mutual understan~inq, solidarity, and a unique,
supra··cul tural entity composed of a coming together of
two or more cultures . Tve speak of this e ntity as a cu ltural synergy. It is more than either th e included or the excluded culture. Rathe r, a third cultural manifestation occurs as a result of the interaction and solidarity of hoth cultures. Perhaps even more significantly is the point of view of people who work in t he intern3tional as sis tance area. The perc8ption that says, " v·!e \vill poo l our resources and combine our energies in a partnership t ha _!.: will result in a new union ," will do
much to establish strong mutual understanding.
Wh ile researching t his presentati on at ou r library, I came across an issue of the American Enterprise Insti tute for Publ ic Policy Research. The AEI is a nonpartisan think tank that
analyzes national and international issu es . The issue I read has a lead articl e by Howard J. ~'harda titled, "The Future of
Latin America: Any Cause for Optjmism? " (published: Winter issue, 1985) Niarda examines the economic crisis of Latin American countries, including Mexico and Central America. His first sent~nce reads :
It is difficult thP.se da ys for any objective and realistic observer of Latin America to be o~timistic about
the future there. The fac ts and
fi gur~s add up t o a picture that
offers scant cause for encouragement. (p.28)
He digs into root causes, and he expla ins why Latin America is failing in economic life, political affairs, and social
programs and institutions. Everything is grim and dim. Picture, if you will, a country with a hugh foreign debt, 1,000 percent inflation, massive illiteracy, disease, and poverty. Poli-tical intervention from abroad, foreign corporations pulling out (and no venture money coming in), fifty percent unemploy-ment, and a US foreign policy that cuts hack assistance
programs and continues a policy of "benign neglect" since the end of Alliance for Progress.
vliarda comments on the "F:r:agmen tat ion .•. polarization ..• and •.• increased potential for revolution and civil war." (p.30)
It is in countries such as this that the PC carries out its mission. The PC is stronger, wiser, and even more resolved and committed in carrying out its charter in support of American foreign policy.
There are risks to be taken. Let us continue the spirit and the boldness to take them all on.
PROFII,E OF CRITICAL VARIABLES INCLUDED (rich)
1 • GOVERNMENT
Rep~blican org anization. Democrat ic
process. Chang e by vo t e . Dissent normal. ~ivil libertie s e ntr enched .
2. ECONOM I CS
System of supply & demand. Free enterpri se & onen comoetition. Pronuc tion of goons & ser~ices by wine cross-section of public . Multiple levels of prod ucers & consume rs. Government policy set by "fairness doctrine. System able to ride out adverse condi ti o ns. 3. RELIG ION
Co-existence of many religions. Live-and-let live attitude by majority. Separation of church, state, economics, political system. Influence on social & political affairs limi t ed .
4 . FDUCATION
Egalitarian. High literacy . Variety o f programs. Innovation O.K. Freedom of choice. Upward mobility encouraged. 5 . AGRICt:LTURE
Use of technology. Variety of crops for diverse consumer groups. Farmers influence govt policies. Food exported. ~ide range of
land ow~ership.Machine intensive.
6 . TRANSPORTATION
Modern equipment. Good repair. Vari o us means of tr ans~o rt. Effic i en t. Consuners influence system. -xtensive mo~ility by users.
National program in place. ?
EXCLUDED (poor) 1 . GOVERNI1ENT
Military junta, quasi-religious - civilian-military organization. Change by fiat . Obedience no rmal. Di s sent not encouraged. Civil libe rties unstable .
2. ECONOMI CS
System contro lled by fe1~. Little consumer influence on market conaltlons. Goods & services limited. Prey to adverse conditio ns. Fixed, rigid production of goods & services . Exploitation of natural resources.
3. RELIGION
Few religions. Little deviati on from norm. Great influence on social & political affairs by dominant elite. Reform viewed with suspicion by power elite.
4. EDUCATION
Limited opportunities. Rigid curricula. Race ' sex discrimination. High illiteracy. Education for elite. Little upward mobility. 5. AGRICULTURE
Limited technology. Fixed crops·. Farmers do not influence g ovt policy. Little control of exports. Production for regiona l con-sumption. Labor intensive.
6. TRJI.NSPOHTATION
Old eq u i~me nt. Poor r oada. Regional systems .
Some regions !ao lated . Con c~ icuous ai r ports & equipment. Limited modes of travel. Govern.,ent '>'·'ned. uilit>~ry .-,n~rRtion. Uneven national olAnninn,
?
The list is intenden to al ert p l a n ners of PC programs to key elements which can affAc t the i~plemen t ation , surro rt, ann outcomes of specific projects. Crosacultural analyses (showlng contrastive d1fferences and similarities)sho uld be researched so a s to avoid innacu rate conclusions and false assumptions on cultures under investigation. The opi ni ons exp ressed here are the writer ' s own and do not necessa r ily r ef lect the position of the Defense Language Institute .
Paper Synopais Young Y. Kim
BECOMING INTERCULTUIW.: A PHILOSOPHICAL GROUNDING
Aaide from the ".Sfficial" purposes of sojourn, a Puce Corpa volunteer
auat be equipped with a clear aeue of personal philosophy. This philosophical arounding aervea •• the natigating force in meeting daily challenges and in acc0110dating cultural differences in ways beneficial to one'• personal growth. Coping with an unfamiliar ailiau pruenta an anormoua &JIIOWlt of atrus. Concepts
such aa "culture shock" aDd "culture fatigue" ducribe varioua .anifestationa of atreaa upr'-ed by the volunteer. The volunteer facu difficult 110Dlents of •elf doubt, insecurity, and frustration. In the coutse of continuous inter-actions with the boat culaura, the wluntaer
so••
through a generally predic-. table phaau of adaptation u docWiented in 11&11p atudiu •. ·. :succuaful adaptation can ba attributed to DUII&roua factor•. eo.ditiOIUI of ;· . .~he boat environment, clarity of the volunteer '• roles, as vall aa hia o£hliE
· , ·personality diapoiitiona and akilla, contribute to both immediate and eventual ·-~ ·auccua. Yet, beyond all thua factors, there IIU8t be a profound personal vision-.· .~· throughowhich one riaes above apeeific challengu and construct• a coherent
." · : :aeaning . and aignificance from them.
·. :·· .
· .. _,
~atad
here 1a that o ''becoming intercultural~!!-t
e process ofI
·· ·r~th ona'a own psyche a culture ~
:· .. . \!perating in it. In this process, one 1a increasingly able to identify with,
~_. ' :~ relate to, cultural idiosyncracies of the host .altat)l. Thia process requires
;. ':&t.ttbat a partial "diaintegration" of the existing aalfhood: The duality of ~pain" and "growth" characterizes the progressive pereanal transformation from
. a·
C\iltural to an :lntercultural being.:~.
.
.f-.
~ ~-~e;~"ppr.Oachu
a Maher level of :lnterculturalnua, one also devalopa a · · . ~leaer · underatanding of aalf, a greater affilwltion of othera, and a deeper·.' .. 'i ..
pect for .hwun varietiea. A Maher level of psychic resilience and behavioral '· l"epe·rtoire 1a achieved, trbtoh cables one to ad.,t to,and .anage various life · . .Circuaatancea.:~.~ .. _;&~· .... · .. : .
~' . .llf~.;~,~:ccpaful journey into a foreign land, one needs to have a firm hold on
·& personal viaion of becoaing intercultural. Thia philoaophical arounding, along
with technical and social competence, vill help the volunteer to accomodate '\ cultural differences and lay aroundvork for a long-tet'11l personal achievement
<}.?
and maturity. 11/JA . 6f6
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