CHAPTER 12
How Can We Become Ethical Intercultural Communicators?
CHAPTER 12 OBJECTIVES AND OUTLINE
Chapter 12 Objectives:
As a result of reading Chapter 12 and participating in related class discussions and activities, you
should be able to:
(1) Define ethics and identify key issues in considering an intercultural ethical dilemma;
(2) Offer some creative strategies to deal with ethical clashes having to do with standard
global procedures and local justice issues;
(3) Compare and contrast the four different ethical positions in making sound intercultural
judgments;
(4) Understand a meta-ethical contextualist mind-set and integrate the guidelines for making
informed meta-ethical decisions in diverse cultures;
(5) Clarify your own standpoint in viewing an intercultural ethical situation and apply the ten
meta-ethics questions carefully and thoughtfully;
(6) Give concrete examples to illustrate the concept of parallel thinking; and
(7) Realize that the intercultural learning path is a lifelong learning journey requiring
adaptability, creativity, detours, and the courage to try again.
Chapter 12 Outline:
I. Comparing Different Ethical Positions
Introduction:
Ethics: standards concerning “right” and “wrong” conduct (NOTE: This is a brief
description; see the textbook for full definitions.)
A. Global Standard Procedure and Local Justice Issues: five phase ethical decisionmaking
1. Problem recognition—from both lenses
2. Information search—from different sectors
3. Construction of alternatives—creative, culturally inclusive
4. Decision making choice—via committee
5. Implementation—planning emphasized
B. Corporate Responsibility and Local Customary Practice
1. Two conflict types: related to moral reasoning and to economic development
2. Ask questions regarding conducting business without this practice, the ethical
implications, harms, etc.
C. Cultural Value Clash and Communication Preference
1. “Universalistic” or “impartial” value orientation: rules should apply to all
2. “Particularistic” value orientation: relationship or situation guides decision
II. Multiple Ethical Positions: Assessing Pros and Cons: three ethical positions
A. Ethical Absolutism Position
1. Ethical absolutism: universally fixed standards regardless of culture
2. Universality: one set of standards guides behavior on a global level
3. Colonial ethnocentrism: the rights and privileges of dominant groups, who
can impose their standards on nondominant groups
4. Con: dominant group defines standards, nondonminants are marginalized
B. Ethical Relativism Position
1. Ethical relativism: understand cultural context in judging conduct
2. Understand and evaluate behavior in accord with traditions, beliefs, and values
of the particular culture
3. Ethical and unethical practices understood from cultural insider lens
4. Con: perpetuation of intolerable practices, too much flexibility
C. Ethical Universalism Position
1. Ethical-universalism: ethical judgments with consideration given to both
cultural and universal standards
2. Requires knowledge about distinctive differences among cultures and universal
commonalities across all cultures
3. Ideal goal to strive for, but most current usage as “imposed ethics” relies
heavily on Eurocentric moral philosophies
D. Meta-Ethics Contextualism Position
1. Meta-ethics: cultivation of ethical way of thinking that transcends any
ideology
2. Layered contextual perspective: application of ethics understood only through
peeling away layers of the ethical dilemma: treat each case as unique, and
consider many multilayered factors
3. Strengths: emphasizes importance of layered interpretations, culture, context,
persons. Con: time-consuming.
III. Becoming Ethical and Flexible Intercultural Communicators
Introduction:
Meta-ethical decision:
1. Dig deeper into own value system to find inconsistencies, resonating points
2. Consider two questions in meta-ethical decision making:
a. Can you think of creative solutions other than the proposed ones?
b. How can you prevent future similar dilemmas arising in this culture?
A. Becoming Ethical: Ten Questions to Consider
1. Who or which group perpetuates this practice and why?
2. Who or which group resists this practice and why? Who is suffering?
3. Does it cause unjustifiable suffering at the pleasure of another group?
4. What is my role and my “voice?”
5. Should I condemn this practice publicly?
6. Should I go along find a solution that reconciles cultural differences?
7. Can I visualize alternative solutions that honor cultural traditions yet reject
intolerable practices?
8. How can I implement this alternative? Who are allies and enemies?
9. Should I act as a change agent via grassroots efforts?
10. What systematic cultural changes needed for solution to filter through the
system?
B. Becoming Flexible: Final Passport Do-Ables
1. Ting-Toomey’s keynote speech: three personal principles that guided her (Blog
Post 12.3):
a. Plunge into unfamiliar territory.
b. Take detours and enjoy the scenery
c. Hold on to the precious people who help you reach summit
2. Practice parallel thinking:
a. Substitute global or local event with people in your ingroup and crosscheck whether you would still arrive at same attribution/emotional
reaction
b. Practice “perspective thinking:” step into mind-set and heart-set of other
cultural person viewing same event.
3. Dalai Lama:
a. Democracy: more recognized as universal value
b. Responsibility for peace lies with each of us
4. Dynamic flexibility: Integrate knowledge, open-minded attitude, culturesensitive skills and communicating ethically with culturally dissimilar
others
5. 10 passport guidelines: Ethical intercultural communicator characteristics:
adaptive, creative, experimental, tries again, other-centered but knowing
thyself, intentional mindfulness, making difficult ethical choices, lifelong
learning journey.
IV. In Conclusion:
A. Dynamic flexibility calls forth our adventurous spirit and risk-taking abilities in
reaching out to communicate with culturally dissimilar others
B. An intercultural life is a creative life that demands both playfulness and mindfulness in
transforming one’s intercultural journey into a discovery process
C. May you have the courage to experiment and to explore new terrain!
CHAPTER 12 CHECK-UP
Check out the following self-assessment questions:
Know Thyself Quiz: Use this quiz to learn about two ethical positions. In making ethical
judgments, choose whether you would agree or disagree with the following statements. Can you
identify the two ethical positions reflected in these statements?
1. What is wrong in one cultural situation may be deemed as right in another culture.
a. Agree
b. Disagree
2. What is right is always right in all cultures.
a. Agree
b. Disagree
POP-UP INTERPRETATION:
1a. Agreement with this statement reflects a tendency toward an ethical relativism
position.
To take the full assessment, check out my.blog 12.1 in the text on page 256.
POP-UP INTERPRETATION:
1b. Disagreement with this statement reflects a tendency away from an ethical
relativism position.
To take the full assessment, check out my.blog 12.1 in the text on page 256.
POP-UP INTERPRETATION:
2a. Agreement with this statement reflects a tendency toward an ethical absolutism
position.
To take the full assessment, check out my.blog 12.1 in the text on page 256.
POP-UP INTERPRETATION:
2b. Disagreement with this statement reflects a tendency away from an ethical
absolutism position.
To take the full assessment, check out my.blog 12.1 in the text on page 256.
CHAPTER 12 GLOSSARY-MATCHING QUIZ
Match the following five terms with their respective definitions:
a. Ethical universalism
b. Meta-ethics
c. Meta-ethics contextualism
d. Ethical relativism
e. Ethical absolutism
___ 1. Emphasizes the importance of deriving universal ethical guidelines by placing ethical
judgments within the proper cultural context.
___ 2. The cultivation of an ethical way of thinking in our everyday lives that transcends any
particular ideological position.
___ 3. Emphasizes the principles of right and wrong in accordance with a set of universally fixed
standards regardless of cultural differences.
___ 4. Emphasizes the importance of understanding the problematic behavior from a layered
stance that peels away different layers of the ethical dilemma.
___ 5. Emphasizes the importance of understanding the cultural context in which the problematic
behavior is being judged.
POP-UP ANSWER:
1. a
2. b
3. e
4. c
5. d
Match the following five terms with their respective definitions:
a. Parallel thinking
b. Perspective thinking
c. Colonial ethnocentrism
d. Universalistic value orientation
e. Particularistic value orientation
___ 1. Stepping into the mind-set—and “heart-set”—of the other cultural person viewing the
same event.
___ 2. Belief that a set of consistent rules should apply to all individuals, regardless of
relationship type or circumstances
___ 3. Substituting a global or local event with people in your own ingroup and then checking
whether you would still arrive at a similar attribution or experience a similar emotional
reaction.
___ 4. Belief that the nature of the relationship or the situation should guide decision making.
___ 5. Those in dominant power positions in society impose their ethical standards on
nondominant groups.
POP-UP ANSWER:
1. b
2. d
3. a
4. e
5. c
CHAPTER 12 REVIEW QUIZ
Multiple Choice: Select and click the BEST ANSWER from the choices available.
1. When asked if she thought a certain behavior was right or wrong, Lourdes responded that in
order to decide, she would have to know the culture in which the behavior occurred,
indicating that Lourdes is operating from the _________________ position.
a. ethical absolutist
b. ethical relativist
c. ethical universalist
d. meta-ethical contextualist
POP-UP ANSWER:
b. ethical relativist (p. 257)
2. _________________ is defined as the rights and privileges of dominant power groups that can
impose their ethical standards on other nondominant groups or powerless individuals.
a. Ethical relativism
b. Ethical universalism
c. Colonial ethnocentrism
d. Perspective thinking
POP-UP ANSWER:
c. Colonial ethnocentrism (p.257 )
3. Lars communicates effectively with dissimilar others. He retains the best of his cultural,
ethical, and other aspects of his identity, but he also has an open-minded attitude and uses his
culture-sensitive knowledge and skills to communicate. What concept does this reflect?
a. Colonial ethnocentrism
b. Ethnocentrism
c. Ethical universalism
d. Dynamic flexibility
POP-UP ANSWER:
d. Dynamic flexibility (p. 264)
4. Leanna believes that what is right is always right in all cultures and that treating each person
consistently across cultures means fairness. She is operating from which ethical position?
a. Ethical absolutism
b. Ethical relativism
c. Ethical universalism
d. Meta-ethical contextualism
POP-UP ANSWER:
a. Ethical absolutism (pp. 256-257)
5. The ethical stance that is an ideal to strive for, but that unfortunately is difficult to put into
practice because of the tendency for dominant groups to produce the guidelines by which
behaviors should be judged, is called ____________________.
a. ethical absolutism
b. ethical relativism
c. ethical universalism
d. meta-ethical contextualism
POP-UP ANSWER:
c. ethical universalism (pp. 257-258)
True/False: In order to identify the best answer, consider whether each statement is true (i.e.,
accurate) or false (i.e., inaccurate). Click either “a” for “True” or “b” for “False.”
1. In ethical absolutism, the importance of cultural context is minimized.
a. True
b. False
POP-UP ANSWER:
a. True (pp. 256-257)
2. In meta-ethics, a layered contextual perspective means that a particular perspective is
designated as the top “layer” and is used to make ethical judgments.
a. True
b. False
POP-UP ANSWER:
b. False (p. 258)
3. In the position of ethical relativism, when making judgments about others’ behavior, the
cultural context is not important.
a. True
b. False
POP-UP ANSWER:
b. False (p. 257)
CHAPTER 12 INTERCULTURAL WEB SURFING
Check out the following Internet sites and other resources that are relevant to this chapter:
Ethics: Honor killings in Turkey:
http://www.hulu.com/watch/91606/vanguard-scarf-wars
(Watch minutes 11:30–13:44)
What is beading? The Samburu tribe in rural Kenya beads are placed around a girl's neck with
shocking consequences:
http://www.cnn.com/2011/WORLD/africa/05/11/kenya.children.beading/index.html?hpt=C1
Film:
Blood Diamond (2006). The diamond industry is ugly. In parts of Africa, diamond mining fuels
civil warfare, killing thousands of innocents and drafting preteen children as vicious soldiers.
When a young man is faced with a moral dilemma, does he do the justifiable thing?
Book:
Marjane Strapoli ( 2007). The Complete Persepolis. Satrapi's autobiography told in comic-book
form is a story of a young girl's life under the Islamic Revolution. At nine years of age, Satrapi
shows the experience when fundamentalist rebels overthrew the Shah. Satrapi's book is minimal
but is humorous as it depicts the changing climate around her.
CHAPTER 12 INTERCULTURAL TOUR
Check out the following intercultural scenario:
(NOTE: See “Chapter 12 Class Handouts” for a printable version.)
A ZODIAC STORY: THE GIRAFFE AND THE ELEPHANT*
In an up-and-coming multicultural community in the Zodiac city, a Giraffe had a new home
built to her family’s specifications. It was a wonderful house for giraffes, with soaring ceilings
and tall doorways. High windows ensured maximum light and good views while protecting the
family’s privacy. Narrow hallways saved valuable space without compromising convenience.
The house was so well done that it won the National Giraffe Home of the Year Award. The
home owners were understandably proud.
One day the Giraffe looked out the window while working in her wood shop in the basement.
Coming down the street was an Elephant. “I know him,” she thought. “We worked together on a
Parent/Teacher Association (PTA) committee. In fact, we need to talk about an upcoming fund
raising event for the school. The Elephant is an excellent woodworker. I think I’ll ask him to see
my new woodshop and maybe we can plan the school’s fund raising event together.” So the
Giraffe reached her head out the window and invited the Elephant in.
The Elephant was excited; he had enjoyed working with the Giraffe in previous school
committee meetings. He looked forward to swapping ideas with the Giraffe and also chatting
about how to improve their children’s underequipped playground. Besides, he had heard of the
state-of-the-art woodshop and wanted to see it firsthand. So he walked up to the basement door
and knocked.
“Come in, come in!” said the Giraffe. But immediately they encountered a problem. While the
elephant could get his head in the door, he could not go farther. “It’s a good thing we made this
door expandable to accommodate my woodshop equipment,” the Giraffe said. “Give me a
minute while I take care of our problem.” She removed some bolts and panels to allow the
Elephant in.
The two acquaintances were happily exchanging woodworking stories in the basement when the
Giraffe’s husband leaned his head down the basement and called to his wife: “Telephone, honey,
it’s your boss.” “I’d better take the phone upstairs,” the Giraffe told the Elephant. “Please make
yourself at home; this may take a while.”
The Elephant looked around, saw a half-finished children’s wood project in the far corner of the
shop and decided to explore it further. As he moved though the narrow doorway that led to the
corner area of the wood shop he heard a loud scrunching noise. He backed out, scratching his
head. “Maybe I will join the Giraffe upstairs,” he thought. But as the Elephant started up the
stairs, he heard the stairs begin to crack from his weight. He tumbled and fell back against the
wall. The wall too began to crumble. As he sat there disheveled and dismayed, the Giraffe
hurried back down the stairs.
“What on earth is going on?” the Giraffe asked in amazement. “I was just trying to make myself
at home,” the Elephant replied. The Giraffe looked around. “Okay, I can see the problem. It’s
easy to fix. The doorway is too narrow for you. You just need to get into better shape. There is
an aerobics studio nearby. If you’d take some classes, we could get you down a few sizes.”
“Maybe ...,” the Elephant replied, looking quite unconvinced.
“And the stairs are too weak to carry your weight,” the Giraffe continued. “If you go to ballet
class at night and cut down on your carbs, I’m positive you’d be light on your feet. I really hope
you’ll do it, and do it fast. For the sake of our children and the community, we need to start
working on the school’s fund-raising project together.”
“Perhaps,” said the Elephant. “But to tell you the truth, I’m not sure that a house designed for a
Giraffe will ever really work for an Elephant unless there are some major changes.”
*Source: Adapted from: R. Roosevelt Thomas Jr. (1999). Building a House for Diversity. New York: AMACOAmerican Management Association.
INTERACTIVE PROBES
(Ask yourself and probe your classmates’ reactions)
(NOTE: See “Chapter 12 Class Handouts” for a printable form containing these questions.)
1. To what extent can you relate to the Giraffe? Why?
2. To what extent can you relate to the Elephant? Why?
3. Can the Giraffe and the Elephant work constructively together? How? Offer some
metaphorical or concrete suggestions.
4. Can culturally diverse groups in the United States live and work constructively together on an
even playing field? Can you offer some imaginative solutions?
CHAPTER 12 CLASS HANDOUTS
Note: Your instructor may ask you to download, print out, and/or e-mail the following
class handouts for this chapter:
A ZODIAC STORY: THE GIRAFFE AND THE ELEPHANT
INTERACTIVE PROBES FOR “A ZODIAC STORY”
A ZODIAC STORY: THE GIRAFFE AND THE ELEPHANT*
In an up-and-coming multicultural community in the Zodiac city, a Giraffe had a new home
built to her family’s specifications. It was a wonderful house for giraffes, with soaring ceilings
and tall doorways. High windows ensured maximum light and good views while protecting the
family’s privacy. Narrow hallways saved valuable space without compromising convenience.
The house was so well done that it won the National Giraffe Home of the Year Award. The
home owners were understandably proud.
One day the Giraffe looked out the window while working in her wood shop in the basement.
Coming down the street was an Elephant. “I know him,” she thought. “We worked together on a
Parent/Teacher Association (PTA) committee. In fact, we need to talk about an upcoming fund
raising event for the school. The Elephant is an excellent woodworker. I think I’ll ask him to see
my new woodshop and maybe we can plan the school’s fund raising event together.” So the
Giraffe reached her head out the window and invited the Elephant in.
The Elephant was excited; he had enjoyed working with the Giraffe in previous school
committee meetings. He looked forward to swapping ideas with the Giraffe and also chatting
about how to improve their children’s underequipped playground. Besides, he had heard of the
state-of-the-art woodshop and wanted to see it firsthand. So he walked up to the basement door
and knocked.
“Come in, come in!” said the Giraffe. But immediately they encountered a problem. While the
elephant could get his head in the door, he could not go farther. “It’s a good thing we made this
door expandable to accommodate my woodshop equipment,” the Giraffe said. “Give me a
minute while I take care of our problem.” She removed some bolts and panels to allow the
Elephant in.
The two acquaintances were happily exchanging woodworking stories in the basement when the
Giraffe’s husband leaned his head down the basement and called to his wife: “Telephone, honey,
it’s your boss.” “I’d better take the phone upstairs,” the Giraffe told the Elephant. “Please make
yourself at home; this may take a while.”
The Elephant looked around, saw a half-finished children’s wood project in the far corner of the
shop and decided to explore it further. As he moved though the narrow doorway that led to the
corner area of the wood shop he heard a loud scrunching noise. He backed out, scratching his
head. “Maybe I will join the Giraffe upstairs,” he thought. But as the Elephant started up the
stairs, he heard the stairs begin to crack from his weight. He tumbled and fell back against the
wall. The wall too began to crumble. As he sat there disheveled and dismayed, the Giraffe
hurried back down the stairs.
“What on earth is going on?” the Giraffe asked in amazement. “I was just trying to make myself
at home,” the Elephant replied. The Giraffe looked around. “Okay, I can see the problem. It’s
easy to fix. The doorway is too narrow for you. You just need to get into better shape. There is
an aerobics studio nearby. If you’d take some classes, we could get you down a few sizes.”
“Maybe ...,” the Elephant replied, looking quite unconvinced.
“And the stairs are too weak to carry your weight,” the Giraffe continued. “If you go to ballet
class at night and cut down on your carbs, I’m positive you’d be light on your feet. I really hope
you’ll do it, and do it fast. For the sake of our children and the community, we need to start
working on the school’s fund-raising project together.”
“Perhaps,” said the Elephant. “But to tell you the truth, I’m not sure that a house designed for a
Giraffe will ever really work for an Elephant unless there are some major changes.”
*Source: Adapted from: R. Roosevelt Thomas Jr. (1999). Building a House for Diversity. New York: AMACOAmerican Management Association.
Name:__________________________________
INTERACTIVE PROBES FOR “A ZODIAC STORY”
(Ask yourself and probe your classmates’ reactions)
1. To what extent can you relate to the Giraffe? Why?
2. To what extent can you relate to the Elephant? Why?
3. Can the Giraffe and the Elephant work constructively together? How? Offer some
metaphorical or concrete suggestions.
4. Can culturally diverse groups in the United States live and work constructively together on an
even playing field? Can you offer some imaginative solutions?