Abstract
Analogy is defined in many different ways. In this paper it is understood as a process in which the familiar structure of a direct experience in one situation is used to make conclusions regarding an expected experience within another structure. This process is based on the perceived similarity of the structures, not on rational, theoretical analysis of the relations between their components and the mechanisms of their interactions. The use of analogy relies on the engagement of intuitive recognition of the structural similarity between different instances of experience. The engagement of intuition does not preclude rational study and the development of strategies for using analogy, as part of this work focuses on rational learning about our own experience. Analogy plays two very different roles in this paper; as the main subject of this study, which focuses on the development of intercultural competence, and as a methodological instrument for carrying out and sharing the results of this study.
Highlights
One of the most important goals of study abroad exchange programs for university students is to provide participants with the opportunity to develop intercultural communication competence (ICC) [1,2]
The issue of a definition is returned to later in this paper. It is commonly assumed by administrators of study abroad programs that immersing students in a multicultural environment provides an intercultural experience that is sufficient for the development of intercultural competence
Universities create many mechanisms for eliminating sources of intercultural conflicts; students from similar cultural backgrounds tend to form homogeneous groups shielding them from exposure to other cultures and students may focus on their relatively short term educational goals rather than participate in intercultural experiences
Summary
One of the most important goals of study abroad exchange programs for university students is to provide participants with the opportunity to develop intercultural communication competence (ICC) [1,2]. ICC, more recently called intercultural competence in recognition of a slightly more general context, is defined in many, not necessarily consistent ways [3] At this point we define it as the ability to study, work, and live in a social environment with people with diverse cultural backgrounds. The issue of a definition is returned to later in this paper It is commonly assumed by administrators of study abroad programs that immersing students in a multicultural environment provides an intercultural experience that is sufficient for the development of intercultural competence. Some specific examples providing support for the development of competency are presented as the basis for the use of analogy in its extension to other contexts
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