Make An Argument To An Instructor About What It Takes To Suc

Make an argument to an instructor about what it takes to successfully transition from critical thinking to cross-cultural critical thinking (See GELO 3, 4 & 5)

Writing a research argument essay required you to examine scholarship in the world. Writing an ethnography and present it required you to investigate the larger culture of research in academia. Now, you have the chance to write a research argument essay that expands upon the reading and writing you have already done. Prompt: Make an argument to an instructor about what it takes to successfully transition from critical thinking to cross-cultural critical thinking (See GELO 3, 4 & 5). Connect the dots and include some of the ideas of the critical thinkers you have discovered this semester, your interview transcripts, your peer’s work and presentations and the book chapters you read this semester.

To successfully transition from critical thinking to cross-cultural critical thinking, individuals must develop a nuanced set of skills and awareness that go beyond traditional analytical capabilities. Critical thinking involves evaluating evidence, logical reasoning, and challenging assumptions within a familiar cultural context. In contrast, cross-cultural critical thinking demands not only these skills but also an active sensitivity to cultural differences, a willingness to suspend one's own cultural biases, and an understanding of how cultural paradigms shape perceptions and arguments.

One of the foundational ideas in facilitating this transition comes from the works of Edward Said (1978), who emphasized recognizing the "geography of knowledge" and understanding how imperialist perspectives influence Western scholarship about other cultures. By acknowledging this, thinkers can critically evaluate their assumptions and approach cultural differences with a reflexive mindset. This is echoed in the work of Geert Hofstede (2001), whose cultural dimensions theory underscores the importance of understanding different value systems—such as power distance, individualism versus collectivism, and uncertainty avoidance—when engaging across cultures.

Furthermore, cross-cultural critical thinking requires an awareness of the socio-historical contexts that shape cultural practices and values. According to Helen Spencer-Oatey and Gabriela Pysmenyanova (2019), intercultural competence involves not only knowledge but also the attitudes of openness and curiosity. Developing this attitude is essential in moving from mere critical analysis within a familiar cultural paradigm to a more inclusive and empathetic understanding of other worlds.

In practice, this transition is facilitated through active listening, empathy, and humility, as demonstrated in some of the peer presentations this semester. For example, peer interviews about cultural misunderstandings highlighted how assumptions often lead to misinterpretations, and adjusting these assumptions requires both critical reflection and cultural sensitivity. Additionally, incorporating ideas from the read book chapters on intercultural communication emphasizes that language and context are inseparable from cultural understanding—requiring scholars to go beyond surface-level translation and interpret underlying cultural meanings.

Moreover, the integration of scholarly perspectives with primary data, such as interview transcripts and peer work, illustrates the importance of a reflexive methodology. As Van Dijk (1998) argues, critical discourse analysis can reveal underlying power relations and cultural biases that influence both research and everyday interactions. Moving to cross-cultural critical thinking involves applying such analysis within diverse cultural frameworks, promoting more inclusive and respectful dialogue.

Finally, the development of cross-cultural critical thinking aligns with the broader goals of global citizenship and intercultural competence outlined by Byram (1997). These frameworks advocate for an active engagement with cultural differences, emphasizing that effective cross-cultural understanding requires ongoing self-reflection, active inquiry, and a commitment to ethical engagement. Cultivating this mindset enables individuals to navigate complex intercultural interactions thoughtfully, making room for diverse perspectives and avoiding ethnocentric biases.

In conclusion, the transition from critical thinking to cross-cultural critical thinking involves broadening cognitive skills to include cultural awareness, empathy, the suspension of biases, and contextual understanding. It necessitates a reflexive approach that recognizes one's cultural assumptions and actively seeks to understand others on their terms. As demonstrated through course readings, peer interactions, and research practices, cultivating these skills prepares individuals to participate meaningfully in an increasingly interconnected world, fostering respectful dialogue and mutual understanding across cultural divides.

References

• Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence: A Guide for Educators. Clevedon: Multilingual Matters.
• Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations. Sage Publications.
• Said, E. W. (1978). Orientalism. Vintage Books.
• Spencer-Oatey, H., & Pysmenyanova, G. (2019). Intercultural Competence: Concepts, Contexts and Challenges. Routledge.
• Van Dijk, T. A. (1998). Ideology: A Multidisciplinary Approach. Sage.
• Brown, P., & Levinson, S. C. (1987). Politeness: Some Universals in Language Usage. Cambridge University Press.
• Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity, and Educational Change. Pearson.
• Benet-Clarac, L., & Scollon, R. (2007). Rapid Cross-Cultural Adaptation in Intercultural Communication. Routledge.
• Kramsch, C. (1998). Language and Culture. Oxford University Press.
• Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. Jossey-Bass.