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idiosyncrasies
”. The transcultural man, able to fully develop in a multicultural
context through intercultural communication, is characterized by two
interdependent dimensions: an objective
dimension of knowledge, which
makes him the information and its processing methods available for the
adaptation to the environment, and a subjective dimension of the connection
with the context, with other members of different groups of people, but also
with himself, his experience makes him less vulnerable to new,
unknown
interactions. The first step in setting up these dimensions is made by
intercultural education
[1].
Two
opposing
trends
characterize
contemporary
society:
globalization/mondialisation
and
regionalization/localization
. If the first
one targets the planetary dimension, the second one is a natural response to
globalization, is the move back to tight space: small-scale areas (regions,
districts), small cultures, human groups formed on the basis of identity factors
such
as language, religion, ethnic. However, both are the effects of
internationalization
of economic, cultural and communication phenomena,
and even they haven’t obviously the same goals, they are completed by
searching for unity in diversity and identity in difference in order to keep an
absolutely necessary balance. The dynamic movements are provided by a
dominant force, represented in principle by a whole geopolitical and cultural
entity, which trends to generalize its values, cultural products, language. The
universalist principle, whose enforcement is sought by institutions and
organizations that currently leads the planet, is that of human rights.
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