Feeling felt: The heart of the dialogic moment?

Guest PostsFeeling felt: The heart of the dialogic moment? by Robyn Penman

In Maria Flora Mangano’s post on A space of relationship for dialogue among cultures she describes how a student was able to talk about his personal experience during the genocide in Burundi because of the space of the relationship that was created for class members to speak without any fear of offence. The experience within this space of relationship was so profound that by time the student finished talking, the class was so “touched they couldn’t speak”.

As I read Maria Flora’s post I was struck by the way the experience was described metaphorically in terms of physical contact: the students were “touched”, the speaker “felt” understood. I know this is a common way of talking about poignant moments in dialogue and other “close” encounters. However, my recent foray into the interpersonal neurobiology (IPNB) research literature has made me more alert to such metaphors and given me reason to draw attention to it here.

Extensive research evidence across the neuroscience field indicates that relationships are crucial to brain development and neural functioning throughout the life cycle. We are, to use Mona Fishbane’s phase, “wired to connect”. The fact that our relationships, and presumably the quality of them, can impact on brain development is, in itself, something to take note of. However, IPNB has taken this broad notion further and fleshed out a number of ideas about how these connections work and what their impact may be. One of these ideas concerns the sense of “feeling felt”.

Daniel Siegel, who coined the term interpersonal neurobiology, uses the concept of “feeling felt” to describe the ability of one person to empathically and authentically encounter another person; especially in the early parent-infant relationship.  According to Siegel, “feeling felt” is characteristic of secure infant-parent relationships: the more infants “feel felt”, the better their attachment and the sounder their development pathway.

While there is still some controversy about the specific role played by neural mechanisms in the ability to be empathic, the concept of feeling felt and its role in childhood development has a great deal of merit. The concept of feeling felt also seems to have merit when we come to adult relationships, and to dialogue specifically.

When I was reading descriptions of the “feeling felt” phenomenon I was struck by the extent to which it resonated with Martin Buber’s sense of “being”. In his discussions of dialogue, Buber made a distinction between “being” and “seeming” in an encounter with another. For Buber, the being person is acting authentically into the encounter and, in acting thus, makes dialogue possible. The moment when two people fully experience each other as “being” in the relationship signifies a dialogic moment. In exactly the same vein we could say that dialogue has occurred when each person feels felt by the other.

The interpersonal neurobiology literature would suggest that this striving to feel felt is part of our neurological make-up. We strive for connection, and we yearn to feel felt from infancy onwards. But, equally important, the existence of this neurophysiological dimension would also suggest that “feeling felt” is a cross-cultural phenomenon. It may be that the way this “feeling felt” is described in different languages differs but the yearning for it may not. It leaves us with an interesting possibility. As scholars, we may not be able to agree on a definition of dialogue but, as participants, we know one when we have one: we feel felt.

References:
Buber, Martin. (1965). Between man and man. New York: Macmillan.
Siegel, Daniel J., & Hartzell, Mary. (2003). Parenting from the inside out. New York: Penguin.

Download the entire post as a PDF.

Public Dialogue and Deliberation

A message from Rebecca Townsend, on behalf of a group of scholars named below:

“We welcome members of the National Communication Association (NCA) to consider supporting the creation of a Public Dialogue and Deliberation Division. Should you support , please attach your name to this petition. A full rationale for this proposed division is available, but a brief version follows.

The discipline of communication is poised to become more than a de facto leader in scholarship on dialogue and deliberation. Creating the NCA Public Dialogue and Deliberation division would significantly advance that effort and not only bring together communication scholars but also attract others toward our discipline. We identify three principal reasons for forming the division.

(1) Many dialogue and deliberation scholars who belong to NCA produce innovative work that spans the different sub-fields within our discipline but doesn’t fit well in any single division. A new division would welcome all such scholarship and better feature the best scholarship on dialogue and deliberation in the conference program, jointly sponsoring panels with other divisions as appropriate.

(2) The lack of a division substantially reduces the opportunity for cross-pollination and collaboration among the diverse scholars who study dialogue and deliberation. Within this new division, those with a more pedagogical focus and those engaged in community interventions, in particular, may find more opportunities to meet and interact with those doing humanistic and social scientific research.

(3) Many of those who study dialogue and deliberation seek a qualitatively different style of conference session. The conventional presentation of papers, with a respondent and brief Q&A, rarely permits dialogic exchange or deliberative analysis, but the new division would offer the freedom to explore alternative ways of meeting together.

Thank you for your consideration and possible support!”

Rebecca M. Townsend, Manchester Community College, on behalf of proposal drafting committee, including:

Laura Black, Ohio University
Martín Carcasson, Colorado State University
John Gastil, Penn State University
William Keith, University of Wisconsin-Milwaukee
Windy Lawrence, University of Houston
Leah Sprain, University of Colorado Boulder
Tim Steffensmeier, Kansas State University

Cross-Cultural Communication in Fragile States

USIP logoCross-Cultural Communication in Fragile States

Event Location
U.S. Institute of Peace

2301 Constitution Ave NW
Washington, DC
Start Date: Tuesday, November 19, 2013 – 9:00am
End Date: Thursday, November 21, 2013 – 5:00pm

How often have we heard the refrain, “We failed to understand the culture”? Most professionals are not prepared to operate in an environment of sudden stress, to remember key cultural lessons while under pressure. Participants will practice “reframing solutions” as they respond to differences in high and low context communication styles, individual versus collective organization, power distance, and temporal orientation.

Instructor: Peter Weinberger

Time and time again, we have heard the refrain about work in fragile states, “We failed to understand the culture.”  Most pre-deployment briefings do not prepare professionals to operate in an environment of sudden stress, to remember key cultural lessons while under pressure.

This course shows how to reframe solutions, to deal with local peoples respectfully while addressing functional problems on the ground. Learn and practice differences in high‐ and low‐context communication styles, individual versus collective organization, power distance, and temporal orientation.

Give peace a dance

Maz Jobrani (an Iranian comedian) and Elon Gold (an Israeli comedian) have started an innovative humorous appeal for peace in the mideast, called Give peace a dance.

What would you do for peace?

Post your own dance for peace on YouTube tagged with #GivePeaceaDance.

Culture in EU external relations

Preparatory Action on Culture in the EU External Relations

The Preparatory Action “Culture in EU External Relations” is an initiative funded by the European Union. It is implemented by the European Commission, Directorate General for Education and Culture, with the support of a Consortium of eight cultural institutes and organisations, which won an open call for tenders to this effect.

This Preparatory Action was initiated by the European Parliament following its Resolution on the cultural dimensions of the EU external action, which called for the development of a visible common EU strategy on culture in the EU external relations.

The preparatory action will run until mid-2014 and consists of the following stages:

Stage #1
a comprehensive mapping of existing resources, approaches and strategies regarding culture in external relations in Member States and in a number of EU partner countries;

Stage #2
a consultations process involving a wide variety of stakeholders from both the EU and third countries, which should contribute to identifying strategies and visions on the contribution of culture to the development of external relations as well as the positioning of different actors vis-à-vis this topic;

Stage #3
a final conference to be held mid-2014 to draw conclusions and recommendations for a strategic approach to mobilising the potential of culture in EU external relations.

In addition to the EU Member States, this preparatory action covers the following partner countries of the EU:

  • the Neighbouring countries of the EU:  Algeria, Armenia, Azerbaijan, Belarus, Egypt, Georgia, Israel, Jordan, Lebanon, Libya, Moldova, Morocco, Occupied Palestinian Territory, Syria, Tunisia, Ukraine
  • the 10 strategic partners of the EU:  Brazil, Canada, China, India, Japan, Mexico, Russia, South Africa, South Korea and the United States of America

The purpose of the action is to facilitate and support an on-going process of research, exchange of knowledge and public debate about the role of culture in the EU’s external relations.

Furthermore, the ambition is to engage the broader civil society in the discussion by inviting online debate on this blog and on our social media platforms. Everybody is invited to join the discussion!

The members of the consortium in charge of implementing this action are convinced that culture can play a decisive role in the development of external relations and are committed to bringing new knowledge and research to the attention of policy-makers on a national, European and international level.

List of members of the consortium:
The Goethe Institut, Brussels
BOZAR, Centre for Fine Arts, Brussels
The British Council, Brussels
The Danish Cultural Institute, Brussels
ECF European Cultural Foundation
IFA Institut fur Auslandsbeziehungen
The Institut français, Paris
KEA European Affairs

Independent experts:
Prof. Yudhishthir Raj Isar (Team Leader/Scientific Manager)
Rod Fisher
Damien Helly

Associated partner:
EUNIC Global

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Peacebuilding through Dialogue N Ireland

For the second year , Gonzaga University‘s Master’s Program in Communication and Leadership Studies is offering a graduate course in Derry, Northern Ireland to MA and PhD students. January 2, 2014-Januray 12, 2014 Peacebuilding through Dialogue in Northern Ireland.

Program Overview:
This hybrid on-line and study abroad program, sponsored by the Master’s Program in Communication and Leadership Studies provides a unique opportunity for students to develop understanding and the skills necessary for fostering peacebuilding and storytelling.  With pre and post online components as well as eight days of residency in Derry, Northern Ireland, and a day excursion to Belfast, Northern, Ireland.  Additionally there is a free travel day to the Northcoast of Ireland.  The aim of this course is to introduce concepts from the field of communication that enable an understanding of how local peacebuilding can build bridges across conflicting groups in deeply divided societies. Communication and dialogue are closely intertwined and together act at the heart of establishing shared space and creating a common future. It is in this shared space that the process of peace has begun to take shape.  However as Bakhtin (1981) insists, “each word tastes of the context and contexts in which it has lived its socially charged life” (p.293).

The course will reflect on the causes and history of The Troubles (1969-1998) as well as the tortuous peace process following the Belfast Agreement in 1998. Based on that agreement, Northern Ireland’s devolved government finally became reality in 2008. Local peacebuilding through dialogue is central to understanding how peace has been maintained.

Dialogue requires responsiveness which is made possible by qualities of thought and talk allowing transformation to take place: transformation in how people understand the self, the other, and the societies they inhabit. These qualities of thought and talk include a willingness to risk change in one’s own perspective and a commitment to embracing and struggling with others whose worldviews may be different from and threatening to one’s own.

In addition, working with former combatant’s of these troubles, students will complete a profile writing component of using storytelling and photography to tell the story of a local community member for our Faces and Voices of Derry Project.

Course Objectives:
Given full participation in the course, the student will be able to:

  • Explain the role of dialogue in communication.
  • Analyze the causes and history of The Troubles and the post-1998 peace process.
  • Recognize the development of shared community.
  • Interview and tell a story in a photojournalistic style of a one of the citizens of Derry using the class blog/website.
  • Explain the role dialogue can play in effective leadership in contemporary America.

Program Highlights:

  • Meet with peace practitioners, former combatants and local leaders from both the Nationalist and Unioninst communities in Northern Ireland
  • Walk the famous 17th century wall of Derry with an experience local guide
  • Visit the Shankhill and Falls Road areas of Belfast, their murals, and “peace walls” with former combatants from the Nationalist and Unionist communities as guides
  • Hear first hand how local peace leaders have created projects to work toward understanding and healing
  • Learn interviewing and facilitation skills for building dialogic practices
  • Create daily photo and storytelling blog.

Additional Information: See an archive of the student work and reflections in the program.

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Health Comm app includes culture

Health Communication: Building Professional Skills

The Clinical Communication Collaborative (CCC) is proud to announce the release of its first iOS APP for clinicians! Now you can have quick and ready access to theory-driven and evidence-based communication tools that are useful in difficult conversations. Endorsed by the End-of-Life Nursing Education Consortium and renowned palliative care physician Diane Meier, this APP provides easy-to-deliver responses when communicating in moments of tension, sorrow, fear, anxiety, awkwardness, and hesitancy. Health Communication guides you to provide compassionate and culturally sensitive care to serious and critically-ill patients and their families.

Features:
* Over 100 different communication strategies
* Search by scenarios
* No need for Internet access

CCC also offers free teaching materials on this Website to advance a patient-centered training program called COMFORT. Based on years of clinical research, COMFORT offers healthcare professionals extensive materials – PowerPoint presentations, knowledge assessments, example cases and standardized patient assessment forms – designed to teach communication strategies for patient-centered palliative care.

COMING SOON on iTunes!!!Cultural Differences-APP screen

This iOS app has been designed for healthcare clinicians and students. Built from the COMFORT communication curriculum, an acronym that stands for the seven basic principles of palliative care communication, Drs. Elaine Wittenberg-Lyles (University of Kentucky), Joy Goldsmith (University of Memphis), and Sandra Ragan (University of Oklahoma) have translated health communication theory and research into the first ever
communication studies driven tool to assist clinicians with difficult conversations. Feel free to download the APP as a discussion tool for coursework in health communication, end-of-life care, communication and technology and the like – or better yet, pass it on to a clinician who may be teaching clinical communication.

CCC advances palliative care by fostering clinical communication practices for healthcare
professionals, including nurses, physicians, social workers, chaplains, students, and other members of interprofessional healthcare teams.

Cultural diplomacy – Indian Council for Cultural Relations

Cultural diplomacy all about blending cultures: ICCR DG

Dhrupad music incorporated into a choreographed Mohiniyattam work, a tandem of classical ballet, Kathak and Flamenco or even sharing of stage space by Qawali troupes from Pakistan, Turkey, Bangladesh and Afghanistan. Sounds unique?

Well, that’s the new definition of ‘cultural diplomacy’ according to Suresh K Goel, Director General, Indian Council for Cultural Relations (ICCR).

“It is not mandatory that the audience in India will only enjoy classical art forms or the new generation will only enjoy contemporary forms, we need to experiment, exchange and then enjoy,” Goel told the Press Trust of India in an interview.

The ICCR, he says, is undertaking efforts to ensure that various art forms in India reach audiences worldwide while people within India get opportunities to witness and enjoy the different art forms across the world.

“The latest programme we conducted was a unique musical arrangement with Los Angeles-based Grammy nominee Donna Summer who has also created music for Whitney Houston,” says Goel.

Another recent programme by the cultural body featured work by musician Mac Quayle who seamlessly brought together a unique blend of world music with Kerala rhythms, Dhrupad and Rabindra sangeet.

“This was perhaps for the first time Dhrupad has been incorporated into a Mohiniyattam choreographic work. So that’s how we blend different art forms and hence different cultures,” Goel elaborates.

ICCR does not just aim to facilitate or ensure Indian cultural penetration into other countries but also aims to create a dialogue and hence facilitate exchange of cultures.

Originally posted by: http://www.business-standard.com/article/pti-stories/cultural-diplomacy-all-about-blending-cultures-iccr-dg-113072400354_1.html

Human Library

An interesting approach to applied intercultural dialogue is a program called the Human Library. Here’s the basic description from the organization’s website:

“The Human Library is an innovative method designed to promote dialogue, reduce prejudices and encourage understanding.The main characteristics of the project are to be found in its simplicity and positive approach. In its initial form the Human Library is a mobile library set up as a space for dialogue and interaction. Visitors to a Human Library are given the opportunity to speak informally with “people on loan”; this latter group being extremely varied in age, sex and cultural background. The Human Library enables groups to break stereotypes by challenging the most common prejudices in a positive and humorous manner. It is a concrete, easily transferable and affordable way of promoting tolerance and understanding. It is a “keep it simple”, “no-nonsense” contribution to social cohesion in multicultural societies.”

Some basics of the group’s history (the complete story can be found here):

It started in Denmark in 2000, developed by an NGO, Stop the Violence, based in Copenhagen. Supported by the Council of Europe, and public libraries around the world, the Human Library has spread rapidly. Australia is the first country to establish a permanent Human Library; and an Australian prepared an academic study of the project. In 2013 Canada became the first country to create a National Human Library Day. Programs around the world have received a variety of awards.

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US could learn from Scandinavia

The U.S. could learn from Scandinavia
By Robert Shuter

[Published Sept. 15, 2012 in the Milwaukee Journal Sentinel and reprinted with permission of the author]

The United States is plagued by systemic and exploding inequalities in wealth, education, housing, employment and health care, all fueled by rampant vertical individualism. This vertical perspective of people and performance pervades American life and thought. Consider the phrase ” the best and the brightest,” the accolade du jour in America.

A recent Google search uncovered more than 44 million references to “the best and the brightest” in U.S. culture, including the best and brightest schools, movies, companies, presidents, leaders, politicians, hospitals, physicians, scientists, pharmacists, therapists, chefs, teachers – even dogs! The phrase captures the society’s vertical individualism, where performance in all sectors of U.S. culture is ranked on a hierarchy from best to worst, brightest to dimmest.

Even the discourse of Americans reveals their vertical individualism. For example, the language of praise and criticism, which plays a role in all societies, has a distinctly American twist because of the assortment of superlatives used and their vertical arrangement. Americans are inclined to use superlatives such as “awesome,” “outstanding,” “wonderful,” “tremendous,” “delightful” and “great” to describe people, behavior or objects. They are just as apt to use the opposites of these words: “terrible,” “disgusting,” “garbage,” “loser” and “junk” – to name a few. The U.S. language of praise and criticism travels vertically along an emotional register, from highs to lows.

Unlike the U.S., Sweden, Denmark and Norway are founded on horizontal individualism, which they call the Law of Jante, and it emphasizes equality, community and modesty, resulting in sky-high taxes. Their brand of individualism has made Scandinavia among the most economically successful and egalitarian societies, leaders in workforce employment, gender equality, democratic institutions, quality of life, educational achievement, environmental stewardship and digital access, as reported by 2011 World Economic Forum.

Coined by Aksel Sandemose, a Norwegian author, the Law of Jante affects all aspects of Scandinavian life, from social relationships to business communication. At work, for example, managers in Scandinavia are considered “first among equals” and communicate on an egalitarian basis with employees, who are neither reticent nor intimidated by them. Scandinavian praise and criticism – which tends to be emotionally flat, bereft of superlatives and modest – are carefully crafted so as not to inflate and diminish egos or create false expectations.

The inherent conflict between the Law of Jante and the best and the brightest – two brands of individualism – is captured in a story that was told to me by a Norwegian businessman, who had been living with his 12-year-old daughter and wife in the U.S. for several years and decided, quite suddenly, to return to Norway. What finally convinced him and his wife to depart the U.S. was their daughter’s announcement that she was an “outstanding” writer. When they asked her how she knew this, she said, “My teacher told me so.” They both instantly realized it was time to return to Norway.

Scandinavians who hear this story quickly understand the parents’ decision, while Americans are left dumbfounded by the narrative. They can’t understand why this type of praise, so common and so desirable in the U.S., would cause anyone to leave the country. From a Norwegian perspective, praise such as this violates the essence of the Law of Jante by seriously inflating their daughter’s ego, which, in the parents’ view, potentially hinders her re-entry to Norwegian society. Before she became too egocentric, too American in their eyes, the parents decided it was time to leave.

So what’s to be learned from these different and conflicting brands of individualism? In my view, what the world needs is less American vertical individualism and more equality, community and modesty at home, work, in government and international affairs – a Jante world. Scandinavia’s unique brand of horizontal individualism has the potential to solve many of the world’s most intractable vertical problems, from income and gender inequalities to disparities in education and employment. It’s time the world learned the secret of Scandinavian success.

Robert Shuter is professor of communication studies at Marquette University, Diederich College of Communication and director of the Center for Intercultural New Media Research. He is the author of “Understanding Misunderstandings” and “Communicating in Multinational Organizations.”