DIFFERING CULTURAL PATTERNS

MODULE 3 GNED 05: Purposive Commmunication

 LESSON OBJECTIVES

1 2 3
identify frameworks to explain how these apply practical use of these
understand differing frameworks affect the frameworks to improving the
cultures communication situation quality of communication
We can have no direct knowledge of a culture other than our
own. Our experience with and knowledge of other cultures are
limited by the perceptual bias of our own culture.

To begin to understand culture - ours and others - we need to

understand all the experiences and dimensions that guide its
individual members through life.
 HOFSTEDE'S VALUE KLUKHOHN AND
STRODTBECK'S VALUE
DIMENSIONS ORIENTATIONS

4 FRAMEWORKS

HALL'S LOW- AND HIGH- TING-TOOMEY'S FACE AND

CONTEXT CULTURE FACEWORK
 HOFSTEDE'S VALUE
DIMENSIONS

01 Developed by Geert Hofstede (1984),

this is
understand
a framework
the
used
differences
culture across countries and to
to
in

discern the ways that business is

done across different cultures.
A. INDIVIDUALISM/COLLECTIVISM

"Collectivistic cultures emphasize

community, collaboration, shared
interest, harmony, tradition, and public
good.

Individualistic cultures emphasize

personal rights and responsibilities,
privacy, voicing one's opinion,
freedom, and self-expression"
(Andersen et al., 2003)
 INDIVIDUALISM COLLECTIVISM
"The defining character of
The individual is the single most people in collectivist cultures is
important unit in any social their notable concern with
setting. relationships" (Triandis, 2002).
independence rather than Interdependency is typical.
interdependence Individual considerations are
Individual achievement is secondary to the needs and
rewarded. desires of one's in-group.
Examples:
1. Africans thought rejects any view
of the individual as an
autonomous and responsible
being.
2. Chinese proverb says, "No matter
how stout, one beam cannot
support a house."
3. United States, Australia, Canada,
and The Netherlands all tend
toward individualism.
Country scores for individualism index
Self-assessment!
Self-assessment!
B. UNCERTAINTY AVOIDANCE

"is the extent to which people within a

culture are made nervous by
situations which they perceive as
unstructured, unclear, or
unpredictable, situations which they
try to avoid by maintaining strict
codes of behavior and a belief in
absolute truths" (Hofstede, 1986)
HIGH UNCERTAINTY LOW UNCERTAINTY
AVOIDANCE (certainty-oriented) AVOIDANCE (uncertainty-oriented)

They try to avoid uncertainty and They more easily accept the
ambiguity by providing established, uncertainty inherent in life, tend to
formal social protocols, intolerance be tolerant of the unusual, and are
of deviant ideas and behaviors, not as threatened by different ideas
emphasizing consensus, and and people.
resistance to change.
Low Uncertainty
Avoidance

High Uncertainty
Avoidance
Certainty- and uncertainty-oriented countries
C. POWER DISTANCE

"is the extent to which the less

powerful person in society accepts
inequality in power and considers it
as normal" (Hofstede, 2000)
LARGE POWER DISTANCE SMALL POWER DISTANCE

"Individuals from large-power

"Cultures referred to as small-power
distance cultures accept power as
distance are guided by laws, norms,
part of society. As such, superiors
and everyday behaviors that make
consider their subordinates to be
power distinctions as minimal as
different from themselves and vice
possible" (Brislin, 2000).
versa" (Gudykunst, 2001).
Examples:
1. In cultures with small power
distance (e.g., the United States,
Canada, Austria), family members
are generally treated as equal
and familial decisions are
reached democratically.
2. In larger power distance cultures
(e.g., the Philippines, Mexico,
India), children are expected to
be obedient.
Small and large power distance countries
D. MASCULINITY/FEMININITY

This refers to the degree by which

masculine or feminine traits are
valued and revealed.

Many masculine and feminine

behaviors are learned and mediated
by cultural norms and traditions.
 MASCULINITY FEMININITY

Masculine cultures expect men to be Feminine cultures stress nurturing

assertive, ambitious, and behaviors, promotes sexual equality,
competitive, and to strive for and holds that men need not be
material success, and to respect assertive and that they can assume
whatever is big, strong, and fast. nurturing roles.
 MASCULINITY FEMININITY

preference for heroism, power,

emphasis on cooperation,
strength, and desire for success
modesty, care for the weak
and affirmation
relationship-oriented
ego-driven and highly
quality of life and people are
competitive
important
money and things are important
Masculinity values for some
countries
E. LONG- AND SHORT-TERM ORIENTATION

Long-term orientation focuses on the

future and delays short-term
gratification for future benefit.

Short-term orientation is concerned

with short-term results and quick
gratification of their needs.
 LONG-TERM SHORT-TERM
ORIENTATION ORIENTATION

More likely to save money, invest More likely to spend money, live
in education, and plan for the for the moment, and value
future. tradition.
emphasis on persistence emphasis on quick results
leisure time not too important leisure time important
e.g.: Hong Kong, Taiwan, Japan, e.g.: US, UK, Canada, the
South Korea Philippines
F. TASK AND SOCIAL ORIENTATION

Task orientation focuses heavily on

getting the job done, are
characterized by a focus on making
the team more competent through
training and the use of up-to-date
methods.

Social orientation is more likely to be

concerned about the members and
their smooth functioning as a team.
 HALL'S HIGH-
CONTEXT AND LOW-
CONTEXT CULTURES
02 Developed by anthropologist
Edward Hall, which offers another
effective means of examining
cultural similarities and differences
in both perception and
communication.
 HIGH CONTEXT
In high-context cultures, many of the
meanings being exchanged during the
encounter do not have to be communicated
through words because the members are
homogenous and are communciated
through relationships and status.
speak more rapidly, and often raise their
Information is provided through inference,
gestures, and even silence.
LOW CONTEXT
In low-context cultures, the verbal
message contains most of the
information.
Low-context communicators talk more,
voices to prove a point.
 For low-context communicators, it is
important to be able to "speak up" and "say
what's on their mind."

For high-context communicators, people who

rely primarily on verbal messages for
information are perceived as less credible. As
the Indonesian proverb states, "Empty cans
clatter the loudest."
 For low-context communicators, conflicts
should be discussed deliberately.

For high-context communicators, conflicts

should be dealt with discreetly and subtly.
They tend to be less open and consider
conflicts as harmful to most communication
encounters.
Examples:
1. A “real” Indian recognizes
another real Indian with silence
rather than speech.
2. Most Japanese feel that
expressing especially personal or
intimate details is best done
nonverbally or intuitively.
3. Americans admire a person who
has a large vocabulary and who
can express themselves clearly
and cleverly.
Categories High Context Low Context

Relationships build slowly Relationships begin and end

Association
and depend on trust. quickly.

Nonverbal elements such as

Nonverbal elements are not
voice tone, gestures, facial
Interaction significant. Verbal messages
expression, and eye
are explicit.
movement are significant.

Territoriality Space is communal. Space is compartmentalized.

Categories High Context Low Context

Everything has its own time, Events and tasks are

Temporality and time is not easily scheduled and to be done at
scheduled. particular times.

Multiple sources of
One source of information is
information are used.
used. Learning occurs by
Learning occurs by
Learning following the explicit
observing others as they
directions and explanations
model or demonstrate and
of others.
then practicing.
 KLUCKHOHN AND
STRODTBECK'S
VALUE

03 ORIENTATIONS
Kluckhohn and Strodtbeck, cultural
anthropologists, noted that every
individual, regardless of culture,
must deal with five universal
questions.

Clyde Kluckhohn
 1. Evil: People are basically bad
and need to be controlled.
A. HUMAN NATURE 2. Mixed: There are both evil
ORIENTATION people and good people in the
What is the basic nature of people? world. People can be changed
with the right guidance.
3. Good: Most people are basically
pretty good at heart.
 1. Subordinate to nature: Life is
largely determined by external
forces, such as fate, magic, God,
B. MAN-NATURE and genetics.
2. Harmony with nature: Nature is
RELATIONSHIP
part of life and not a hostile force
What is the appropriate waiting to be subdued.
relationship to nature? 3. Dominant over nature: This is
directing the forces of our nature to
our advantage through science
and technology.

C. TIME ORIENTATION
How should we best think about
time?
1. Past orientation: People should
learn from and draw values from
history, and strive to continue past
traditions.
2. Present orientation: The present
moment is everything.
3. Future orientation: A little sacrifice
today will bring a better tomorrow.
Anthropologist Edward T. Hall advanced another classification of time as a form of
communication.

Monochronic Polychronic

Do one thing at a time. Do many things at once.

Take time commitments (deadlines, Consider time commitments an objective

schedules) seriously. to be achieved, if possible.

Adhere to plans Change plans often and easily

Emphasize promtpness Base promptness on the relationship

 1. Being: It's enough to just "be," not
necessary to accomplish great
D. ACTIVITY things in life.
2. Becoming: The main purpose for
ORIENTATION
being placed on this earth is for
What is the best mode of activity? one's own inner development.
3. Doing: If people work hard and
apply themselves fully, their efforts
will be rewarded.

E. SOCIAL RELATIONS
What is the best form of social
organization?
1. Hierarchical: Some people are
born to lead, some are to follow.
2. Collateral: Everyone has an
important role to play in society.
3. Individual: Each person should
have control over their own destiny.
 TING-TOOOMEY'S
FACE AND

04
FACEWORK
The cultural differences in the
society shape the responses to
conflicts in different societies. She
posited the idea of maintaining a
"face" according to their cultures.
 FACE FACEWORK

It is a metaphor for the self-image you It is the construction and communication

want to project to other people. of face.

It is your self-image when It consists of various actions you engage

communicating with others. in to acquire face for yourself or give
face to someone else.
According to Ting-Toomey (2005), all cultures maintain and negotiate face in all
communication situations.

In individualistic cultures, for example, people are more concerned with

maintaining their own face.

In collectivistic cultures, group membership is normally the primary source of

identity and status. Hence, group conflicts are viewed as damaging to social face
and relational harmony among members.
Examples:
1. In US, people are less concerned
with how they influence someone
else's face because they are
more concerned with self-
definition.
2. In Japan, an individual's action
that discredits or shames other
in-group members will result in a
loss of face of the whole group.
A. CONFLICT AS OPPORTUNITY OR AS DESTRUCTIVE

Cultures can also be distinguished

according to their understanding of
and approach to conflict, which
involves real or perceived
incompatibilities of processes,
understandings, and viewpoints
between people.
 CONFLICT AS
CONFLICT AS DESTRUCTIVE
OPPORTUNITY
Conflict is a normal, useful Conflict is a disturbance of the
process peace
All issues are subject to change The social system should not be
through negotiation adjusted to meet the demands of
Direct confrontation and members
conciliation are valued Confrontations are ineffective
Conflict is necessary Disputants should be
renegotiation of an implied disciplined
contract
 The management of conflict also differs among cultural groups

DOMINATING
involves forcing one's will on another
to satisfy individual desires
regardless of negative relational
consequences
INTEGRATING
necessitates a great deal of open
discussion about the conflict at hand
to reach a solution that completely
satisfies everyone

AVOIDING
People avoid the conflict entirely
either by failing to acknowledge its
existence or by withdrawing from a
situation when it arises.

COMPROMISING OBLIGING
demands that everyone must give involves giving up one's position to
something up to reach a solution, and satisfy another's, saying "I don't care,
as a result, people never feel fully whatever you want" or "You're the
satisfied expert, what do you think?"
SOURCES USED
E. T. Hall, Beyond Culture (Garden City, NY: Doubleday. 1976), 91.

G. Hofstede, "Cultural differences in teaching and learning," International Journal of Intercultural

Relations, 10 (1986), 301-319.

G. Hofstede, "The cultural relativity of the quality of life concept," in Cultural Communication and Conflict:
Readings in Intercultural Relations, 2nd ed., G. R. Weaver, ed. (Boston: Pearson, 2000), 139.

H. C. Triandis, "Cultural influences on personality" Annual Review of Psychology, 57 (2002), 139.

P. A. Andersen, M. L. Hecht, G. D. Hoobler, and M. Smallwood, "Nonverbal communication across cultures"

in Cross-Cultural and Intercultural Communication, W. B. Gudykunst, ed. (Thousand Oaks, CA: Sage
Publications, 2003), 77.

R. Brislin, Understanding Culture's Consequence on Behavior, 2nd ed. (Fort Worth, TX: Harcourt College
PUblishers, 2000), 288.

S. Ting-Toomey, "The matrix of face: An updated face-negotiation theory" in Theorizing About

Intercultural Communication, W. B. Gudykunst, ed. (Thousand Oaks, CA: Sage Publications, 2005), 73.

W. B. Gudykunst, Asian American Ethnicity and Communication (Thousand Oaks, CA: Sage Publications,
2001), 41.
 INDIVIDUAL ACTIVITY NO. 2
Find three examples of Philippine mass media advertisements that illustrate any of
the discussed cultural patterns. An advertisement may be about one's relationship
with nature, masculinity/femininity, or individualism/collectivism.

Provide photos of the three advertisements you selected and write at most seven
sentences for each ad, explaining what they are all about and what cultural values
are depicted in them.
THANK YOU
 Culture and
Communication
MODULE 2 GNED 05: Purposive Communication
Objectives:
1. define culture;
2. explain how culture relates to
communication and vice versa;
3. determine the basic elements of culture;
4. identify the characteristics of culture; and
5. examine one's culture and communication
practices.
 Hall (1977) pointed out that
"culture is communication and communication is culture."

Why do you think so?

When looking at communication and culture, it is hard to decide
which is the voice and which is the echo.

But the main point is that we learn about our culture via
communication, while at the same time, communication is a
reflection of our culture.
 What is culture?

"Culture consists of how we relate

to other people, how we think, how
we behave, and how we view the
world" (Rodriguez, 1999).

Culture is...

"to a human collective what

personality is to an individual"
(Hofstede, 2001).
 Indigenous people as protectors of the forest

Culture is a group worldview that a particular society has created over

time. It is sharing of a common reality that gives people within a particular
culture a common fund of knowledge.
drag culture Black Lives Matter
Kalamay Buna in Indang, Cavite
 Defined in more detail,
culture is...

"...is a set of human-made objective and

subjective elements that in the past have
increased the probability of survival and
resulted in satisfaction for the participant in
an ecological niche, and thus became shared
among those who could communicate with
each other because they had a common
language and they lived at the same time and
place" (Triandis, 1994).
 The Basic Functions
of Culture
1. to improve adaptation to a social
environment,
2. to pass on hard-learned knowledge and
experiences,
3. sets limits on behavior and guides it along
predictable paths, and
4. shields people from the unknown by
providing them with a blueprint for all life's
activities
As Smith (1966) told,

"In modern society, different people

communicate in different ways, as do
people in different societies around the
world; and the way people communicate
is the way they live."
Culture clearly differentiates, let's say East and West, the
communicative differences they display.

Cross-cultural communication generally compares

the communication styles and patterns of people from
very different cultural/social structures, such as nation-
states.

Intercultural communication deals with how people

from these cultural/social structures speak to one
another and what differences or difficulties they
encounter over and above the different languages they
speak.
 Elements of Culture
While all cultures share a common set of components, the
acting out of these often distinguishes one culture from
another.

History
It is a diagram that offers direction about how to live in the
present. It highlights the culture's origins, "tells" its members
what is deemed important, and identifies the accomplishments
of the culture of which they can be proud.
Kilusang Propaganda, mosquito press, and Martial Law
 Religion

All cultures possess "a dominant, organized religion within

which salient beliefs and activities (rites, rituals, taboos, and
ceremonies) can be given meaning and legitimacy" (Parkes,
Lagani, & Young, 1997).
Sanghiyang in Alfonso, Cavite
In films, Devil in Ohio and Midsommar
 Values
These are "culturally defined standards of desirability, goodness,
and beauty that serve as broad guidelines for social living"
(Macionis, 1998)
Pagmamano, hospitality, bayanihan
 Social organizations
These are sometimes referred to as social systems or social
structures that represent the various social units contained
within culture, including the family, government, schools, and
tribes.
Monarchy Sultanate of Sulu
 Language
Language is yet another feature that is common to all cultures.
Haviland and his colleagues (2005) pointed out that "without
our capacity for complex language, human culture as we know it
could not exist."
Philippine languages
 Jeje words

Swardspeak
Characteristics of Culture

Culture is learned.

Hofstede (2001) views culture as consisting of mental programs, calling it

software of the mind, meaning each person “carries within him or herself
patterns of thinking, feeling, and potential acting which were learned
throughout their lifetime.”
Enculturation

It is the conscious or unconscious conditioning occurring within that process

whereby the individual, as child and adult, achieves competence in a particular
culture (Hoebel & Frost, 1976).

can be through formal or informal learning

We learn culture through

Proverbs: maxims, truisms, or sayings that reunite listeners to their ancestors,

are used to teach a lesson, and offer the culture's worldview.

"One who does not honor the penny is not worthy of

the dollar."

"A penny saved is a penny earned."

"The quacking duck is the first to get shot."

"Loud thunder brings little rain."

We learn culture through

Folktales, legends, and myths: These are stories that contain the wisdom,
values, and experiences of a culture.
We learn culture through

Art: Art explains the social elements of culture such as gender, identity, and
status.

Manunggul jar Barrel man Laya at Diwa

Apo Whang-od, a mambabatok
We learn culture through

Mass media: It carries images and stories that contribute to a sense of identity
at the same time that it shapes beliefs and values.
Culture is shared.
The means of transmitting the culture can take a variety of forms (proverbs,
stories, art) and can have numerous "carriers" (family, peers, media, schools,
church), but the key elements of culture must be shared by all members of the
culture.
Culture is transmitted from generation to generation.

If a culture is to endure, it must make certain that its crucial messages and
elements are not only shared, but are passed on future generations.
Culture is based on symbols.

The easy transition of culture from one generation to another is to discuss the
method of that exchange: symbols.
Culture is dynamic.

Cultures do not exist in a vacuum because other elements continuously flow

in, and thus, are subject to change. Much of culture is habitual and deeply
rooted in tradition and often adopts those outside elements that are
compatible with one's existing values and beliefs.
Culture is an integrated system.

Culture functions as an integrated whole. If you touch one part of a culture,

you touch all of that culture. Culture is an integrated whole, the parts of which,
to some degree, are interconnected with one another.
 Sources Used
E. T. Hall, Beyond Culture (Garden City, NY: Anchor Doubleday, 1977), 14.

G. A. Rodriguez, Bringing up Latino Children in a Bicultural World (New York: Fireside,

1999), 20.

G. Hofstede, Culture's Consequence: Comparing Values, Behaviors, Institutions, and

Organizations Across Nations, 2nd ed. (Thousand Oaks, CA: Sage Publications, 2001), 10.

G. Smith, ed., Communication and Culture: Readings in the Codes of Human Interaction
(New York: Holt, Rinehart, and Winston, 1966), 1.
H. Triandis, Culture and Social Behavior (New York: McGraw-Hill, 1994), 23.

C. M. Parkes, P. Laungani, and B. Young, eds. Death and Bereavement Across Cultures
(New York: Routledge, 1997), 15.

J. J. Macionis, Society: The Basics, 4th ed. (Upper Saddle River, NJ: Prentice Hall, 1998),
34.

W. A. Haviland, H. E. L. Prins, D. Walrath, and B. McBride, Cultural Anthropology: The

Human Challenge, 11th ed. (Belmont, CA: Wadsworth, 2005), 89.
Thank You!
 Communication: Process,
Components, and Principles
MODULE 1 GNED 05: Purposive Communication
 Objectives
1. discuss the process of communication,
2. identify the elements of communication,
3. differentiate the types and levels of communication,
4. identify the principles of communication, and
5. discuss communication ethics
 What do you think
If someone does not talk to another and the latter as
a result gains certain impressions of the former, has
communication occurred?
 What do you think
Has communication occurred when a person
deliberately did not talk or unintentionally failed to
talk with someone?
 What do you think
If someone eavesdrops on a conversation, is he
receiving communication?
 Category I
definitions that limit the process of
communication to those stimulus-response
Two broad situations in which one deliberately
transmits stimuli to evoke response
categories of
communication
definitions
Category II
(according to Nilsen, 1957) definitions that there need
not be any intention of evoking
response in the transmission of
the stimuli
 Category I definitions

Wilbur Schramm: ". . . A communicates Carl Hovland: " . . . the process by which an
B through channel C to D with effect individual (the communicator) transmits stimuli
E." (usually verbal symbols) to modify the behavior
of other individuals (communicatees)."
 Category II definitions

Edward Sapir: "...intuitive interpretation" Baker Brownell: ".. . identification of people with
of the "relatively unconscious symbolisms one another."
of gesture, and the unconscious
assimilation of the ideas and behavior of
one's culture."
Consider the following:
1. A man who allows junk to accumulate in his front yard
communicates something to his neighbor whether he
knows it or not.
2. At midmorning the boss emerges from his private office
and briefly gives instructions to an employee.
3. The boss had stepped into the room, briefly looked around,
and then returned to his office without having said a word.
4. One of the employees is working on a large chart. His desk
is inconveniently small for his work; lack of space reduces
his efficiency and makes his job appreciably more difficult.
Principles of communication

1. Communication goes way beyond the realms of mere

words: Communication can occur without words. Our
senses, audio, visual, touch, taste, and smell, communicate.
2. Communication is a dynamic process: It is the process
of transmitting meaning between individuals. A word or
action does not stay frozen when you communicate, it is
immediately replaced with yet another word or action.
Shannon's information theory model
Elements of Communication
1. Participants are the people communicating, the sender and receiver.
2. Messages are encoded or decoded information in a communication
situation.
3. Channel is both a route traveled by the message and the means of
transportation.
4. Noise is anything that interferes with communication. It can be
external, internal, or semantic noise.
5. Feedback is one's response to a message.
6. Effect is the change in the receiver's behavior that occurs as a result
of the transmission of the message.
7. Context is the setting in which the communication occurs and refers
to the factors that determine the meaning of a message. It can be
physical, social, historical, cultural, or psychological context.
Types of Communication
1. Verbal communication encompasses any form of communication
involving words, spoken, written, or signed.
2. Non-verbal communication includes body language, such as
gestures, facial expressions, eye contact, and posture.

Levels of Communication
1. Intrapersonal communication occurs within the person and is
sometimes referred to as "self-talk."
2. Interpersonal communication occurs between two persons who
establish a communicative relationship.
3. Public communication is a speaker sending a message to an
audience.
3. Communication is purposive: The purpose of the communication
may be trivial or significant but one way of evaluating if the
communication is successful is if it has accomplished its purpose.
 Functions of Communication
1. We communicate to meet needs.
2. We communicate to enhance or maintain our sense of self.
3. We communicate to fulfill social obligations.
4. We communicate to develop relationships.
5. We communicate to exchange information.
6. We communicate to influence others.
4. Communication is continuous: Communication happens nonstop,
even silence communicates something. Even non-verbal behavior
represents reactions to your environment and to the people around
you.
5. Communication is relational: Communication plays a role in
developing, maintaining, and dissolving relationships.
Altman and Taylor's social penetration theory through the onion analogy
6. Communication is learned: Communicating well is a skill,
therefore it can be learned. It involves listening, processing
thoughts and opinions, and then speaking.
"Your interpersonal effectiveness is a direct
result of the language skills and
conversational scripts you learned."

Rudolph Verderber and Kathleen Verderber (2001)

7. Communication messages vary in a conscious encoding:
Communication may occur spontaneously or based on a "learned" script.
8. Communication is constitutive: We use communication to create
shared meaning and reality.
9. Communication is contextual: This means communication happens
in a particular place or time. It is not received or understood the same all
the time.
"Communication always occurs in a context,
and the nature of communication depends in
large measure on this context."

Stephen W. Littlejohn (1989)

10. Communication is inevitable, irreversible, and unrepeatable:
Communication always takes place, even when a person may not intend
or want to communicate. Once you say something or click “send” on your
e-mail, you cannot uncommunicate the message. A communication act
can never be duplicated.
11. Communication has a power dimension: Your power influences the
way you communicate, and the way you communicate influences the
power you wield.
12. Communication has ethical implications: When we communicate,
we cannot avoid making choices with ethical implications. In
communicating, we must recognize some ethical standards.
 1. Speak with sincerity
2. Do not knowingly expose an
audience to falsehood or half-
truths that can cause significant
harm
3. Do not premeditatedly alter the
truth
Communication 4. Do not invent or fabricate
information
Ethics 5. Present the truth as you
(according to Berko, 1995) understand it
6. Raise the listeners' level of
expertise by supplying the
necessary facts
7. Employ message that is free from
mental and physical coercion
8. Give credit to the source of
information
What we say and do affects others: how they perceive

themselves, how they think about themselves, and how they

think about others. Thus, responsible people think carefully

about ethical guidelines for communication.

Julia Wood (2007)

Consider the following questions:
Group 1: Does talking equal effective communication?
Is speaking well more important than listening?

Group 2: Is more control necessarily better in communication?

Is it possible to perceive the world as other people perceive it?

Group 3: Why do people differ in the manner in which they communicate?

Can communication patterns be changed?
Communication is powerful: It brings companions to our side or scatters our

rivals, reassures or alerts children, and forges consensus or battle lines

between us.
C. F. Keating (1994)
 Sources:
Agustin, R. G. et al. (2018). Communication in multicultural
contexts: Meanings and purposes. Panday-Lahi Publishing House,
Inc.

Berko et al. (1995). Communicating (6th ed.). USA: Houghton

Mifflin Company

Nilsen, T. R. (1957). On defining communication. The Speech

Teacher, 6(1), 10-17. https:doi.org/10.1080/03634525709376841
Thank you!