Tajima Atsushi
Institute of Global Studies, Tokyo University of Foreign Studies, 3-11-1 Asahi-cho, Fuchu City, Tokyo, 183-8534, Japan.
Integr Psychol Behav Sci. 2017 Sep;51(3):419-431. doi: 10.1007/s12124-017-9394-6.
Today, we face global conflicts between opposing ideologies that may be described in terms of cultural viewpoints and value judgments. It is difficult for individuals to determine whether ideologies are right or wrong because each ideology has its own worldview and sense of justice. Psychologists have an urgent mission to defuse the likelihood of fatal clashes between opposing cultural perspectives (ideologies), and to propose paradigms for peaceful coexistence. This paper examines the series of papers (Oh, Integrative Psychological and Behavioral Science, 51, 2017; Sakakibara, Integrative Psychological and Behavioral Science, 51, 2017; Watanabe, Integrative Psychological & Behavioral Science, 51, 2017) contributed to this volume that investigate the effects of high school and university educational programs promoting productive dialogue aimed at bridging, or transcending, conflicting perspectives among Japanese, Chinese, and Korean students. Here, I have evaluated the capacity of these educational programs to coordinate opposing cultural ideologies using the framework of Bakhtin's theories of dialogue and estrangement. Bakhtin viewed discourse with others who had opposing viewpoints as an opportunity to learn to overcome the one-sidedness of ideology, which ensues from automatic value judgments made by each speaker according to their culture, and he affirmed the value of flexible attitudes toward opposing viewpoints. In this paper, I review Bakhtin's theories relating to communication in a context of different cultural viewpoints, assess the general values of the educational practices mentioned above, and propose new concepts for applying these methods to other educational fields in the future using Bakhtin's theoretical viewpoints.
如今，我们面临着对立意识形态之间的全球冲突，这些冲突可以从文化观点和价值判断的角度来描述。个人很难判断意识形态的对错，因为每种意识形态都有自己的世界观和正义感。心理学家肩负着一项紧迫任务，即化解对立文化视角（意识形态）之间发生致命冲突的可能性，并提出和平共处的范式。本文审视了为这本文集撰稿的一系列论文（Oh，《综合心理与行为科学》，第51卷，2017年；Sakakibara，《综合心理与行为科学》，第51卷，2017年；Watanabe，《综合心理与行为科学》，第51卷，2017年），这些论文探讨了高中和大学教育项目的效果，这些项目促进了旨在弥合或超越日本、中国和韩国学生之间冲突观点的富有成效的对话。在此，我运用巴赫金的对话与疏离理论框架，评估了这些教育项目协调对立文化意识形态的能力。巴赫金将与持有对立观点的人进行的话语交流视为一个学习克服意识形态片面性的机会，这种片面性源于每个说话者根据自身文化做出的自动价值判断，并且他肯定了对对立观点持灵活态度的价值。在本文中，我回顾了巴赫金在不同文化观点背景下与交流相关的理论，评估了上述教育实践的总体价值，并运用巴赫金的理论观点，为未来将这些方法应用于其他教育领域提出新的概念。
