© Andrew Roth/Journal of Foreign Relations 2011
The topic of relevance is one that many of us within the AFS global network have been discussing lately: the relevance of our organization and the work we do, the value intercultural learning (ICL) more generally beyond AFS, and the link between the two.
When it comes to the world at large, we know that the very terms “intercultural learning” or “intercultural communications” do not immediately translate into other languages. In some, such as Turkish, these word combinations do not exist at all. But few today would dispute that the notion of being able to communicate and co-exist not only effectively but also appropriately in environments outside of one’s own familiar ones, or what we call Intercultural Competence, is not only important, but vital in the 21st century, for business and politics as well as day-to-day life.
Indeed, when we see tragedies such as that of the rage-fueled rampage in Norway this past July, reflect 10 years after the awful events of September 11, 2001, or hear daily about hate crimes that happen as far away as Sudan or as nearby as our own neighborhoods, we are reminded of how difficult it is succeed together in a world where our numbers and diversity expand, yet many of our resources shrink disproportionately.
As terrible as they are, these events are clear calls and reminders that we must work – and let us openly acknowledge that despite our best intentions, this is often very challenging work – to learn more from and about each other in order to live together in respect and, if not peace, at least harmony.
In the case of the Norwegian violence, the very concept and policies of multiculturalism were suddenly thrust under a harsh spotlight and national debate. Our Norwegian AFS colleagues share their views on how this has impacted their daily work as volunteers and staff on page 9.
To do the hard work of interculturalism, we know that openness and dialogue are key – including when it comes to addressing things that we may not want to talk about, or are hard to face. Dr. Adair Linn Nagata reminds us on page 6 that mindfulness is not only an intellectual exercise, but also a sensory and emotional one. And in our Concepts & Theories column in this issue we explore two very different ways of approaching information: Separate Knowing and Connected Knowing. These approaches are at the base of two very different world views. Knowing them can help us understand why our work is so complex.
In AFS, ICL looks not only at knowing and feeling, but also behavior. Indeed, our roots are those of experiential learning: where we learn by doing, yet with ample preparation, reflection, and vocabulary supporting our actions. Experiential Learning – what it is and, just as importantly, what it is not – is just one of the topics covered in our new ICL…for Friends of AFSers series available online via http://icl.afs.org.
Melissa Liles, Director of Institutional Intelligence, AFS International