Building shared meaning: Implications of a relational approach to empathy for teaching intercultural communication

TLDR

Empathy is often considered difficult or impossible in intercultural encounters, and prior definitions have been criticized for overemphasizing accuracy, focusing on affect, and treating empathy as a skill. The essay proposes a relational view of empathy that emphasizes a productive, rather than reproductive, understanding in intercultural interactions. Relational empathy shifts focus from similarity to creating a third culture between communicators, thereby enabling shared meaning. This perspective offers several pedagogical advantages for teaching intercultural communication.

Abstract

Empathy, associated with many important aspects of communication behavior, is generally held to be difficult, if not impossible, in intercultural encounters. It is argued in this essay that previous definitions of empathy have not been useful for intercultural communication because of (a) an overemphasis on accuracy, (b) an inappropriate focus on affect, and (c) the improper portrayal of empathy as an ability or a skill. A relational view of empathy is advocated for intercultural encounters, with emphasis on a productive rather than a reproductive approach to understanding. Relational empathy de‐emphasizes similarity, concentrating instead on the development of a "third‐culture" between the communicators, thus providing a basis for building shared meaning in the intercultural situation. This view of empathy has several pedagogical benefits for intercultural communication instruction.