Introduction:

This chapter presents the theory of dialogic communication as proposed by Buber, Yoshikawa, Bohm and Ellinor/Gerard and tries to define dialogue competence in such a way which could then, in the long run, contribute to a fruitful discussion of the ethics of intercultural communication. Such a discussion is necessary to help us guard against a total, culture-specific, moral relativism. Ellinor/Gerard argue that a dialogue can proceed successfully if participants are sufficiently competent in skills such as openness, sincerity, attentive listening etc. Some of the skills may be affected by socio-cultural differences and the dialogue competence of an individual may be biased by socio-cultural norms and values.

One who sincerely practices the dialogue skills and behaviors in the “dialogue process” as defined by and applied in the communication training of Hartkemeyer/Hartkemeyer/Dhority (1998) can tap into unknown resources and attain a high level of dialogue competence. In their intercultural communication and interaction, people with restricted dialogue competence tend to categorize, discriminate and exclude members of different cultures, co-cultures and other culturally defined groups within a diversified population (e.g. groups defined by gender, age, sexual preference, race, etc.). The dialogue process as an integral part of intercultural communication training aims at promoting dialogue competence for intercultural communication through which professional trainers and facilitators as well as normal participants (such as staff in an organization) may know better how to deal with their own stereotypes of other cultures and eventually acquire a generally de-stereotyping style of communication.