According to the Text Anthropologists Who Study Art Pay Attention to All of the Following Except

1.4.vi - Context of Cultures: High and Low

Context of Cultures: High and Low

Hither is another concept that will aid you pull together a lot of the material you have read so far about civilisation. It is chosen "loftier context" and "depression context" and was created by the same anthropologist who developed the concepts of polychronic and monochronic time. They complement each other and provide a broad framework for looking at culture.

The list below shows the kind of behavior thatis generally found inhigh and low context cultures within five categories: how people relate to each other, how they communicate with each other, how they treat space, how they treat time, and how they learn. One thing to call back is that few cultures, and the people in them, are totally at one end of the spectrum or the other.They usually autumn somewhere in between and may take a combination of loftier and low context characteristics.

High CONTEXT (HC)	Low CONTEXT (LC)
Association Relationships depend on trust, build up slowly, are stable. Ane distinguishes between people inside and people outside one'due south circumvolve. How things get done depends on relationships with people and attending to group process. One's identity is rooted in groups(family, culture, work). Social construction and authority are centralized; responsibleness is at the pinnacle. Person at top works for the practiced of the group.	Association Relationships begin and end quickly. Many people tin can be within 1'south circle; circle's boundary is not clear. Things become done past post-obit procedures and paying attending to the goal. One's identity is rooted in oneself and one'south accomplishments. Social structure is decentralized; responsibility goes further downwardly (is not concentrated at the top).
Interaction Loftier employ of nonverbal elements; voice tone, facial expression, gestures, and heart movement bear significant parts of conversation. Verbal message is implicit; context (situation, people, nonverbal elements) is more important than words. Verbal message is indirect; i talks around the point and embellishes it. Communication is seen as an fine art form�a way of engaging someone. Disagreement is personalized. I is sensitive to disharmonize expressed in another's nonverbal communication. Conflict either must be solvedbefore piece of work can progress or must be avoided because it is personally threatening.	Interaction Depression employ of nonverbal elements.Message is carried more than by words than by nonverbal means. Verbal message is explicit. Context is less of import than words. Verbal message is direct; 1 spells things out exactly. Communication is seen as a mode of exchanging information, ideas,and opinions. Disagreement is depersonalized. One withdraws from conflict with another and gets on with the task. Focus is on rational solutions, not personal ones. One can be explicit well-nigh another's bothersome beliefs.
Territoriality Space is communal; people standshut to each other, share the same space.	Territoriality Space is compartmentalized and privately owned; privacy is of import, so people are farther apart.
Temporality Everything has its own fourth dimension. Time is non easily scheduled; needs of people may interfere with keeping to a ready time. What is important is that activity gets done. Modify is boring. Things are rooted in the past, slow to change, and stable. Time is a process; it belongs to others and to nature.	Temporality Things are scheduled to be doneat particular times, 1 thing at a fourth dimension. What is important is that activity is done efficiently. Change is fast. I tin can make change and see immediate results. Time is a commodity to be spent or saved. 1�due south time is one�s ain.
Learning Knowledge is embedded in the state of affairs; things are connected,synthesized, and global. Multiple sources of information are used. Thinking is deductive, proceeds from general to specific. Learning occurs by offset observing others as they model or demonstrate and then practicing. Groups are preferred for learning and trouble solving. Accurateness is valued. How well something is learned is important.	Learning Reality is fragmented and compartmentalized. One source ofinformation is used to developcognition. Thinking is anterior, gain from specific to general. Focus is on particular. Learning occurs past following explicit directions and explanations of others. An individual orientation is preferred for learning and problem solving. Speed is valued. How efficiently something is learned is of import.

The content here is based on the following works by anthropologist Edward T. Hall, all of which were published in New York by Doubleday: The Silent Language (1959), The Subconscious Dimension (1969), Beyond Civilisation (1976), and The Dance of Life (1983).

Source: The 1993 Annual: Developing Human being Resources. Pfeiffer & Company.

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To explore where yous fit on the low and high context continuum, permit's exercise the post-obit activeness...

CULTURAL-CONTEXT INVENTORY Claire B. Halverson
Instructions: For each of the following twenty items, bank check 1, 2, 3, four, or 5 to bespeak your tendencies and preferences in a work situation.
		Hardly Ever	Sometimes			Almost Always
		1	2	3	4	5
ane.	When communicating, I tend to use a lot of facial expressions, manus gestures, and body movementsrather than relying mostly on words.
2.	I pay more attention to the context of a conversation�who said what and under what circumstances�thanI do to the words.
3.	When communicating, I tend to spell things out quickly and directly rather than talking around and adding to the point.
4.	In an interpersonal disagreement, I tend to be more than emotional than logical and rational.
five.	I tend to have a small, shut circle of friends rather than a big, just less close, circle of friends.
6.	When working with others, I prefer to become the job done first and socialize later rather than socialize first and and then tackle the job.
7.	I would rather work in a group than by myself.
8.	I believe rewards should be given for individual achievement rather than for group accomplishments.
9.	I describe myself in terms of my accomplishmentsrather than in terms of my family unit and relationships.
10.	I adopt sharing infinite with others to having my ain private infinite.
11.	I would rather work for someone who maintains authorisationand functions for the proficient of the group than work for someone who allows a lot of autonomy and private decisionmaking.
12.	I believe it is more of import to exist on fourth dimension than to letother concerns take priority.
13.	I prefer working on 1 thing at a time to working on a diversity of things at in one case.
14.	I mostly set a time schedule and go on to it rather than leave things unscheduled and go with the flow.
xv.	I detect it easier to piece of work with someone who is fast andwants to see immediate results than to piece of work with someone who is slow and wants to consider all the facts.
sixteen.	In order to learn most something, I tend to consult many sources of information rather than to go to the one all-timedominance.
17.	In figuring out problems, I prefer focusing on the whole situation to focusing on specific parts or taking 1 step at a time.
eighteen.	When tackling a new task, I would rather effigy it out on my ain by experimentation than follow someone else'south example or demonstration.
19.	When making decisions, I consider my likes and dislikes, non just the facts.
20.	I prefer having tasks and procedures explicitly divers to having a general idea of what has to be done.

Your High context score is:

Your Low context score is: 

The departure betwixt your scores is :

Before y'all come across the interpretation of your scores, read this...

Compare your Loftier and Low Context Culture scores.

They can provide a pretty articulate indication of how you prefer to interact in piece of work and other social settings. All this ways is that you lot are likely to feel more comfy using 1 or the other contexts.

Neither one is better or worse than the other. Preferring ane style does not mean that you can�t interact effectively in many contexts, but simply that yous might have to make some adjustments if, for example, your style is predominantly high context and you lot find yourself functioning in a largely depression context civilisation, or vice-versa. It also indicates that overseas accommodation might be easier if yous were intending to live in a civilization that generally reflected those cultural values.As useful as it is to know what your "natural" way is, it is even more important to empathize how your preferred style might differ from others, and what that means when interacting with those who do not share that preference.

If y'all want to know more about the interpretation of your scores...click here.

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To illustrate how cultures autumn along the context continuum, here is a chart that includes some cultures that accept been studied.

Now  that you take learned how to think about cultures in general, we will expect at a culture that you are very close to, United states-American. Department 1.5 looks at those characteristics of Us civilization that will go with you lot just will not require a suitcase to carry.

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Source: https://www2.pacific.edu/sis/culture/pub/context_cultures_high_and_lo.htm