What will be discussed in the upcoming article will be the analysis of textbooks from an intercultural perspective. Learning a foreign language is not only communicating in that language, cultural understanding and confrontation is one of the important topics in the field of foreign language learning in today's world. Examining the stereotypes presented in the texts and images of the German language teaching books about one's own culture as the destination country and other countries as the origin country is another topic discussed in this article. Cultural communication and its correct and non-objective presentation will be an important tool and competence in learning and teaching foreign languages, which will help to remove extreme, incorrect, and unrealistic perceptions of the culture of the destination country and other countries involved in teaching and learning its language. Presentation of cultural themes in textbooks should serve to provide a true and uncondescending image of cultural, national, and religious diversity in today's world. Interkulturalität und Fremdheit in verwendeten DaF-Lehrwerken Österreicher und Iraner Sprachinstitutionen Zusammenfassung Der folgende Artikel befasst sich mit der Analyse von Lehrbüchern aus einer interkulturellen Perspektive. Das Erlernen einer Fremdsprache bedeutet nicht nur, in dieser Sprache zu kommunizieren – kulturelles Verständnis und Auseinandersetzung sind heute zentrale Themen im Bereich des Fremdsprachenerwerbs. Ein weiterer Schwerpunkt dieses Artikels liegt auf der Untersuchung der in den Texten und Bildern deutschsprachiger Lehrbücher dargestellten Stereotype – sowohl in Bezug auf die eigene Kultur als Zielland als auch auf andere Kulturen als Herkunftsländer. Kulturelle Kommunikation und ihre korrekte sowie objektive Darstellung sind eine wichtige Kompetenz im Fremdsprachenlernen und -lehren. Sie trägt dazu bei, extreme, fehlerhafte oder unrealistische Vorstellungen über die Kultur des Ziellandes sowie anderer im Sprachlehrprozess involvierter Länder zu vermeiden. Die Darstellung kultureller Themen in Lehrbüchern sollte dazu dienen, ein wahrheitsgetreues und nicht herablassendes Bild der kulturellen, nationalen und religiösen Vielfalt der heutigen Welt zu vermitteln. Schlüsselwörter: Lehrbuchanalyse, interkulturelle Kompetenz, interkulturelle Analyse, interkulturelle Kommunikation.

Background and Aim: Global trends and national policies have made internationalization and paying attention to the international markets of higher education inevitable on the one hand and becoming a legal requirement of Iranian medical sciences universities on the other hand. Therefore, the main goal of this article was to show, by examining the experience of international marketing of higher education in Tehran University of Medical Sciences, what are the futures of international marketing of higher education in medical sciences? Materials and methods: in this documented data and the views, knowledge and lived experiences of the beneficiaries of the University of Medical Sciences were the basis of the study, and in the following, the methods of documentary studies, trend analysis, brainstorming, expert panel, theme analysis and scenario planning were used. Results: The most important achievement of this article is that among the challenges facing the international marketing of higher education in the University of Medical Sciences, two driving forces have the highest importance and uncertainty in shaping the future of this issue, including: sustainable security and cultural development. Conclusion: The normalization of political and economic relations with the world along with appropriate cultural development inside and outside the university and acceptance of cultural, racial, religious, intellectual, ethnic and gender differences strengthens the marketing process of higher education. In such a situation, the risk of investing in providing international higher education will be reduced. Therefore, the most expensive and the most important uncertainty facing the country's universities in international marketing is the attitude and approach of science and technology governance to the relations and structure governing the international system.

The aim of this article is to confirm the importance of ethical dimension in the fields concerning the teaching and learning of foreign languages. This ethical dimension might be intimately related in a complex way to several specific areas on the part of teachers and learners. In fact, it is legitimized to insist on the importance of the ethical components of foreign language education because of the ethical nature of human communication and natural language in general. To underline the ethical nature of language, the author refers to the profound thoughts of the French philosopher Emmanuel Levinas. In such way, this study pursues two joint objectives providing a humanistic overview of the reflection carried out on the question of ethics in the didactics of foreign languages in the first place, and formulating a few proposals for developing this reflection in the second place. Our historical analysis has allowed us to illustrate the fact that the question of ethics in the teaching and learning of foreign languages is traditionally based on a maximalist conception of morality, as well as a political project far removed from the actual practices of language teachers. removed from the actual practices of language teachers. removed from the actual practices of language teachers.

Peace is one of the major concepts in political philosophy. Various schools in political philosophy and different political philosophers have presented different views about the ways that can help achieving peace among nations. In recent years, the idea of the "clash of civilization" has intensified efforts regarding the issue of peace. In this paper, it has been claimed that "dialogue among civilization" can be a very fruitful way towards peace. Relying upon the "Hermeneutics of Difference", cultural interaction through civilizational dialogue has been formulated as an alternative way for achieving peace.

GERMAN: Hamid Reza Yousefi explores the topic › INTERCULTURALITY and human rights‹ . The main point of his view lies in the connection between human rights and human rights duties as a principle. On the basis of this assumption human rights are generally formed as civil rights and not national rights. It is this basic difference that Yousefi gives special accountance to and analyzes criti-cally. In general, he is about to answer the question whether and in how far human rights make sense as being a national or a civil right. He analyzes this with the example of an Iranian Ameneh Bahrami and the Norwegian Anders Breivik.

Following a case study research design, the present paper reports on a cross-cultural project (called Ibunka2019), in which the author monitored his English as a Foreign Language (EFL) writing classes. The project is an email-based exchange among learners of English from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). For data collection, the Algerian participants’ emic perspective was accessed via their self-reports, gained by a post-project online survey; besides, their messages produced as well as the discussions with them during and after the project made valuable retrospective data for the present study. Particularly, the study discusses the merits of the project relative to the writing module, manifestations of learner autonomy, and the challenges encountered. Moreover, it tackled other relevant issues, namely the integration of INTERCULTURALITY, EFL learner mindset, and lingua franca perspective. This study adds to the scarce literature within the Algerian context on telecollaborative EFL teaching and learning.

Scientific scepticism, fundamentally, questions the veracity and epistemic value of claims not supported by scientific evidence. Motivated by the assumption that only the empirical investigation of reality leads to the truth, the scientific sceptics often maintain that only scientific method is best suited for this purpose. Claims found to be wanting in scientific evidence are considered untrue, and of little or no epistemic consequence. Using the analytical and critical methods, this paper interrogates this epistemic criterion of justification of scientific scepticism. It shows the inherent epistemic deficits in this criterion of the scientific sceptics, and how absolutizing its demands in such a manner as to undermine the veracity and epistemic significance of claims outside the mainstream discipline of science is not only to entrap themselves in many epistemic burdens, but also to sink under the unsavoury weight of criteriological egocentrism, detrimental to cognitive progress. As a credible alternative, this paper explores the epistemic fecundity of contextualistic pluralism – the pluralism of contextually underwritten cognitive positions – in truth and knowledge justification. It concludes with the relevance of this approach in epistemic justification as evident in its inclusive nature as well as its shift of the focus of philosophical thinking from identity to diversity in an INTERCULTURALITY society.

Extended abstract:1. Introduction:Translation is an active process in which a meaning is transferred from a source to a target language. During this process, meaning can be modified by variations in ontology, understandings, and beliefs of those who belong to the target civilization. Sometimes these variations can turn the meaning-making process into a controversial challenge for both translators and critics. Therefore, reflections on the impact of the meaning-making process and its influential differences in the receiving civilization hold absolutely a crucial position in translation studies. These differences, which are all classified under a main category called INTERCULTURALITY, represent a mass of studies accomplished in the field of trans latology. Such studies adopt mainly a semantic point of view and work mostly on meaning analysis and its perception in the target language. In this regard, researchers have recently renovated the field and introduced two main semantic sub-systems for multidimensional concept of meaning-making: signification and evaluation.

The present paper reflects on the perception of contemporary forms of identity construction within the interrelation of diaspora, ethnicity, belonging, transnationality, translocationality, and INTERCULTURALITY. It casts critical light on the complex subjectivity by introducing the concept of translocational positionality addressed by intersectionality theory. Intersectionality is presented as an analytical tool which sets a far more integrated analysis of diaspora, the shifting devaluation of racialized, sexualized, classed, and gendered lives and factors which shape social locationality. Thereby, Floya Anthias' concept of translocational positionality is used to address the complex and intersectional frame of social locationalities of in-transit Arab women and to unravel issues pertain to identity in terms of the status of in-transit Arab women and their unstable positionality on America. Identifying and scrutinizing the complex process of self-inscription in Randa Jarrar and Laila Halaby's narratives: A Map of Home (2008) and West of Jordan (2003), the study revealed that when the sense of non-belonging to place conceived as home occurs, liberating vision for change, fluid positionality and transformation perceptibly emerge. The research concludes locations are particularly fluid and therefore positionality, home and belonging are necessarily defined in relation to time, context and space and so susceptible to shifts, transformations and contradictions.