After hearing the definition of cultural interaction, a first-grade elementary school teacher—eager to make sure she had understood it—gave the speaker an example: “Once I ran into a student and his mother at the supermarket, and after we waved to each other and our shopping carts passed, I heard my student tell his mother that I bought the same brand of rice as they did. Does that count as cultural interaction?” The situation described is an excellent example of cultural interaction, as it shows a discovery on the part of the student that brings the teacher into his world—after all, they both eat the same brand of rice. Worth noting in this example is the student’s attention (and even surprise) upon noticing this common element.

Cultural interaction begins with perceiving others as members of our own culture. This interaction is what brings people closer together or drives them apart. Through this interaction, we automatically feel drawn to certain people. It is an unconscious response that only becomes apparent when we find ourselves talking animatedly with those who share common experiences with us.

In the teacher–student relationship, cultural interaction fosters emotional connection. We find it easier to connect with people we perceive as part of our world, members of our culture, inhabitants of our “planet.” This sense of identification creates a certain sense of security for an emotional relationship. When the teacher adopts an attitude of cultural distance and differentiation, the result—at best—is idolization, a sentiment far too fragile to sustain a teaching-and-learning relationship, since idols are unquestionable and perfect. The act of facilitating another person’s learning presupposes being seen as a human being, which, in a way, empowers that other person to be one as well. 

A teacher who engages with students on a cultural level builds connections quickly and effectively, which facilitates the learning process. The willingness to learn is fueled by the sense of possibility that someone—who is part of the same world (the teacher)—instills in students. 

Promoting intentional learning requires, at a minimum, an alignment of codes and values to prevent misunderstandings between teachers and students who speak different languages. Students perceive their teachers as much more than what they think they are projecting. Children, adolescents, and young adults are constantly seeking elements that facilitate cultural interaction with their teachers. This search is often thwarted by the teacher’s tendency to distance themselves, as they do not always understand the student’s true intentions. Some teachers, failing to recognize the importance of cultural interaction, maintain a distance in the name of preserving “respect” and, in doing so, create a chasm between themselves and their students, reinforcing the idea that they are on opposing sides.

The student’s gaze toward the teacher is essentially a search for points of reference, an attempt to identify possibilities for genuine connection and authentic communication, based on who each person is and the experiences they bring with them. It is as if it were a plea not to be excluded, a message that says, “See me as I truly am,” for that is the only thing I have to show you. It is, initially, a plea for acceptance, but if it goes unheeded, it turns into a vengeful gaze, a posture of self-defense and resistance.

By perceiving the teacher as part of their world, students feel free to take risks when facing challenges. By showing themselves to be fallible, teachers give students permission to be fallible as well, thereby encouraging them to engage more boldly in learning experiences. We can say that the process of psychological bonding between teachers and students fosters a sense of security for learning, and that this bonding is facilitated by cultural interaction. Bringing the worlds of the teacher and the student closer together is an essential condition for bringing knowledge closer together.

We, as teachers, promote and facilitate the development of individuals. Educating is a task that is truly accomplished only when the educator gives of themselves entirely. We are not referring to a simple task, for revealing one’s whole self requires self-acceptance, and accepting oneself entirely means knowing oneself in all the light and shadow inherent in any human being.

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