1 Introduction

Explored the potential of Bakhtin's dialogic theory in addressing cognitive power asymmetry in cross-cultural communication education. The article points out Bakhtin's emphasis on dialogue theory in his later works and the untranslatability of its concepts. The relationship between Bakhtin's concept and translation is illustrated through charts, emphasizing the complexity of positioning the concept of intercultural communication education. The article criticizes binary oppositional thinking and biases towards cultural conceptualization in cross-cultural communication, arguing that these practices exacerbate cultural differences and view them as a problem. The article proposes that cross-cultural communication education should break the conceptual deadlock about truth, and rationally hold and interpret knowledge and truth from a modernist standpoint.

Truth and Post Truth in Cross Cultural Communication Education: The Detour of Language and Philosophy

Cross cultural communication education originated from Hall's "Silent Language", which provided a universal model for analyzing different "national" cultures. Hall's research assumes the cognitive subject as "omniscient" and rationalizes norms through the observer's gaze. Bairam's intercultural communication competence model regards "self as the cognitive subject" as the core of successful intercultural communication, but this assumption has been questioned by critical intercultural communication educators who argue that it ignores the interaction between self and others. The impact of post structuralism on social sciences has extended the relationship between knowledge and power to cross-cultural communication education, but there are limitations and inertia in thinking. The decolonization cognition of cross-cultural communication education is not yet sufficient, and its inherent logic and practice of "Western centered" and "Anglo centered" lead to the continuous recurrence of cognitive violence. The shift towards post structuralism carries risks, as critical transformative discourse may contain essentialist or racist discourse. The criticality and topic shift in cross-cultural communication education have led to the construction of hyper relative knowledge that 'anything is possible'. Zamoras believes that affirmative expressions should be used instead of negative expressions to address the cognitive stalemate between post truth discourse and power relations. The difference between truth and post truth fails to point out that the relativization of facts is also a characteristic of ideological thinking. Russian language and philosophy provide a new perspective for rethinking the issues of truth and post truth in cross-cultural communication education. The Russian word 'istina' has dual functions, namely ontological and epistemological meanings. Russian philosophers Solovyyov and Berdyaev viewed 'istina' from the perspective of dynamic and anti rationalist ontology, believing that truth is dynamic rather than static, is the meaning of reality, and is generated by the collection of dynamic interactions between people. Bakhtin proposed an alternative perspective to conceptualize the construction and function of truth, reconstructing intercultural communication education through the dialogue relationship between "istina" and "pravda".

3. As the Truth of Cognitive Behavior: From the Cognitive Subject to the Behavioral Subject

In depth exploration of Bakhtin's dialogic theory, particularly his interpretation of the concepts of "action" and "truth". Although there are deviations in the English translation of Bakhtin's works, his theories have had a profound impact in the fields of humanities and social sciences. The Russian word 'postubok' does not fully correspond to the English word 'act', as it contains connotations of reflexive processes and ethical practices. Freedom (svoboda) is closely related to the individual's affiliation in Russian, revealing the individual's choices in intimate confrontation. Bakhtin regards "istina" and "pravda" as a dialogic relationship, emphasizing that the subject is a behavioral subject rather than just a cognitive subject. He believes that existence is an event, and truth is an activity between subjects, not an external abstraction or individual behavior. Bakhtin advocated breaking away from rationalism and emphasized the importance of truth within behavior. The untranslatability of Russian English translation means retaining the use of Russian words. Regard Bakhtin's theory as a guide for dialogic and critical inquiry.

Dialogue based teaching method for cross-cultural communication education

Explored the application of Bakhtin's dialogic theory in cross-cultural communication education, emphasizing the shift from normative to non normative perspectives. Bakhtin believed that the subject is constructed by a "self other" relationship, and identity corresponds to the interaction of multiple voices. He proposed a dialogue relationship between 'istina' and 'pravda', challenging normative assumptions and emphasizing that the dialogue relationship between self and others constitutes' postupok '(ethical behavior). The crisis of exogeneity means that ethical practices and relationships between oneself and others can never be constant. Based on Bakhtin's concept, the author establishes a model for reconstructing cross-cultural communication education, emphasizing that truth is constructed jointly by self and others, and ethical behavior determines shared ethical responsibility. Cross cultural communication education should recognize that there are multiple different voices between oneself and others in disagreements and debates, and that the two play an indispensable role in the symbiotic and collaborative existence of events, constructing non normative knowledge and truth.

5 Conclusion

Based on Bakhtin's dialogic and non normative truth views, this paper explores the issue of cognitive power asymmetry in cross-cultural communication education and proposes dialogue approaches to break the binary opposition between truth and post truth. The article questions essentialist and non essentialist methods, arguing that they are respectively trapped in the dilemma of normative cognitive essentialism and hyper relativism. Through dialogism, this article responds to the normative conceptualization of truth in cross-cultural communication education and the hyper relativist thinking inertia in non essentialist perspectives. The article emphasizes that in cross-cultural communication, it is important to avoid reinforcing cultural differences and biases, and instead view truth as a synthesis of objective and subjective knowledge. Schindler and Bakhtin's views on truth both emphasize the intermediate zone between normative objectivity and post truth hyperrelativity, where truth should be continuously problematized through non normative methods of dialogue. The article revolves around the debate on knowledge construction, cognitive injustice, and cognitive power asymmetry, exploring the concepts of truth and knowledge in cross-cultural communication education as part of decolonization research. The author points out that intercultural communication education still revolves around the English speaking community and the West, leading to the issue of whose views are expressed and suppressed. Bakhtin's view of truth focuses on the behavioral dynamics of thought, where truth retains its epistemological function while activating the reflexive function of behavior. Scholars, teachers, and practitioners should constantly ask themselves "what is...", critically question "how to understand or not understand..." and "what are the reasons", and initiate multiple intersubjective interactions. The article proposes a conceptual model of "no proof of presence in existence", emphasizing that the self and the other can never exist silently in ethical behavior. In the process of correcting cognitive power asymmetry, multiple voices and perspectives in cross-cultural communication education are achieved through dialogue relationships. The article suggests that by delving into the social life of concepts, analyzing the etymology and evolution of ideas in different languages, and seeking other methods to address and correct the power behind concepts, theories, and practices, cross-cultural communication education theory and practice can be enriched. Scholars and teachers engaged in cross-cultural research and teaching in China can use dialogue pathways to break down the barriers of truth based on English language, culture, and Western knowledge forms. They can use Chinese language, Chinese philosophy, and related theories to address and correct cognitive power asymmetry, which is a crucial challenge for cross-cultural communication teaching and research in Chinese higher education, as well as broader academic research fields.