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Selective adaptation describes the process by which international legal rules are contextualized to local conditions. The institutional and cultural contexts for selective adaptation involve a process by which non-local institutional practices and organizational forms are mediated by local norms. This process can be illustrated by reference to the local implementation of international human rights regimes.<br /> Selective adaptation is made possible by ways in which governments, elites, and other interpretive communities express their own normative preferences in the course of interpretation and application of practice rules. Selective adaptation depends on a number of factors, including perception, complementarity, and legitimacy. Perception influences understanding about foreign and local norms and practices. Originally a principle of nuclear physics, complementarity describes a circumstance by which apparently contradictory phenomena can be combined in ways that preserve essential characteristics of each component and yet allow for them to operate together in a mutually reinforcing and effective manner.

One of the major challenges for a civilization - and a parameter for assessing it - is how it treats those who do not belong to that civilization. The dichotomy between “we” and “them” is made variously across civilizations. In the past, interactions across civilizations are less voluminous and less intense.  But things have changed. The world has become a global village. Yet, it remains very pluralistic in terms of religion, culture, ethnicity, and language. The diversity of the contemporary world is due to the existence of concurrent civilizations on the world, each with its distinct culture, world view and values. Western culture, Islamic culture, oriental culture and African culture are some of the more prominent cultures today. Globalization is not without its problems. For one thing, the world is being pressurized into become a mono-cultural environment patterned after western culture. This position is not because of any inherent superiority of western civilization to the other civilization but because of the cultural invasion of the world by the west.   Information flow is the world has been essentially one way - from the west to the rest. The quest for peace in the modern world must therefore address how the diverse cultures of the world are accommodated, first within specific civilizations and secondly in the world at a global level particularly within the context of the United Nations. The past offers a good lesson for the future. This paper looks at how three civilizations – Islamic, African, and western - in their pristine historical and modern forms - have approached otherness. Islamic civilization emerged from a multi-ethnic and multi-religious environment.  The Islamic approach is one of tolerance and respect for otherness in spite of the full conviction of the rightness of its religious creed and way of life.  Islam recognizes the freedom of religion for non-Muslims and expresses this in a comprehensive and complete manner. It does not impose its laws or culture on them but grants social, cultural and judicial autonomy to these strangers within its borders. This attitude which was in the past is still observable in some modern Islamic countries such as Iran. African culture is a very diverse affair. The common traits amongst Africans include their warm treatment of strangers and their respect for the cultural independence of other peoples.  The attitude of western civilization contrasts with the attitudes of Islamic and African civilizations.  The West has consistently pursued a policy of domination of other peoples based on its perceived superiority over them. This attitude, for which various ideological and intellectual justifications have been advanced in defense of, remains in contemporary times, a constant source of friction and tension. It is suggested that models provided by Islamic and African cultures be used as a basis for modern interaction by persons belonging to different cultures.

Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups. Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers.