ABSTRACT
This tagre examines the concept of intellectual inertia within Intercultural Communication Education and Research (ICER). It raises fundamental questions that challenge readers to consider the manifestations of intellectual inertia in ICER, the influence of power dynamics and the role of language in fostering or hindering critical engagement with interculturality. The tagre also illustrates the stagnation of thought and the resistance to change. It argues that ICER faces many challenges related to intellectual inertia, with a tendency to perpetuate established ideologies and methods at the expense of e.g., critical inquiry. The tagre calls for a reflexive approach to counteract intellectual inertia, promoting a more dynamic and open-minded research/educational philosophy. It also explores the ethical implications of intellectual inertia and encourages scholars to engage with the complexities of interculturality beyond indoctrination and inertia, whenever possible.
