The well-known axiom about the inevitability of communication (P. Watzlawick), brings to attention the way of communication, the forms, the context, and, of course, the content. The "huge umbrella" of communication (V. Satir), which covers and influences everything, turns into the ability to direct the message by the sender, to ensure the psychological comfort of the interlocu-tor (A. Bolboceanu) and the often-unconditional reception of the message. Institutional communication is the form of instrumental communication (C. Marin), subordinate to the achievement of the organization's goals, therefore spontaneity and human nature are replaced by the functions of organizational management, such as design, organization, evaluation, feed-back, being the pre-sumed one (H. Fayol). The result of the projected objectives are oriented towards finality, communication becoming one of the main sources in achieving the goal. Knowledge is amplified, capabilities are formed, and attitude is devel-oped, reversing the triad of emphasis in the training of the pupil/student's skills from knowledge to attitude (G. Văidenu). Respect for diversity is the attitude that develops through the three general forms of education (informal, formal and non-formal), the educational institution representing the basic pillar in creating the systemically organized context for development. In this sense, the transfer of at-titude content is ensured by the institution's distinctive note, which favors com-munication flows at all levels, ensuring multifaceted and, of course, intercultural impact.