Transcript The Policy of SONY in UK

Business English and Global Education
Key Words
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Communication
Culture
English Language
English Language Imperialism
Beyond Orientalism and Occidentalism
Globalization and Localization
Global Literacy
Toyota Production System
和(wa) 魂 (kon)洋 (yo) 才(sai)
タイ (Thai) 魂 (kon) 洋(yo) 才(sai)
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What is communication?
 The
origin of communication
comes from communicatio in Latin,
which means “Sharing meaning and
information with others”
The most serious problem that human beings are
facing today comes from the lack of
communication.
Lack of communication creates Ignorance,
Indifference and intolerance in any human society.
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English Language
English(es) today (ENL / ESL / EFL / EIL)
 English Language Imperialism
(If you speak three/two/one languages, you
are….
 The advantages of EFL/ESL students and
non-native English speaking scholars
 It was Goethe who said that one who does
not know a foreign language does not know
her/his own language.
 By learning a foreign language you can
relativize and respect your own language
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What is culture?
Culture can be defined as a shared belief,
customs, way of life, value systems, language
and the way of communication in a particular
group or country.
 What are explicit culture and implicit culture?
 Culture is a dynamic process of solving human
problems and these problems come to us as
dilemmas. “Dilemma” comes from the Greek
word meaning “ two propositions”
(Trompenaars, 1998)
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How should we cope with different cultures ?
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The key answer:
awareness
respect
communication
reconciliation from mutually shared
strength.
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The Significance of Peace Culture
Just as peace is process, so civic culture is
process, and the reflective action of each
individual peace practitioner contributes to
its further growth.
 Peace cultures thrive on and are nourished
by visions of how things might be, in a
world where sharing and caring are part of
the accepted life ways for everyone.
(Boulding: 2004)
 Basic Education and Human Security
(Amartya Sen, 2003)
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The Voice from Edward Said
Lecture at Cairo Univ. in 2003
“You cannot deal with others without
profound knowledge of his or her culture,
society and history.”
 “Force never works, because you can never
destroys the will of people and the power of
people.”
 “Idea is equality, coexistence and
sustainable life. The present is our battle
ground and knowledge is our main
weapon. ”
(Said:2003)
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Orientalism
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Said (1978) argued that European culture gained in
strength and identity by setting itself of against the Orient
as a sort of surrogate and even underground self, defining
Orientalism as a Western style for dominating,
restructuring, and having authority over the Orient.
He presented the important hypothesis in his book,
Orientalism, that without examining Orientalism as a
discourse one cannot possibly understand the enormously
systematic discipline by which European culture was able
to manage--and even produce--the Orient (Said, 1978).
This argument is quite important even today when people
discuss intercultural relations between the West and the
East. Said's Orientalism can be seen as one of the criteria
for evaluating the validity of Western views of the East.
(Nakamura:1998)
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Globalization and Localization
 Awareness
of globalization is vital in
developing global literacy.
 What
has Globalization brought about?
 What
are advantages and
disadvantages of globalization?
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Economic Disparity and Digital Divide
in Globalization
The total income of the richest people in the
world (470 people) is equal to the total
income of the 3 billions of people in poor
countries. (Werner:1997)
The asset of the president of Microsoft was
$ 100 billion in 1999.
 The total assets of the three richest North
Americans are equal to the total of national
budget of the 48 poor countries in the world.
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(State of the World 2004)
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Facts: Fatality of Wars, Refugees,
Street Children and Child Labor
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The fatality of The World War II :
６５ millions (4０millions were civilians)
The fatality of wars after the World War I:
２５millions
The number of Refugees today:
２６millions (60% are children and women)
Street Children: 30 millions、
Child Labor:
246 millions
Child Solders:
800000
40000 children under the age of 5 are dying of
preventable causes every day.
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How to define globalization in global citizenship
education?
 Globalization is neither the convergence of
Westernization nor Americanization.
Globalization is neither Euro-centered
homogenization nor American-centered
assimilation.
 Globalization means global and transnational
interactions of people, shared cultures,
information and technology, education,
economy, ecological management and value
systems beyond the cultural divide between
East and West, North and South and
Orientalism and Occidentalism.
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Globalization and multicultural identifications
for human solidarity
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Globalization has brought about a dramatic
increase in multicultural, bicultural,
transcultural and transnational people who
have several layers of personal,
cultural/ethnic, national and global
identifications.
The EU will be another arena of economic,
multi-cultural and educational experiment unlike
a multicultural society in a nation state.
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Fostering global literacy
through EIL Education
Key Concept:
 English
as an International Language
(EIL) Education is human education.
 EIL education is international (global)
Education.
 EIL
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education is peace education.
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The Necessity of EIL
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Observing the variety of englishes in today’s world, the
significance of English as an international language
(EIL) is becoming more vital as a means of global
communication. Smith (1976) defines EIL as a
language which is used by people of different
nations to communicate with one another.
He predicted the future of English as an international
common language as follows:
English is a means to communicate to the rest of the
world their identity, culture, politics, and way of life.
One doesn’t need to become more Western or change
one’s morals to use English well in international
situations. English can and should be international.
(Smith,1981)
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There are five rationales why EIL instructors should
include global education in the syllabus.
 First,
world problems, especially global
issues affect every member of the human
family.
 Second, globalization has created a more
interdependent context on the earth,
namely what happens in one place affects
others in different parts of the world.
 Third, the attitude of many young people
in the "North" is one that they need little
knowledge about other cultures.
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There are five rationales why EIL instructors should
include global education in the syllabus.
Fourth, in the "South" young people tend to
copy their peers in the North without giving a
critical thought of the effects such a life style
have on their families, communities and the
earth (Renner, 2001).
 Fifth, teaching of intercultural tolerance
towards diversity and respect of nature and
human rights must start as early as possible at
school.
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These five rationales clearly explain that EIL
instructors should be encouraged to play key
roles in integrating global issues into EIL class as
a part of global education.
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Why do we have to foster global
literacy among university students?
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Influenced by the consequences of positive and
negative globalization, the kernel of international
education is fostering global literacy among peace–
loving university students capable of participating in
building a peaceful and sustainable society.
Fostering global literacy through English as an
International English (EIL) will sow the seeds of a
culture of peace for future generations.
EIL University students with global literacy are to
commit themselves to building a sustainable and
peaceful world together with their local and global
citizens with their trans-cultural perspectives.
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Hague Appeal for Peace/Global Campaign for
Peace Education in 1999
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“A culture of peace will be achieved when
citizens of the world understand global
problems, have the skills to resolve
conflicts and struggle for justice nonviolently, live by international standards of
human rights and equity, appreciate cultural
diversity , and respect the Earth and each
other. Such learning can only be achieved
with systematic education for peace.”
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Global Human Rights Issues
Civil Wars, Refugees, Poverty, Hunger, Child
Labor and AIDS are all linked with each other.
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The index of Human Development
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HDI（Human Development Index:
Span of life, Income, Education
Japan: ８１．９
Sierra Leone ３４
Span of life:
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HDI ： Canada（０．９６）、French (０．９４６）、Norway（０．９４３）、
Japan （０．９４）
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GDI （Gender Development Index）
Canada, Norway and Sweden are high.
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GDM （How much do women participate in the process of
decision-making in politics and economy?)
UNICEF Report １９９９
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Living Planet Index has decreased for
35% since 1970
(１９７０＝１．０)
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Global GDP Index
Living Planet Index
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１９７０ １９７５ １９８０ １９８５ １９９０ １９９５ ２０００
Maddison, IMF, WWF Intl. UNEP, RP. 2003
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Wellbeing Index
Ecological Footprint Index
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Wellbeing Index
The index of scaling ecological health and human life in
terms of 87 factors, such as span of life, education,
deforestation, carbon dioxide exhaust and so on.
The two thirds of world population live in the lowerwellbeing countries.
Only Denmark, Norway, and Finland are listed as a highly
well-being country.
Ecological Footprint Index
The index of effect of human consumption on environment
and ecology.
The Ecological Foot Print on the earth is 1.9 hectare for
one person. Today one person uses 2.3 hectare. US use 9.7
and Mozambique 0.47 hectare. World Watch 2004
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National Trust in Yorkshire Dale
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Knaresborough in Yorkshire
“Briton in Bloom”
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Listed houses in 1668 and charity stores in UK
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The Choice: HE or HER
Hyper Expansionist or Sane, Humane, Ecological
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The redefining the meaning of well-being and an
environmentally friendly sustainable society
Excessive Consumption culture controlled by
endless competition, capital investment and
limitless speculation of money. ($14 trillion a day)
The conflicts and wars for oil and natural
resources. Ex. War in Iraq. Gulf War.
The total expenditure on cosmetics is
$ 18 billions every year.
The cost to end hunger and malnutrition in the
world is $19 billions . (World Watch 2004)
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Military Expenditure of the World
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The US spent $5.5 trillion for developing
nuclear weapons between
１９４０ to 1996
 The world spent $７５０ billion on weapons every
year. （UNDP：１９９４)
 The world has spent $ 35 trillion on conventional
weapons.
 The US’s military budget in 2004 is about $ 300
billion and $330 billion in 2005
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(State of the world 2004)
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How many wars have we been engaged
in since 1945 ? (152)
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There were 55 wars and armed conflicts in Africa, 36 in
Asia, 25 in Latin America, 23 in Middle East and 13 in
Europe since 1945.
(Peace Pledge Union :2005)
Tragically 26 wars and armed conflicts are still going on
even today. The total death toll in wars and armed conflicts
between 1945-2000 stands at 50-51 million (Leitenberg
Center for International and Security Studies at university of
Maryland 2005)
In recorded history since 3600 BC, over 14,500 major wars
have killed close to four billion people –two-thirds of the current
world population
(New Internationalist; 1999).
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The number of nuclear warheads in 2002
Stockholm International Peace Research
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Country Strategic Non Strategic Total
US
6480
1120
7600
Russia
4951
3380
8331
UK
185
185
France
348
348
China
282
120
402
India
(30-35)＊
Pakistan
(24-48)＊
Israel
(200)＊
Total
12246
4620
17150
Potential Nuclear warheads
３６８００
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Our Fragile earth devastated by
Nuclear Tests and Wars
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Before
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After
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Survive or Perish?
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This is a point of departure for International Education
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Korten (1999) states that it is now our time
to accept responsibility for our freedom or
perish as a species that failed to find its
place of service in the web of life.
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Whether we will be able to survive as brothers and
sisters with a sense of human solidarity, or perish
as strangers preoccupied with enormous, aimless
competition, ignorance and indifference depends
on global citizenship education for peace for the
future generation.
(Nakamura:2005)
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From Democratic Society to Solidarity Society
1 Step= A Democratic Society
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Constitution and law to guarantee and protect liberty、
Democratic government (Fair representation)
Equal opportunity for education and work
2 Step= A Pluralistic Society
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Multiculturalism
Coexistence of multiracial and multi-religious people
3 Step= An Open Society
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Guarantee of citizenship for foreigners, immigrants,
immigration, exchange and fair trade
4 Step= A Solidaric Society
Supranational and Transnational bodies to protect human
security.
The
more we accept the differences, the more united we36
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become.
The components of global
literacy
1 Cultural literacy (basic cultural competence and
skills to live in one’s home culture with her/his
cultural identity)
2 Cross-cultural literacy (competence and skills to
adjust between one’s home culture and a target
culture)
3 Multi-cultural literacy (cultural sensitivity and
skills to live responsibly in cultural diversity,
reconciling cultural differences and integrating
opposing cultural values in a multicultural and
interdependent world)
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The component of global
literacy
4 Delicate balance of one’s personal, cultural, national and
global identifications and roles
(competence to accept and balance pluralistic/dual/multiple
identities)
5 Communicative competence in EIL for global
communication
(communication skills to create a peaceful and
equitable symbiosis)
6 Awareness as a global citizen to participate in solving
global and human problems
(awareness of global village concern for equitable
participation and problem-solving competence as a new
reframing global concept)
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The Process of Academic Approach
to Global Literacy
1 Gathering information on global human
issues.
2 Sharing relevant information, facts and
evidence. (Sharing)
3 Processing the necessary information for
outlining and drafting one’s own speech.
4 Organizing and constructing one’s own
opinion in written and oral forms.
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The Process of Problem-solving
Approach to Global Literacy
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Narrowing down one relevant issue from relevant
global human issues
Defining the problem in the relevant global issue
Analyzing the causes and effects of the problem
Exploring possible workable solutions as a
brainstorming (Sharing)
Suggesting possible workable solutions with each
other (Sharing)
Selecting the best solution or integrated solutions
Implementing ways of carrying out the best solution.
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