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Business English and Global Education Key Words. 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) - PowerPoint PPT Presentation
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Business English and Global EducationBusiness English and Global Education Key WordsKey Words
Communication Communication CultureCulture English LanguageEnglish Language English Language ImperialismEnglish Language Imperialism Beyond Orientalism and OccidentalismBeyond Orientalism and Occidentalism Globalization and LocalizationGlobalization and Localization Global LiteracyGlobal Literacy Toyota Production SystemToyota Production System 和和 (wa) (wa) 魂 魂 (kon)(kon) 洋 洋 (yo) (yo) 才才 (sai)(sai) タイ タイ (Thai) (Thai) 魂 魂 (kon) (kon) 洋洋 (yo) (yo) 才才 (sai)(sai)
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What is communication?What is communication?
The origin of communicationThe origin of communication
comes from comes from communicatiocommunicatio in Latin, in Latin, which means “Sharing meaning and which means “Sharing meaning and information with others”information with others”
The most serious problem that human beings are The most serious problem that human beings are facing today comes from the lack of facing today comes from the lack of communication. communication.
Lack of communication creates Ignorance, Lack of communication creates Ignorance, Indifference and intolerance in any human society.Indifference and intolerance in any human society.
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English LanguageEnglish Language English(es)English(es) today (ENL / ESL / EFL / EIL) today (ENL / ESL / EFL / EIL)English Language English Language ImperialismImperialism(If you speak three/two/one languages, you (If you speak three/two/one languages, you
are….are….The advantagesThe advantages of EFL/ESL students and of EFL/ESL students and
non-native English speaking scholarsnon-native English speaking scholars It was It was Goethe Goethe who said that one who does who said that one who does
not know a foreign language does not know not know a foreign language does not know her/his own language. her/his own language.
By learning a foreign language you canBy learning a foreign language you can relativizerelativize and and respect respect your own languageyour own language
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What is culture?What is culture?Culture can be defined as a Culture can be defined as a shared belief, shared belief,
customs, way of life, value systems, language customs, way of life, value systems, language and the way of communication in a particular and the way of communication in a particular group or country.group or country.
What are What are explicit cultureexplicit culture and and implicit cultureimplicit culture??Culture is Culture is a dynamic process of solving human a dynamic process of solving human
problems and these problems come to us as problems and these problems come to us as dilemmasdilemmas. “Dilemma” comes from the Greek . “Dilemma” comes from the Greek word meaning “ two propositions” word meaning “ two propositions”
(Trompenaars, 1998)(Trompenaars, 1998)
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How should we cope with different cultures ?How should we cope with different cultures ?
The key answer:The key answer:
awarenessawareness respectrespect communication communication reconciliationreconciliation from mutually shared from mutually shared
strengthstrength..
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The Significance of Peace CultureThe Significance of Peace Culture Just as Just as peace ispeace is process process, so , so civic culturecivic culture is is
processprocess, and the reflective action of each , and the reflective action of each individual peace practitioner contributes to its individual peace practitioner contributes to its further growth. further growth.
Peace culturesPeace cultures thrive on and are nourished thrive on and are nourished by visions of how things might be, by visions of how things might be, in a world in a world where where sharing and caringsharing and caring are part of the are part of the accepted life ways for everyone. accepted life ways for everyone. (Boulding: 2004)(Boulding: 2004)
Basic Education and Basic Education and Human SecurityHuman Security (Amartya Sen, 2003) (Amartya Sen, 2003)
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The Voice from Edward SaidThe Voice from Edward SaidLecture at Cairo Univ. in 2003Lecture at Cairo Univ. in 2003
““You cannot deal with others without You cannot deal with others without profound knowledge of his or her profound knowledge of his or her culture, culture, society and historysociety and history.”.”
““Force never works,Force never works, because because you can never you can never destroys the will of people and the power of destroys the will of people and the power of people.people.””
“ “Idea is Idea is equality, coexistence and equality, coexistence and sustainable lifesustainable life. The present is our battle . The present is our battle ground andground and knowledge is our main weaponknowledge is our main weapon. . ”” (Said:2003)(Said:2003)
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OrientalismOrientalism Said (1978) argued that European culture gained in Said (1978) argued that European culture gained in
strength and identity by setting itself of against the Orient strength and identity by setting itself of against the Orient as a sort of surrogate and even underground self, defining as a sort of surrogate and even underground self, defining Orientalism as Orientalism as a Western style for dominating, a Western style for dominating, restructuring, and having authority over the Orient.restructuring, and having authority over the Orient.
He presented the important hypothesis in his book, He presented the important hypothesis in his book, Orientalism,Orientalism, that without examining Orientalism as a that without examining Orientalism as a discourse one cannot possibly understand the enormously discourse one cannot possibly understand the enormously systematic discipline by which European culture was able systematic discipline by which European culture was able to manage--and even produce--the Orient (Said, 1978). to manage--and even produce--the Orient (Said, 1978). This argument is quite important even today when people This argument is quite important even today when people discuss intercultural relations between the West and the discuss intercultural relations between the West and the East. Said's Orientalism can be seen as one of the criteria East. Said's Orientalism can be seen as one of the criteria for evaluating the validity of Western views of the East.for evaluating the validity of Western views of the East.
(Nakamura:1998)(Nakamura:1998)
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Globalization and LocalizationGlobalization and Localization
Awareness of globalizationAwareness of globalization is vital in is vital in developing developing global literacyglobal literacy..
What has What has GlobalizationGlobalization brought about? brought about?
What are advantages and What are advantages and
disadvantages of disadvantages of globalizationglobalization? ?
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Economic Disparity and Digital DivideEconomic Disparity and Digital Divide
in in GlobalizationGlobalization
The total income of the richest The total income of the richest people in the world (people in the world (470 people470 people) is ) is equal to the total income of the 3 equal to the total income of the 3 billions of people in poor countries. billions of people in poor countries. (Werner:1997)(Werner:1997)
The asset of the president of The asset of the president of Microsoft was Microsoft was $ 100 billion$ 100 billion in 1999. in 1999.
The total assets of the The total assets of the three richest three richest North AmericansNorth Americans are equal to the are equal to the total of national budget of total of national budget of the 48 the 48 poor countriespoor countries in the world. in the world.
(State of the World 2004)(State of the World 2004)
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FactsFacts: Fatality of Wars, Refugees, : Fatality of Wars, Refugees, Street Children and Child LaborStreet Children and Child Labor
The fatality of The World War II :The fatality of The World War II : 65 65 millions (4millions (4 00 millions were civilians)millions were civilians) The fatality of wars after the World War I:The fatality of wars after the World War I: 2525 millionsmillions The number of Refugees today:The number of Refugees today: 2626 millionsmillions ( (60% are children60% are children and womenand women)) Street Children: Street Children: 30 millions30 millions 、、 Child Labor: Child Labor: 246246 millions millions Child Solders:Child Solders: 800000800000 4000040000 children under the age of 5 are dying of children under the age of 5 are dying of
preventable causes every day. preventable causes every day.
WHO、UNDP(19WHO、UNDP(19
97)97)
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How to defineHow to define globalization globalization in global citizenship in global citizenship education? education?
Globalization is neither the convergence of Globalization is neither the convergence of Westernization nor Americanization. Westernization nor Americanization. Globalization is neither Euro-centered Globalization is neither Euro-centered homogenization nor American-centered homogenization nor American-centered assimilation.assimilation.
GlobalizationGlobalization means means global and transnational global and transnational interactionsinteractions of people, shared cultures, of people, shared cultures, information and technology, education, information and technology, education, economy, ecological management and value economy, ecological management and value systems systems beyond the cultural divide between beyond the cultural divide between East and West, North and South and East and West, North and South and Orientalism and OccidentalismOrientalism and Occidentalism. .
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Globalization and multicultural identifications Globalization and multicultural identifications for human solidarityfor human solidarity
Globalization has brought about a dramatic Globalization has brought about a dramatic increase in increase in multicultural, bicultural, multicultural, bicultural, transcultural and transnational peopletranscultural and transnational people who who have several layers of have several layers of personal, personal, cultural/ethnic, national and global cultural/ethnic, national and global identificationsidentifications..
The EU will be another arena of economic, The EU will be another arena of economic, multi-cultural and educational experiment unlike multi-cultural and educational experiment unlike a multicultural society in a nation state. a multicultural society in a nation state.
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Fostering global literacy Fostering global literacy through EIL Educationthrough EIL Education
Key Concept:Key Concept:English as an International Language English as an International Language
(EIL) Education is human education.(EIL) Education is human education.EIL education is international (global) EIL education is international (global)
Education.Education.EIL education is peace educationEIL education is peace education..
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The Necessity of EIL The Necessity of EIL Observing the variety of Observing the variety of englishesenglishes in today’s world, the in today’s world, the
significance of English as an international language significance of English as an international language (EIL) is becoming more vital as a means of global (EIL) is becoming more vital as a means of global communication. Smith (1976) defines communication. Smith (1976) defines EIL as a EIL as a language which is used by people of different language which is used by people of different nations to communicate with one another.nations to communicate with one another.
He predicted the future of English as an international He predicted the future of English as an international common language as follows: common language as follows:
English is a means to communicate to the rest of the English is a means to communicate to the rest of the world their identity, culture, politics, and way of life.world their identity, culture, politics, and way of life.
One doesn’t need to become more Western or change One doesn’t need to become more Western or change one’s morals to use English well in international one’s morals to use English well in international
situations. Englishsituations. English can and should be international.can and should be international. (Smith,1981)(Smith,1981)
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There are five rationales why EIL instructors should There are five rationales why EIL instructors should
include global education in the syllabus.include global education in the syllabus. First, world problems, especially First, world problems, especially global global
issues affect every member of the human issues affect every member of the human familyfamily..
Second, Second, globalization has created a more globalization has created a more interdependent context on the earthinterdependent context on the earth, , namely what happens in one place affects namely what happens in one place affects others in different parts of the world.others in different parts of the world.
Third, Third, the attitude of many young people the attitude of many young people in the "North" is one that they need little in the "North" is one that they need little knowledge about other cultures. knowledge about other cultures.
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There are five rationales why EIL instructors should There are five rationales why EIL instructors should include global education in the syllabus.include global education in the syllabus.
Fourth, Fourth, in the "South" young people tend to in the "South" young people tend to copy their peers in the North without giving a copy their peers in the North without giving a critical thought of the effects such a life style critical thought of the effects such a life style have on their families, communities and the have on their families, communities and the earthearth (Renner, 2001). (Renner, 2001).
Fifth, Fifth, teaching of intercultural tolerance towards teaching of intercultural tolerance towards diversity and respect of nature and human diversity and respect of nature and human rights must start as early as possible at school. rights must start as early as possible at school.
These five rationales clearly explain that 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 Why do we have to foster global global literacyliteracy among university students? among university students? Influenced by the consequences of positive and Influenced by the consequences of positive and
negative negative globalization, the kernel of international globalization, the kernel of international education is fostering global literacy among peace–education is fostering global literacy among peace–loving university students capable of participating in loving university students capable of participating in buildingbuilding a peaceful and sustainable society. a peaceful and sustainable society.
Fostering global literacy through English as an Fostering global literacy through English as an International English (EIL) will sow the seeds ofInternational English (EIL) will sow the seeds of a a culture of peace for future generations.culture of peace for future generations.
EIL University studentsEIL University students with global literacy with global literacy are to are to commit themselves to building commit themselves to building a sustainable and a sustainable and peaceful worldpeaceful world together with their local and global together with their local and global citizens with their trans-cultural perspectives.citizens with their trans-cultural perspectives.
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Hague Appeal for Peace/Global Campaign for Peace Education in 1999
“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 non-violently, 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 IssuesGlobal Human Rights IssuesCivil Wars, Refugees, Poverty, Hunger, Child Civil Wars, Refugees, Poverty, Hunger, Child
Labor and AIDS are all linked with each other.Labor and AIDS are all linked with each other.
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The index of Human DevelopmentThe index of Human Development HDIHDI (( Human Development Human Development Index: Index: Span of life, Income, EducationSpan of life, Income, Education
Span of life: Span of life: Japan: Japan: 81.9 81.9 Sierra LeoneSierra Leone 34 34 HDI HDI : : CanadaCanada (0.96)、(0.96)、 French (French ( 0.940.94
6)、6)、 NorwayNorway (0.943)、 (0.943)、 Japan Japan (0.94)(0.94) GDIGDI ( ( Gender Development IndexGender Development Index )) Canada, Norway and Sweden are high.Canada, Norway and Sweden are high. GDMGDM ( ( How much do women participate in the process How much do women participate in the process
of decision-making in politics and economy?) of decision-making in politics and economy?) UNICEF Report UNICEF Report 199199
99
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Living Planet Index has decreased for Living Planet Index has decreased for 35% since 197035% since 1970 (( 1970=1.1970=1.
00 )) 3.03.0
2.52.5
2.0 2.0 Global GDP IndexGlobal GDP Index
1.51.5
1.0 1.0 Living Planet IndexLiving Planet Index
0.50.5
0.00.0
1970 1975 1980 1985 1990 191970 1975 1980 1985 1990 1995 2000 95 2000
Maddison, IMF, WWF Intl. UNEP, RP. 2003Maddison, IMF, WWF Intl. UNEP, RP. 2003
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Wellbeing Index Wellbeing Index Ecological Footprint IndexEcological Footprint Index
Wellbeing Index Wellbeing Index The index of scaling ecological health and human life in The index of scaling ecological health and human life in
terms of terms of 87 factors87 factors, such as span of life, education, , such as span of life, education, deforestation, carbon dioxide exhaust and so on. deforestation, carbon dioxide exhaust and so on.
The two thirds of world populationThe two thirds of world population live in the lower- live in the lower-wellbeing countries.wellbeing countries.
Only Denmark, Norway, and Finland are listed as a highly Only Denmark, Norway, and Finland are listed as a highly well-being country.well-being country.
Ecological Footprint IndexEcological Footprint Index The index of effect of human consumption on environment The index of effect of human consumption on environment
and ecology.and ecology. The Ecological Foot Print on the earth is 1.9 hectare for 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 one person. Today one person uses 2.3 hectare. US use 9.7 and Mozambique 0.47 hectare. and Mozambique 0.47 hectare. World Watch 2004World Watch 2004
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National Trust in Yorkshire Dale National Trust in Yorkshire Dale
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Knaresborough in YorkshireKnaresborough in Yorkshire“Briton in Bloom”“Briton in Bloom”
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Listed houses in 1668 and charity stores in UKListed houses in 1668 and charity stores in UK
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The ChoiceThe Choice: : HE or HE or HER HER Hyper ExpansionistHyper Expansionist oror Sane, Humane, EcologicalSane, Humane, Ecological
The redefining the meaning of The redefining the meaning of well-being and an well-being and an environmentally friendly sustainable societyenvironmentally friendly sustainable society
Excessive Consumption culture controlled by Excessive Consumption culture controlled by endless competition, capital investment and endless competition, capital investment and limitless speculation of money. limitless speculation of money. (($14 trillion a day$14 trillion a day))
The conflicts and wars for oil and natural The conflicts and wars for oil and natural resourcesresources.. Ex. War in Iraq. Gulf War.Ex. War in Iraq. Gulf War.
The total expenditure on cosmetics is The total expenditure on cosmetics is $ 18 billions every year.$ 18 billions every year. The cost to end hunger and malnutrition in the The cost to end hunger and malnutrition in the
world is $19 billionsworld is $19 billions . . (World Watch 2004) (World Watch 2004)
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Military Expenditure of the WorldMilitary Expenditure of the WorldThe US spent $5.5 trillion for developing The US spent $5.5 trillion for developing
nuclear weapons between nuclear weapons between 1940 1940 to 1996to 1996 The world spent The world spent $$ 750 750 billionbillion on weapons on weapons
every year. every year. (( UNDPUNDP :1994:1994 )) The world has spent The world has spent $ 35 trillion$ 35 trillion on conventional on conventional
weapons.weapons. The US’s military budget in 2004 is about The US’s military budget in 2004 is about $ 300 $ 300
billion and $330 billionbillion and $330 billion in 2005 in 2005 ((State of the world 2004)State of the world 2004)
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How many wars have we been engaged How many wars have we been engaged in since 1945 ?in since 1945 ? (152)(152)
There were There were 5555 wars and armed conflicts wars and armed conflicts in Africa,in Africa, 36 36 in in Asia,Asia, 25 25 in Latin America, in Latin America, 2323 in Middle East and in Middle East and 1313 in in EuropeEurope since 1945. since 1945.
(Peace Pledge Union :2005) (Peace Pledge Union :2005) Tragically Tragically 26 26 wars and armed conflictswars and armed conflicts are still going on are still going on
even today. The total death toll in wars and armed conflicts even today. The total death toll in wars and armed conflicts between 1945-2000 stands at between 1945-2000 stands at 50-51 million50-51 million (Leitenberg (Leitenberg Center for International and Security Studies at university of Center for International and Security Studies at university of Maryland 2005) Maryland 2005)
In recorded history since 3600 BC, over In recorded history since 3600 BC, over 14,500 14,500 major wars major wars have killed close to have killed close to four billion peoplefour billion people –two-thirds of the current –two-thirds of the current world population world population
(New Internationalist; 1999). (New Internationalist; 1999).
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The number of The number of nuclear warheadsnuclear warheads in 2002 in 2002Stockholm International Peace ResearchStockholm International Peace Research
Country Strategic Non Strategic TotalCountry Strategic Non Strategic Total US 6480US 6480 11201120 76007600 Russia Russia 49514951 33803380 83318331 UKUK 185185 185185 France France 348348 348348 ChinaChina 282282 120120 402402 IndiaIndia (30-35)(30-35)
** PakistanPakistan (24-48)(24-48)
** IsraelIsrael (200)(200) ** Total Total 1224612246 46204620 1715017150 Potential Nuclear warheadsPotential Nuclear warheads 3680036800
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Our Fragile earth devastated by Our Fragile earth devastated by Nuclear Tests and WarsNuclear Tests and Wars
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BeforeBefore
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AfterAfter
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SurviveSurvive or or PerishPerish??This is a point of departure for International EducationThis is a point of departure for International Education..
Korten (1999) states that it is now our time Korten (1999) states that it is now our time to to accept responsibility for our freedomaccept responsibility for our freedom or or perish as a speciesperish as a species that failed to find its that failed to find its place of service in the web of life. place of service in the web of life.
Whether we will be able Whether we will be able to survive asto survive as brothers and brothers and sisterssisters with a sense of human solidaritywith a sense of human solidarity, or , or perish perish asas strangers strangers preoccupiedpreoccupied with enormous, aimless with enormous, aimless competition, ignorance and indifference depends competition, ignorance and indifference depends on global citizenship education for peace for the on global citizenship education for peace for the future generation.future generation.
(Nakamura:2005)(Nakamura:2005)
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From Democratic Society to Solidarity SocietyFrom Democratic Society to Solidarity Society
1 Step= 1 Step= A Democratic Society Constitution and law to guarantee and protect Constitution and law to guarantee and protect
libertyliberty 、、 Democratic government (Fair representation)Democratic government (Fair representation) Equal opportunity for education and workEqual opportunity for education and work
2 Step= 2 Step= A Pluralistic Society MulticulturalismMulticulturalism Coexistence of multiracial and multi-religious peopleCoexistence of multiracial and multi-religious people
3 Step= 3 Step= An Open Society Guarantee of citizenship for foreigners, immigrants, Guarantee of citizenship for foreigners, immigrants,
immigration, exchange and fair tradeimmigration, exchange and fair trade
4 Step= 4 Step= A Solidaric Society Supranational and Transnational bodies to protect human Supranational and Transnational bodies to protect human
security.security. The more we accept the differences, the more united we
become..
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The components of The components of global literacyglobal literacy 1 Cultural literacy (basic cultural competence and (basic cultural competence and
skills to live in one’s home culture with her/his skills to live in one’s home culture with her/his cultural identity)cultural identity)
2 Cross-cultural literacy (competence and skills to (competence and skills to adjust between one’s home culture and a target adjust between one’s home culture and a target culture)culture)
3 Multi-cultural literacy (cultural sensitivity and (cultural sensitivity and skills to live responsibly in cultural diversity, skills to live responsibly in cultural diversity, reconciling cultural differences and integrating reconciling cultural differences and integrating opposing cultural values in a multicultural and opposing cultural values in a multicultural and interdependent world)interdependent world)
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The component ofThe component of global literacyglobal literacy4 Delicate balance of one’s personal, cultural, national and
global identifications and roles (competence to accept and balance pluralistic/dual/multiple (competence to accept and balance pluralistic/dual/multiple
identities)identities)5 Communicative competence in EIL for global
communication (communication skills to create a peaceful and (communication skills to create a peaceful and equitable symbiosis)equitable symbiosis)
6 Awareness as a global citizen to participate in solving global and human problems
(awareness of global village concern for equitable (awareness of global village concern for equitable participation and problem-solving competence as a new participation and problem-solving competence as a new reframing global concept) reframing global concept)
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The Process of Academic Approach The Process of Academic Approach to Global Literacyto Global Literacy
1 Gathering information on global human 1 Gathering information on global human issues.issues.
2 Sharing relevant information, facts and 2 Sharing relevant information, facts and evidence. (Sharing) evidence. (Sharing)
3 Processing the necessary information for 3 Processing the necessary information for outlining and drafting one’s own speech. outlining and drafting one’s own speech.
4 Organizing and constructing one’s own 4 Organizing and constructing one’s own opinion in written and oral forms. opinion in written and oral forms.
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The Process of Problem-solving The Process of Problem-solving Approach to Global LiteracyApproach to Global Literacy
1 1 Narrowing downNarrowing down one relevant issue from relevant one relevant issue from relevant global human issues global human issues
2 2 Defining the problemDefining the problem in the relevant global issue in the relevant global issue
3 3 AnalyzingAnalyzing the causes and effects of the problemthe causes and effects of the problem
4 4 Exploring possible workable solutionsExploring possible workable solutions as a as a brainstorming (Sharing)brainstorming (Sharing)
5 5 Suggesting possible workable solutionsSuggesting possible workable solutions with each with each other (Sharing)other (Sharing)
6 6 Selecting the best solution or integrated solutionsSelecting the best solution or integrated solutions
7 7 Implementing ways of carrying out the best solutionImplementing ways of carrying out the best solution..