Business English and Global Education Key Words

1. Business English and Global EducationKey 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) • タイ (Thai) 魂 (kon) 洋(yo) 才(sai)

2. 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.

3. 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

4. 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)

5. How should we cope with different cultures ? • The key answer: • awareness • respect • communication • reconciliation from mutually shared strength.

6. 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)

7. The Voice from Edward SaidLecture 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 andknowledge is our main weapon. ”(Said:2003)

8. Orientalism • 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)

9. Globalization and Localization • Awareness of globalization is vital in developing global literacy. • What has Globalization brought about? • What are advantages and disadvantages of globalization?

10. Economic Disparity and Digital Dividein 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. • (State of the World 2004)

11. Facts: Fatality of Wars, Refugees, Street Children and Child Labor • 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 childrenand women) • Street Children: 30 millions、 • Child Labor: 246millions • Child Solders:800000 • 40000 children under the age of 5 are dying of preventable causes every day. ＷＨＯ、ＵＮＤＰ（１９９７）

12. 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.

13. Globalization and multicultural identifications for human solidarity • 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.

14. 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 education is peace education.

15. The Necessity of EIL • 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. Englishcan and should be international. (Smith,1981)

16. 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.

17. 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. • 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.

18. Why do we have to foster global literacy among university students? • 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.

19. 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.”

20. Global Human Rights IssuesCivil Wars, Refugees, Poverty, Hunger, Child Labor and AIDS are all linked with each other.

21. The index of Human Development • HDI（Human Development Index: • Span of life, Income, Education Span of life: Japan: ８１．９　 Sierra Leone　３４　 • HDI ： Canada（０．９６）、French (０．９４６）、Norway（０．９４３）、 Japan （０．９４） • GDI　（Gender Development Index） • Canada, Norway and Sweden are high. • GDM　（How much do women participate in the process of decision-making in politics and economy?) • UNICEF Report １９９９

22. Living Planet Index has decreased for 35% since 1970(１９７０＝１．０) • ３．０ • ２．５ • ２．０ Global GDP Index • １．５ • １．０　Living Planet Index • ０．５ • ０．０ • １９７０　１９７５　 １９８０　 １９８５　１９９０ 　１９９５ 　２０００　　 • Maddison, IMF, WWF Intl. UNEP, RP. 2003

23. Wellbeing Index Ecological Footprint Index • 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 lower-wellbeing 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

24. National Trust in Yorkshire Dale

26. Knaresborough in Yorkshire“Briton in Bloom”

27. Listed houses in 1668 and charity stores in UK

28. The Choice: HE or HER Hyper ExpansionistorSane, Humane, Ecological • 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)

29. Military Expenditure of the World • 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 • (State of the world 2004)

30. How many wars have we been engaged in since 1945 ?(152) • There were 55 wars and armed conflictsin Africa, 36 in Asia, 25 in Latin America, 23 in Middle East and 13 in Europe since 1945. • (Peace Pledge Union :2005) • Tragically26 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).

31. The number of nuclear warheads in 2002Stockholm International Peace Research • Country Strategic Non Strategic Total • US 648011207600 • Russia 495133808331 • UK185185 • France 348348 • China282120402 • India(30-35)＊ • Pakistan(24-48)＊ • Israel(200)＊ • Total 12246462017150 • Potential Nuclear warheads３６８００

32. Our Fragile earth devastated by Nuclear Tests and Wars

33. Before

34. After

35. Survive or Perish?This is a point of departure for International Education. • 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. • Whether we will be able to survive asbrothers and sisterswith a sense of human solidarity, or perish asstrangers preoccupiedwith enormous, aimless competition, ignorance and indifference depends on global citizenship education for peace for the future generation. • (Nakamura:2005)

36. From Democratic Society to Solidarity Society 1 Step= A Democratic Society • Constitution and law to guarantee and protect liberty、Democratic government (Fair representation) • Equal opportunity for education and work 2 Step= A Pluralistic Society • Multiculturalism • Coexistence of multiracial and multi-religious people 3 Step= An Open Society • 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 we become.

37. 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) 2Cross-cultural literacy(competence and skills to adjust between one’s home culture and a target culture) 3Multi-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)

38. The component ofglobal 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) 6Awareness 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)

39. 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.

40. The Process of Problem-solving Approach to Global Literacy 1 Narrowing down one relevant issue from relevant global human issues 2 Defining the problem in the relevant global issue 3 Analyzingthe causes and effects of the problem 4 Exploring possible workable solutions as a brainstorming (Sharing) 5 Suggesting possible workable solutions with each other (Sharing) 6 Selecting the best solution or integrated solutions 7 Implementing ways of carrying out the best solution.

41. The Secret of Toyota’s Success Toyota’s Production system

42. 和魂洋才　Wa kon Yo sai(Thai 魂洋才　Thai Kon Yo sai) • This tradition has been influenced by the idea of "和魂洋才" "Wakon Yousai" advocated by Shozan Sakuma (1811-1864) since the Meiji Restoration. The idea "Wakon Yosai" means : Japanese spirit combined with Western learning. • An idea of learning Western knowledge, technology, institution and systems without losing Japanese cultural identity.

43. Toyota’s Production system • In 1949 Toyota produced only1000 vehicles a month. The industrial productivity of USA was eight times greater than of Japan. • In 2006 Toyota group’s worldwide production plan aims at producing 8.4 million vehicles.

44. Toyota’s Production Systembased on Japanese creativity combined with Western Expertise. • The executives of Toyota knew that Toyota or even the Japanese automobile industry could not survive by simply copying the operations of America. • They knew overproduction can kill their company. • Toyota knew how important it was to manufacture an appropriate number of appropriate (marketable) products at an appropriate time.

45. Toyota’s Production system is based on Supermarket System Several engines or transmissions for each type of vehicle are placed on shelves and the assembly plant personnel picks up as many engines or transmissions as they need from the shelves. All engines are labeled with information cardswhich are removed when the engines are picked up.

46. Working as a Human being supported by the strength of teamwork. • Factory workers are working as a human being not as part of the machinery. • Defectives must be cut to zero as much as possible. • If a problem occur the entire line is stopped immediately. Then all workers and supervisors put their heads together to solve the problem. This leads to eliminate every waste of defective, error, or accident and improve productivity.

47. Leading Motives of the Toyota Production System • Absolutely eliminate waste from every phase of the production process • Waste of stock on hand • Waste of processing • Waste of overproduction • Waste of time on hand • Waste of movement • Waste of making defective products • Excellent service for the customers

48. Toyota’s Production system overseas • In 1985 Toyota established a joint venture New United Motor Manufacturing Incorporated (NUMM) with GM in the United States in order to recover a GM factory in California. • In 1990 The Machines that Changed the World published by several professors of MIT introduced Toyota’s Production system to the world.

49. The summary of this Power Point Presentation is adapted from the mail magazine, Japan on the Globe (No.368), October 31, 2004.

50. The Policy of SONY in UK