Konan University, Japan Studies, Spring Semester 20110-2012
International Education and Japan (Syllabus)
Koji Nakamura, Professor of International Education
Konan University, Kobe, Japan: koji@konan-u.ac.jp (E-mail), Office #6612
http://www.kilc.konan-u.ac.jp/~koji/ (Koji Nakamura's Online Desk)
Course Description:
The purpose of this class is to discuss global topics in terms of international and
comparative education by examining the causes and effects of globalization in the 21st Century.
We will work on global poverty, educational and economic disparity influenced by colonialism
and Orientalism as structural violence. We will also discuss how to overcome direct violence,
nuclear threats and cultural and racial confrontation through international education for
peace. We will also examine the power of transnational NGOs in terms of “partnership” and
“global citizenship.” In addition, we will examine the issue of national identity and pride in
comparative perspectives. Balancing cultural identities with globalization will be very vital.
Globally we will discuss the challenges of multiculturalism in the European Union and
North America and the possibility of Asian Union from transnational perspectives. From a
bilateral perspective we will discuss the issue of Japan U.S relations, Article 9 of the Japanese
Constitution and Japan’s roles in Asia. Global literacy for human solidarity, cross-cultural
literacy and respect for cultural diversity are the key components of international education in
order to create a more peaceful and sustainable world.
First, we will compare international education in Japan in comparison with that of
Europe and North America. We will see how the quality of education has influenced on the
formation of citizenship and national identity. Then, we will do a brief overview of Japanese
modern history in terms of international education for peace. As history is a dialogue between
the past and the present which predicts the future, it is worth examining the issue of Japan’s
modernization as influenced by Western powers. We will reexaimine the entity of Asia-Pacific
War (1931-1945), (Japan’s invation in Asia, Nangking Massacare, Pearl Harber, the cruel
battles in Okinawa and today’s significance of Hiroshima and Nagasaki as a living witness of
peace. We will also discuss the causes of Japan’s recovery and reconstruction as a democratic
nation from its unconditional surrender and the devastation of 52 large cities in 1945.
Next, we will examine the Japan-US Security Treaty, the Japan-US relationship involved
in Japan’s roles in Asia in comparison with the challenge of the EU, which is also an arena of
human experiments. The challenges of EU will imply the difficulty and the possibility of Asian
Union both in retorpspect and prospect.
As a field trip, we will visit the Japan International Cooperation Agency, (JICA). JICA
Hyogo will show us the scope and the significance of Official Development Aid (ODA) and how
Japanese young overseas volunteers are working in developing countries and are involved in
education for all. We are also planning to visit a Japanese public high school which is leading
English and international education in Japan. You will particpate some English or
International education classes to express yourself and introduce your cultural identities.
Finally, we will discuss the power of international education for global literacy as local and
global citizens. Although globalization has brought about an identity crisis in local cultures, we
will explore the possibility of several layers of transnational and transcultural identities for
peaceful and equitable coexistence.
This course will be taught in a lecture/film/presentation/discussion/fieldwork format. You
will be expected to give an oral presentation on some aspects of international education and
Japan based on your research papers from comparative and interdisciplinary perspectives.
Course Requiremnets:
Students are expected to read all assigned materilals in time, prepare for taking active part in
class discussion. In addition, students are required to write two short (2-3 page) reaction
papers to the relevant issues in the couse of the semester. There will be a take home final
research paper (5-7 pages) on a topic to be assigned. Studnets are also required to make oral
presentations based on their final reserch papers. All papers requries relevant references.
Books (Required)
Nakamura Koji (2008). “International Education for Peace for Student Teachers in Japan:
Promoting Cultures of Peace” (pp.113-128).Transforming Education for Peace, ed. by Edward
Brantmeier & Jing Lin. Information Age Publishing, New York. (Handouts)
Nakamura Koji (2010). “Exploring the Possibility of an Asian Union through the Voices of
JICA Participants from Asia.” The Journal of the Institute for Language and Culture, Konan
University.
Vol. 14. (pp.1-34). 2010 Available from Koji’s Website
Nakamura Koji (2007). “Compatibility of National and European Identities among British and
German University Students─A Lesson for Japanese Identities within Asia” The Journal of
the Institute for Language and Culture, Konan University. Vol.11, (pp.1-28). 2007. Available
from Koji’s Website
Nakamura Koji (2008). “International Education for Integrated Studies Course as a New
Curriculum for Teaching Profession in a Japanese University.” The Journal of the Institute for
Language and Culture, Konan University Vol.12. pp. 1-21, 2008.
Available from Koji’s Website
Nakamura Koji (2006). “International Education for Peace in Higher Education-Promoting
Culture of Peace in Japan” The Journal of the Institute for Language and Culture, Konan
University. Vol.10, (pp.1-27). 2006
Available from Koji Nakamura’s Online Desk
http://www.kilc.konan-u.ac.jp/~koji/
Nakamura Koji (2002). “Cultivating Global Literacy Through English as an International
Language (EIL) Education in Japan: A New Paradigm for Global Education” International
Education Journal WCCES Commission 6: Special 2001 Congress Issue pp.64-74,
Available from Koji’s Website
Nakamura Koji (2004). “Fostering Global Literacy among Japanese University Students
through Global Citizenship Education.” The Journal of the Institute for Language and Culture,
Konan University (2004). Vol. 8. pp. 1-30 Available from Koji’s Website
Nakamura Koji (1997). “Benedict’s Transcultural View Beyond Orientalism: An
Inter/Cross-Cultural Lessons to the 21st Century.” The Journal of the Institute for
Language and Culture, Konan University. Vol.1.(pp.1-20).1997. Available
Course Reader (Recommended Books and Papers)
Boulding Elise (2000). Culture of Peace; The Hidden Side of History. Syracuse University Press,
New York.
Nakamura Koji (2006). “The compatibility of British Identities with European Citizenship:
Qualitative and Quantitative Research.” Identity, Education and Citizenship- Multiple
Interrelations edited by Janas Sprogae & Winther-Jensen (2006) Peter Lang: Frankfurt
and Oxford. pp.66-90, 2006.
Benedict Ruth (1946).The Chrysanthemum and the Sward: Patterns of Japanese Culture.
Houghton Mifflin Company, 1946. Vermont: Tuttle, 1972
Keene, Donald (2008). Chronicles of My Life –An American in The Heart of Japan.
Said Edward (1978). Orientalism-Western Conceptions of the Orient (1978). Penguin
Soseki Ntsume (1957)
Kokoro translated by Edwin McClellan, Tuttle Publishing: Tokyo.
Course Evaluation and Course Credit:
You will be expected to work on some aspects of International Education and Japan. This
should be developed further into a 5-7page research paper with at least three sources.. It will
be due electronically or paper-based by May 8. Two short (2-3 page) reaction papers will be
expected to write. You will also be expected to make a final oral presentation based on your
research. Class participation in the readings and discussion are of course expected.
Grading:
Oral Presentation (including power-point presentation) 20%,
Reaction Papers on Orientalism or Benedict’s Cultural Relativism, and Nuclear bombings 20%
Final Paper (Research Paper, 5-7 pages) 30%
Classroom Attendance Participation 30%
Plagiarism:
Academic dishonesty is a serious business for students and teachers and it affects credit
bearing, too. Please clarify your own opinion and quotaiton from ohters with clear sources.
Attendacne Policy:
The Year-in-Japan program has adopted a uniform attendance policy for the afternoon
Japan Studies courses. You are allowed only two unexcused absences during the semester
without penalty. A third unexcused absence will reduce your grade in the course by 10 points
(equivalent to one letter grade in the American system). A fourth unexcused absence will
reduce your grade by another 10 points. More than four unexcused absences will result
automatically in a failing grade for the course. Legitimate excuses for absence are normally
limited to illnesses or accidents that require medical attention. Please consult with KIEC in
advance if you believe that you have some other legitimate reason for absence. Students must
document all legitimate excuses.
Teaching Styles:
The course will be taught in a lecture/presentation/discussion/fieldwork format. You will be
expected to do the assigned readings and oral presentations in order to participate in
discussions which will follow short lectures on specific topics. We will also view provocative
and impressive documentaries, films and power-point slides on Japan’s War, global poverty,
child labor, civil wars in some African nations, the power of NGO/NPO, the White Lights and
Black Rain in Hirohsima and Nagasaki, especially as they relate to citizens in this global village.
Some of this will be done in class and some will be assigned as homework. Questions and
opinions are very much welcomed in this class.
Class Schedule – International Education and Japan– Autumn 2010-2011
Week
01
January 17,
20
Tuesday-- 3rd Period
13:00-14:30
Friday – 3rd Period
13:00-14:30
No class
Orientation *Self-introduction
with cross-cultural experiences.
Which stage are you in now?
The goal of International
Education and Japan
Key Concepts: Orientalism,
Cultural Relativism,
Transnational Perspectives
02 January 24, 27
03
①Beyond Orientalism
② Beyond Orientalism
Presentations of Orientalism
& Cultural Relativism
Cultural Theories, Conversion
Theory. Diversion Theory,
Conflict
Theory,
Liberal
Democracy Theory
History Education and National
Identities: How the World War
II has been taught in Japan,
USA, UK, Canada, Germany,
France, China and Korea.
① *War and Peace
The lesson from World War II
January 31,
February 3
No class
and the Asia- Pacific War
(1931-1945) Causes and Effects
Facts and Interpretation
04
05
February 7,
10
February 14, 17
②War and Peace
③War and Peace
Hiroshima and Nagasaki;
The living witness
White Light/Black Rain
Documentaries by ABC,
Poems by the victims of
Nuclear Bombings
③Presentation and Discussion
on the use of atomic bombs in
Hiroshima and Nagasaki as a
point of departure for peace
④War and Peace:
⑤War and Peace:
Japan-US Relations
Benedict’s anthropological
prediction of Japan, GHQ
and The San Francisco Peace
Conference in 1952
The Issue of Fukushima
Nuclear Power Plant
Japan-US Relations
Japan-US Security Treaty
The Significance of the Article
9 of the Japanese Constitution
US military bases in Japan
The Issue of Fukushima
Nuclear Power Plants
06 February 21,
24
①Globalization
Causes and Effects
The Challenges of European
Union in comparison with that
of the United States:
Opinion from European
Students and North American
Students , Discussion
07
08
09
③ Globalization
Global Poverty, Economic and
Educational Disparity
February 28,
March 2
March 6,
March
9
13, 16
② Globalization
Globalization and Civilization
Huntington’s Clash of
Civilization and Umesao’s
Ecological View of HistoryJapan’s Civilization in the
World Context
④Globalization
Empowerment and
Sustainable Development
Child Labor & Soldiers
The legacy of Colonialism, and
Orientalism
Smoky mountains in Philippines
Moni’s life in Bangladesh
NGO: JOICFP
④ Globalization
Advantages of NGO/NPO:
MSF in France, OXFAM
in UK, NIKE and NGO
Foster International
Charity and Philanthropy
⑥Globalization
UNDP, UNICEF
International Cooperation ODA
and JICA for developing
countries
(Filed Work) JICA Hyogo
①Global Warning
②Global Warning
Sustainable Development
World Watch, “The Earth”
“Inconvenient Facts About
Climate Change” (Global
Warming) by Gore
Sustainable Development
Japanese Concept of
“Mottainai”: the "3Rs": to reduce
waste, reuse finite resources, and
recycle what we can.
Plan A and Plan B
10 March 20,
23
No class
①Peace Education
International Education for
Peace in Higher Education
(p.1-27).
What is Peace?
Direct Violence and Structural
Violence
11
March 27,
12
April 3,
30
6
⑤ Peace Education
“International Education for
Peace ” Peace Studies,
Liberal Democracy Theory
“Exploring the Possibility of an
Asian Union through the Voices
of JICA Participants from Asia.
“(p.1-33)
No class
③Peace Education
“Exploring the Possibility of an
Asian Union through the Voices
of JICA Participants from Asia.
“(p.1-33)
13
April
10, 13
①Global Citizenship Education
②Global Citizenship Education
History Education &
National Identities
(Japan, US, Korea, China)
Comparative Analysis of
History Textbook about the
World War II and Asia-pacific
Cultural Identities and National
Pride
*Comparative Studies
war
14
15
April 17, 20
April 24, 27
“Compatibility of National
and European Identities
among British and
German University
Students” (p1-28)
③Global Citizenship Education
④Global Citizenship Education
Soseki’s identity crisis in
London and his prediction and
warning, facing modernization
of Japan (Discussion)
Soseki’s “Kokoro” as
inter-cross cultural studies
(Discussion)
⑤Global Citizenship Education ①Human Solidarity
Donald Keene; My Life –An
American in The Heart of
Transcultural Views
Human Solidarity
Japan.
Charity and Philanthropy
The power of Global and Local
Citizens
The Story of Chiune Sugihara, a
Japanese diplomat during the
War
The concept of “Imagined
Homes” by Edward Said
16
May, 8, 11
②Human Solidarity
Trans-cultural Views
Human Solidarity
Mother Teresa/ Dr. King,
Sadako Ogata, (UNHCR)
JICA, Konan graduates in
Africa, (UNDP), NGO, NPO
17
May 15
Presentatio2 & Discussion
based on Research papers
Discussion
Reflection and Consolidation
Presentation 1 & Discussion
based on Research papers
Discussion
Reflection and Consolidation