Business English and Global Education Key Words

1
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
• ?(wa) ? (kon)? (yo) ?(sai)
• ?? (Thai) ? (kon) ?(yo) ?(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 and
  knowledge is our main weapon.
  (Said2003)
• 
  

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.
• 
  (Nakamura1998)

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.
  (Werner1997)
• 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 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.
  
• 
  
• 
  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 todays
  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 doesnt need to become more Western or change
  ones morals to use English well in international
  
• situations. English can 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 peaceloving 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 (19701.0)

• 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
25
(No Transcript)
26
Knaresborough in YorkshireBriton in Bloom
27
Listed houses in 1668 and charity stores in UK
28
The Choice HE or HER Hyper Expansionist or
Sane, 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. (UNDP1994)
• The world has spent 35 trillion on conventional
  weapons.
• The USs 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 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).

31
The number of nuclear warheads in 2002Stockholm
International Peace Research

• 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

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 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.
• (Nakamura2005)

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 ones home culture with
  her/his cultural identity)
• 2 Cross-cultural literacy (competence and skills
  to adjust between ones 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)

38
The component of global literacy

• 4 Delicate balance of ones 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)

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 ones own speech.
• 4 Organizing and constructing ones 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 Analyzing the 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 Toyotas Success Toyotas
Production system
42
???? Wa kon Yo sai(Thai ??? Thai Kon Yo sai)

• This tradition has been influenced by the idea of
  "????" "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
Toyotas 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 groups worldwide production plan
  aims at producing 8.4 million vehicles.

44
Toyotas 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
Toyotas 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 cards which
  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
Toyotas 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
  Toyotas 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
51
The Policy of SONY in UK

• Representing Japanese Business Management and
  Manufacturing
• 2200 British workers and producing half-million
  TV sets a year

52
Philosophy of SONY

• SONY in Europe are independent from SONY in Tokyo
  but follows overall guidelines.
• SONY in UK has got all materials in Europe.
• SONY in UK has never been involved in strike for
  the past 17 years.
• SONY highly estimated the Process of
  Manufacturing and Quality of Engineers.
• Top-Management The voice of Engineers

53
The Voice of British Director of SONY in UK

• 1. High Commitment to the Company
• 2. Work EthicTeam Work and Harmony
• 3. A long and mid-term views
• 4 A long and mid-term investment in
• innovated products and people for
• high quality result
• 5. Good communication with shared
• information

54
The Voice of British Engineer of SONY in UK

• Constant Involvement of People
• Production process and lines are not isolated.
• The high quality of Engineers for excellent
• manufacturing

55
The Voice of British Line Worker of SONY in UK

• Workers are responsible for their work.
• Very few mistakes
• We could work out some mistakes as a team.
• We feel we are part of team with the same target.

56
Mr. Moritas Mission,The Chairman of SONY

• Technology and philosophy are
• globalized but SONY respects each cultural
  systems and identities in overseas factories.
• Technology enrich peoples life.
• Engineers should be involved in top management.
• Top Management should have technological
  backgrounds.
• Manufacturing is value adding business.