The purpose of this class is to discuss several global topics by examining the causes and effects of globalization and localization such as global poverty, economic disparity, global interdependence, war and peace, nuclear bombs, NGO and cultural identities with supranational perspectives. Globally we will discuss the challenges of multiculturalism in European Union and the North America and the possibility of Asian Union through transcultural and transnational perspectives. Bilaterally we will discuss the entity of Japan U.S relations in terms of Japan-US Security Treaty, the Article 9 of the Japanese Constitution and Japan’s roles in Asia. Global literacy for human solidarity and respect for cultural diversity are the key components of this class.  

First, we trace back through brief episodes of Japanese modern history. As history is a dialogue between the past and the present which predicts the future, it is worth examining the entity of Japan’s modernization influenced by Western powers, the Asia-Pacific War (1931-1945): the facts in Okinawa, Hiroshima, Nagasaki and Japan’s recovery from the unconditional surrender in 1945. We will examine how a series of these historical events have been a priceless lesson for human survival and coexistence.

Next, we will examine the Japan-US Security Treaty, Japan-US relationships as well as Japan’s roles in Asia in comparison with the challenge of European Union, which is an arena of human experiments.

As one of the filed works, we will visit Japan International Cooperation Agency. JICA Hyogo will give you the scope of the significance of ODA and how Japanese young and senior volunteers are working in developing countries. 　

Finally, we will discuss the power of global literacy as local and global citizens. Although globalization has brought about an identity crisis in local cultures, we will explore the possibility of s transnational and supranational identities for the purpose of peaceful coexistence and human solidarity.

This course will be taught in a lecture/presentation/discussion/fieldwork format. You will be expected to do mini-research on issues related to your presentation in order to participate in discussions which will follow short lectures on specific topics. You will be expected to give an oral presentation on some aspects of international education in comparative and interdisciplinary vistas (Power Point and/or speech).

 Texts

Transforming Education for Peace, ed. By Edward Brantmeier & Jing Lin. Information Age Publishing, New York.2008.

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’s Website 

Texts (available from Koji Nakamura’s Online Desk)

http://www.kilc.konan-u.ac.jp/~koji/

Nakamura Koji (2008). “International Education for Peace for Student Teachers in Japan: Promoting Cultures of Peace” Transforming Education for Peace, ed. By Edward Brantmeier & Jing Lin. Information Age Publishing, New York. pp.113-128, 2008. Available

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, 2002  Available 

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 

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

Said Edward (1978). Orientalism-Western Conceptions of the Orient (1978). Penguin

Class Schedule – International Studies– Spring 2009-2010

Week	Tuesday-3rd Period 13:00-14:30	Friday – 3rd Period 13:00-14:30
01   January 5,  8	No class	Orientation *Self-introduction with cross-cultural experiences      The goal of International Studies �@*War and Peace The Lessons from the World War II and a Historical Lesson
02   January12,  15	�A*War and Peace The Entity of the Asia- Pacific War (1931-1945) *What happened in China, Pearl Harbor, South East Asia and the Pacific: Causes and Effects	�B*War and Peace The Entity of the Asia- Pacific War (1931-1945) *What happened in Okinawa? The Potsdam Declaration Causes and Effects
03   January 19,  22	�BWar and Peace Hiroshima and Nagasaki; The living witness  Today’s significance for world peace: Causes and Effects White Light/Black Rain Documentaries by BBC	�CWar and Peace Hiroshima and Nagasaki; The living witness “Mother’s Prayer” by the Peace Museum  Documentaries by ABC Poems of Nuclear Bombings by the victims
04  January 26,  29	Presentation and  Discussion on the use of atomic bombs in Hiroshima and Nagasaki	Presentation and  Discussion on the use of atomic bombs in Hiroshima and Nagasaki
05     February 9,  12	�@Japan-US Relations Occupation by GHQ  Japan’s Independence The San Francisco Peace Conference in 1952  Article 9 of the Japanese Constitution	�AJapan-US Relations Japan-US Security Treaty and Vietnam War, Japan-US Relations and Iraq War Japan’s Roles in Asia Discussion
06   February 16,  19	�@Globalization Causes and Effects Advantages and Disadvantages Global Poverty The Cycle of Poverty in Africa and South Asia	�AGlobalization Child Labor Child Soldiers Child Soldiers in Sudan Smoky mountains in Philippines Moni’s life in Bangladesh
07   February23,  26	�BGlobalization AIDS and HIV Positive Street Children Refugees (UNHCR) NGO in Nike	�CGlobalization NGO/NPO: MSF in France OXFAM in UK Foster International Charity and Philanthropy
08  March 2,  5	�CGlobalization NGO/NPO Activities and Partnership Globalization and Theories Conversion Theory Diversion Theory Conflict Theory Liberal Democracy Theory	No class
09   March 9,  12	�DGlobalization World Bank and ODA UNDP, UNICEF International Cooperation ODA and JICA for developing countries	Field Trip JICA Hyogo Center: ODA Youth and Senior Volunteers
10    March 16,  19	�@Global Warning Sustainable Development Warning by World Watch Inconvenient Facts About Climate Change (Global Warming) by Gore  Report from UNDP	No class
11   March 23,  26		�AGlobal Warning Sustainable Development Plan A and Plan B Workable Solutions Discussion
12            March 30,  April 2	�@Peace Education International Education for Peace in Higher Education  (p.1-27). What is Peace? Direct Violence and Structural Violence	�APeace Education “International Education for Integrated Studies Course as a New Curriculum for Teaching Profession in a Japanese University. (p.1-21)
13                    April 6,  9	�BGlobal Citizenship Education History Education & National Identities (Japan, US, Korea, China) Comparative Analysis of History Textbook about the World War II and Asia-pacific war	�CGlobal Citizenship Education Cultural Identities and National Pride *Comparative Studies “Compatibility of National and European Identities among British and German University Students”  (p1-28)
14     April 13,  16	�DGlobal Citizenship Education  Cultural Identities and National Pride Voices from JICA Students from Asia Exploring the possibility of Asia Union or East Asian Community  Discussion	�EGlobal Citizenship Education Your Cultural Identities and the possibility of transcultural and transnational identities The Balance of National, Cultural and Personal Identification Discussion
15    April 20,  23	No Class	�@Human Solidarity Global Literacy, Transcultural Views Human Solidarity Human Love, Charity  and Philanthropy The power of Global Citizens:The Story of Chiune Sugihara, a Japanese Diplomat during the War
16     April  27,  30	�BHuman Solidarity The Clash of Civilization by Huntington and Said’s view of the World The Voice of Edward Said, Norm Chomsky, Mother Teresa and Dr. King	Presentation1 Discussion 　 based on Research papers Discussion & Evaluation
17    May   7,  11	Presentation 2    Discussion 　 based on Research papers Discussion & Evaluation	Presentation 3   Discussion　 based on Research papers Discussion & Evaluation Reflection/ Consolidation

Course Description

The purpose of this class is to discuss several global topics by examining the causes and effects of globalization and localization such as global poverty, economic disparity, global interdependence, war and peace, nuclear bombs, NGO and human solidarity and cultural identities with supranational perspectives. Globally we will discuss the challenges of multiculturalism in European Union and the North America and the possibility of Asian Union through transcultural and transcultural perspectives. Bilaterally we will discuss the entity of Japan U.S relationships in terms of Japan-US Security Treaty and the Article 9 of the Japanese Constitution.

First, we trace back through brief episodes of Japanese history and education. As history is a dialogue between the past and the present which predicts the future, it is worth examining the entity of Japan’s modernization influenced by Western powers, the Asia-Pacific War (1931-1945): the facts in Okinawa, Hiroshima, Nagasaki and Japan’s recovery from the unconditional surrender in 1945. We will examine how a series of these events have been influenced by Japanese education and culture.

We also explore the possibility of international education for peace, in a comparative and interdisciplinary context, focusing on legacies of Hiroshima and Nagasaki as a living witness of nuclear bombing. As all the exchange students are to visit Hiroshima Peace Museum in March as KIEC filed Trips, it is worth studying Hiroshima and Nagasaki as a point of departure for world peace.

We will discuss Japan as a paradoxical nation, providing a shining model for some developing countries through ODA. Japan has become an economic giant under the peaceful constitution and in the name of bilateral economic aid to developing countries.  However, Japan, with very little political voice in the international community, has been described as a kind of lap dog of the USA since Japan’s independence granted at the San Francisco Peace Conference in 1952. We will examine Japan-US relations in terms of security and economy as well as Japan’s roles in Asian and the World today.

Next, we will discuss the causes and effects of globalization and localization. We will look into not only direct violence such as war and terrorism but also structural violence such as economic disparity, global and local poverty, child labor, child soldiers and AIDS as an essential part of international education for peace.

As a related filed work, we will visit Japan International Cooperation Agency (JICA). JICA Osaka International Center will give you the scope of the significance of ODA and how Japanese young and senior volunteers are working in developing countries. We also welcome a professor who used to work World Bank who has been involved in financial support to some of the most impoverished nations in Africa and South Asia. We will learn the reality of World Bank and its contribution to developing nations.      　

In addition, as the effects of Globalization, we will discuss the significance of cultural identities and compatibility of national and European and citizenships through empirical research. Students from all the different cultural backgrounds with different nationalities will create a meaningful and academic discussion through self-representation of each cultural identity.

Finally, we will examine the possibility of transcultural and supranational perspectives for global citizenship through international education for peace in each country, focusing on Article 9 of the Japanese Constitution with the lofty ideal of the renunciation of war in this divided and disunited world in the 21^st century. The processes of discussion of these issues are windows on larger social issues that will face Japan and most industrial nations in the future.

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 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.

Course Evaluation and Course Credit

You will be expected to give a 10 minute presentation on some aspect of Japanese education, culture, society and history every other week (PP and/or speech). This should be developed further into a 5-page research paper with at least three sources. The paper may be longer if you like, but I expect it to be clear and direct. It will be due electronically or paper-based by April 30. You will also be expected to make a final power-point presentation based on your research. Class participation in the readings and discussion are of course expected.

Grading will be: Oral Presentation (including power-point presentation) 40%, Research Paper 30% and Class Participation 30%

Attendance 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 professor Hayashi in advance if you believe that you have some other legitimate reason for absence. Students must document all legitimate excuses.