1. Why do peace studies matter in English classrooms?

Our report started with the following poem:

Dear Teacher, I am a survivor of a concentration camp. My eyes saw what no man should witness: gas chambers built by learned engineers, children poisoned by educated physicians, infants killed by trained nurses, women and babies shot and burned by high school and college graduates. So I am suspicious of education. My request is: help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmans. Reading, writing, arithmetic are important only if they serve to make our children more human. - Haim Ginot (1972)

The point of this poem is that the separation of knowledge and humanity invites tragedies. Knowledge is important only if it serves to make people more human. For this reason we believe that school subjects and peace education should be integrated in the curriculum.

2. Shin-Eiken - a grass-roots English teachers' association

Shin-Eiken, or the New English Teachers' Association, is a nation-wide organization of about one thousand foreign language teachers in Japan. It is not under the guidance of the national government as some other teacher organizations, but arose as a grass-roots organization out of the zeal of Japanese English teachers.

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Shin-Eiken was founded in 1959, inspired by the ideals of the Japanese Constitution, which advocates peace, democracy, freedom, justice, and the pursuit of happiness. The aims of Shin-Eiken are to clarify the goals of foreign language education and to foster English education that is rooted in democracy. Shin-Eiken teachers would like to see every student achieve proficiency in English and become more globally minded. We believe that international understanding and global awareness are indispensable for world peace.
As Shin-Eiken members, we have taken into account the difficulties and needs of students in creating suitable teaching materials and methods based on our teaching experiences, studies and discussions of both local and global perspectives. Shin-Eiken teachers seek to help students integrate English learning skills in their actual lives, so that they can communicate with others to make a better world.
Based on our practical classroom experience, we have found that good peace education materials should move students, encourage them to think more and express themselves, and also enhance their motivation to study harder.
Shin-Eiken teachers have adopted and discarded many kinds of materials over the years, selecting those which seemed most truly useful. Thus, many materials have been developed and published by our members. High school textbooks developed by teachers in our organization include the "World", "Cosmos", and "Atlas" text series, which are approved by the Ministry of Education, Culture, Sports, Science and Technology. In addition, Shin-Eiken members have developed supplemental readers such as "Little Da in Vietnam", "Barefoot Gen", "Okinawa", "The World Heritage", "Beyond Silent Spring", "Visas for 6,000 Lives (the Story of Sempo Sugihara)", and "Annon Korea!".
Shin-Eiken has also promoted some student-centered teaching methodologies. For example, "Jiko-Hyogen" (tr. "Self-Expression"), emphasizes the importance of having students express their own thoughts and opinions. Group learning or cooperative learning methods have also been widely used by Shin-Eiken teachers and have proven effective in encouraging students to participate actively in class.
Many approaches to peace education have been reported in Shin-Eiken. In the 1980s, a "Peace Message" campaign was introduced to and from foreign travellers. Peace letters to governments leaders, peace speeches in class, and peace declarations at school festivals have also been implemented. In the 1990s, issues concerning human rights, indigenous people, development education, global education, and the environment were picked up in classes more often than ever. Nowadays, many teachers are practicing in international exchanges, using email, exchanging letters and postcards, and participating in "Life-Link" activities across the world.
Our fellow teachers edit Shin Eigo Kyoiku [The New English Classroom], a monthly educational magazine for English and other language teachers, which is published by Sanyu-sha. It has a wide circulation all over Japan.

3. Ten Discussion Groups

Shin-Eiken has ten discussion groups at its annual conference which teachers can join and experience lively exchanges of opinions about their classroom experiences. Excellent lesson examples are often introduced at the annual conference. Local chapters also have their (bi)monthly meetings. Here is some information about the ten discussion groups from the Shin-Eiken web page -

Group 1: Creative use of textbooks and development of original materials

We have created a lot of student-centered materials based on our ideals and the needs of the students. Here we discuss how to deal with textbooks, what materials are best for students, and why and how to use self-made materials.

Group 2: Developing critical reading ability

We try to clarify how students can be encouraged to read textbooks and moved through the reading experience. We promote reading approaches which intensify the experience, such as group discussions and relevant questioning.

Group 3: Teaching English grammar meaningfully and effectively

In learning foreign languages, understanding the basic grammar and structures of sentences is important. We should teach them effectively, rather than make students memorize many grammatical items or force them to learn by rote. We emphasize the connection between meaning and form: grammar must be taught in a context that is meaningful and useful.

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Group 4: Listening and speaking

We discuss what English sounds are and how to teach them, because sounds are important in learning any language, especially for actual communication. We examine ways to teach students to read aloud and speak with confidence using various audio-visual aids such as songs, videos, movies, speeches, phonics, and dramas.

Group 5: English proficiency and its evaluation

What does the expression 'English ability' actually mean? Seeking to foster both English ability and well-developed individuals, we discuss how to teach and evaluate students to encourage them, and offer concrete goals at each stage.

Group 6: Fostering learner autonomy through cooperative learning

We encourage cooperative learning, which should promote student understanding, motivation, and joy in learning, and thus inspire students to be independent learners. Moreover, we also examine how to teach beginners' classes, consider what materials are good for group learning, and reflect on the role of classroom newsletter, and examine the relationship between school events and English teaching.

Group 7: Helping slower learners

We aim to clarify the meaning of the expression 'slower learners' and find ways to teach them effectively. We have seen how such learners begin to study enthusiastically in class when they come across interesting materials and supportive peer-groups. Our main concern focuses on how to assess the needs of individual students and help them achieve their goals.

Group 8: Fostering student self-expression

We encourage students to express their thoughts and feelings in many facets of their actual lives. By encouraging them to express themselves in class, orally, or in writing, we can help develop a friendly learning community and help students come to value democratic principles more in their lives. We exercise leadership in promoting self-expression and believe that student-centered teaching is essential in language education.

Group 9: Developing peace, environment, and human rights education

We believe that the main purpose of foreign language education should be to foster world peace. We examine what materials and methods can inspire students to study eagerly and reflect on life in depth. These days, most people understand peace connotes a respect for life -- a condition which not only entails an absence of war, but also of poverty, hunger, environmental destruction, discrimination, and violence. We aim to promote peace education through foreign language education.

Group 10: Team teaching with native speakers of English

We study how we can collaborate with ALTs (assistant language teachers) better and teach more effectively. We discuss how to create suitable teaching materials and improve team teaching, testing, evaluation, and extracurricular activities. Problems with the present system are also discussed.

4. Classes on the September 11th terrorism and the retaliatory invasion of Afghanistan

The Sept. 11, 2002 attack in New York came as a great shock to many people around the world. We believe no one can justify terrorism. But on the other hand, US forces have killed many innocent people in Afghanistan under the name of retaliation. The number of Afghan victims has exceeded the number of New York victims. Most Afghan victims were poor people who couldn't afford to evacuate.

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In the wake of the shock, most Americans supported Bush's retaliatory war policies. But some Americans didn't and organized protest rallies against the retaliation. We heard the news and found a website carrying slogans and placards from one rally:

	War is not the answer.
	Our grief is not a cry for war.
	War will not bring our loved ones back.

Ikeda decided to use these slogans effectively classes because they were easy to understand and suitable for a wide variety of activities. Material based on these slogans was introduced to the Shin-Eiken list and more than thirty high school and university teachers in Japan have used these materials.
Some teachers had their students choose three or five of their favorite slogans from 10-60, based on classroom hours, student abilities, and so on. One teacher used a ranking system to have students decide their likes and dislikes. Others used photos and slides of Afghanistan to educate students about the plight of that country. Still others had students express their own opinions in writing about the war, placing these into class newsletters. A few even sent their letters to President Bush.
Here are some of my students' comments about terrorism and war:

• Nothing is solved through war.
  
• I am against terrorism and war!
  
• Terrorism and war are mistakes that we should never repeat.
  
• Remember the song "It's a Small World."
  
• A World Court decision is needed to solve this problem.
  
• It's true that terrorism is bad, but it is also meaningless to retaliate. And many innocent people will die.
  
• In wars lots of people will die. Do wars justify such deaths?
  
• The victims of terrorism do not want war. What war gives us is only devastated towns and vanity.
  
• Nothing is gained from wars and a lot is lost.
  
• I think to make war is wrong, but the sorrow will not be lightened without the death of the criminal.
  
• One-sided view that wars are wrong would not be accepted by the victims family members. But I suppose wars will not make any sense.
  

Here is a proclamation by a senior high school in Seattle, Washington, which was introduced to me by an American friend. I introduced this to my students in my English class and they were deeply impressed by this.

September 27, 2001 Dear Fellow World Citizens, We, the new generation, are reaching out to express to the citizens of the world the thoughts, opinions, and feelings of many people here in the United States and are writing this letter to give our perspective. Please know that the actions of our leaders in response to this tragedy are in sharp contrast to the feelings of many of us living here. Two years ago we made a banner "Hazel Wolf High School, World Without War, Sustainable Environment". On September 11 we hung it up outside our school again. We believe we should deal with the tragedy of 9/11 in a completely peaceful way. We believe that there are options other than war that can be as effective; such as showering the people with kindness, forgiveness and resources. Or perhaps, if our country chooses war, we ask that for every violent act we commit we could do another act that is an act of peace. We believe that every human being has the right to a whole life - not a life that is suddenly ended by an act of war or terrorism or a crime. We believe that understanding one another, as cultures, as individuals, as humans is crucial to the process of peace. Helping one another and supporting each other is essential to bringing us together as a planet. To that end we must support policies and companies working toward planetary environmental responsibility. We believe that the acts of September 11 were acts of terrorism and crimes. Rather than revenge, let us surprise the world with love and not be blinded by hate. The key to peace lies in the understanding of each other. - the students of Hazel Wolf High School

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We believe that classes in which students honestly express their views about what's happening in the world are precious. Such candid exchanges are taking place in many parts of the globe and are a benefit of foreign language classes. It is a shame that we cannot introduce all the examples of projects by our fellow teachers here, but would like to invite you visit our homepage and participate in more activities yourselves.

5. Conclusion

In the wake of the ghastly Sept. 11th tragedy, some fellow teachers became doubtful about what they were accomplishing through peace education in their classes, and wondered whether their efforts were in vain. Yet such people have been encouraged by their students' candid voices in their writings about the prospect of the US attack on Afghanistan. Most students expressed objection to the war and hope for a peaceful solution. Of course, a few approved the attack. However, we emphasize that it is very important that every voice raised be respected. Though it is difficult, it is crucially important to foster classrooms where students can express their honest feelings without fear or worry.
In English classes in particular, we affirm it is highly beneficial for students to frankly exchange their ideas about various social issues and express their vision of what is happening on earth with students from other parts of the world.
Shin-Eiken has underscored the importance of going beyond a tunnel-visioned Anglo-American focus and connecting with people in the wider world, especially in Asia, Africa and South America. The New English Classroom magazine offers a popular English interview column entitled "Countries around the World". This describes the cultures, social customs, and educational systems of various countries.
Today there are many discussions and proposals about how to reform English education in Japan. Many of them have a tendency toward excessive elitism and practicality. The Japanese Ministry of Education, Culture, Sports, Science and Technology's (2002) strategic plan to cultivate "Japanese with English Abilities" is a good example. It illustrates how pressures to globalize economically are influencing educational policies. The proposal would stream English education into an elite track for a few, while the vast majority would receive a standard track. The proposal also emphasizes only English education at the neglect of other foreign languages. This proposal is clearly against the ideals of Japan's Fundamental Law of Education (1947). It seems more and more competition and hierarchy is being introduced under the name of "educational reform." Also only three periods of foreign language classes a week are conducted at junior high schools, which makes effective language learning very difficult. Moreover at junior highs, an absolute evaluation system was hastily introduced in 2002 to replace the relative evaluation system. Under the system, each teacher is now being required to make detailed reports according to overly meticulous evaluation standards and have less time to focus on teaching. The government is also planning to implement mandatory English teacher training programs, which would force already harried teachers to attend during holiday breaks. Such "reform" measures are making it increasingly difficult for teachers to attend to their students needs and draw out their diverse interests and abilities.
Shin-Eiken has advocated 'English education as education for humanity' and also emphasized the significance of inner motivation for successful foreign language study. Key concepts of our organization are 1) meaningful, relevant materials for students; 2) friendly study groups; 3) self-expression of students' candid feelings and opinions; and 4) a concern for peace, human rights and environment. We have learned through our experiences that foreign language study becomes truly humanistic when these elements are combined effectively. Incidentally, we have gathered our fellow teachers exemplary practices up to the late 1980s and published 20 volumes of "Shin-Eigo Kyoiku Kouza" and we encourage you to refer to it.
Teachers tend to become isolated when dealing with many troubles which they struggle to solve alone. Yet as the proverb 'many hands make light work' attests, we can work out problems effectively with peers and accomplish more by working collaborative. Shin-Eiken is a circle of warm-hearted, reliable teachers who are ready to help teachers in need, and all of us in our striving to better English education.
If you are interested in joining Shin-Eiken, please visit our website at www.shiramizu.org/~sineiken/. Members receive 12 magazine issues, a discount at the national conference and local chapter meetings, and other benefits. For information about the next Shin-Eiken annual conference, please visit www.shiramizu.org/~sineiken/activity/national/.

References

Ginot H. (1972). Teacher and Child. New York: MacMillan. (poem online at http://www.bnaibrith.ca/league/hh-teachers/guide02.html)

Japanese Ministry of Education, Culture, Sports, Science and Technology. (2002). Developing a strategic plan to cultivate 'Japanese with English Abilities'. [Online]. http://www.mext.go.jp/english/news/2002/07/020901.htm. (5 March 2003).

Shin Eigo Kyoiku Kouza Henshu Iinkai, (Eds.). (1987). Shin Eigo Kyoiku Kouza-sono riron, jissen, gijutsu. [Selected papers by Shin-Eiken teachers on English Education]. Tokyo: Sanyusha Shuppan.

Shin Eigo Kyoiku Kenkyu Kai. (n.d.). Shin-Eiken Discussion Groups. [Online]. http://www.shiramizu.org/~sineiken/profile/groupe.html. (5 March 2003).

Pike G. & Selby D. (1988). Global Teacher, Global Learner. London: Hodder and Stoughton.

Civil Code of Japan. (1947) Kyouiku Kihon Hou. [Fundamental Law of Education]. (English translation available at: http://www.u-gakugei.ac.jp/~takeshik/funda.html).

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