The 2nd Peace as a Global Language Conference Proceedings & Supplement

by T Newfields, Kim Bradford-Watts, Tim Denny, Keiko Kikuchi, and Kazuya Asakawa

Expanding on the themes raised at the 1st Peace as a Global Language conference, this work continues to highlight the importance of issues such as multi-cultural understanding, human rights, environmental awareness, peace, and appropriate pedagogy. The 15 works in this CD-ROM bring to light ways educators can become more pro-active in improving life on this planet. They encourage readers to get actively involved in the work of making our world more livable.
Nine of the papers in this CD-ROM discuss themes raised during the September 27 - 28, 2003 Conference on Peace as a Global Language at Seisen University in Tokyo. In addition, poetry, satire and music on themes concerning AIDS awareness, ecology, peace, appear at the end of this volume. A brief summary of each work follows.

Part 1: Articles

• Jane Joritz-Nakagawa's opening essay shares some insights by Dr. Spenser Kagan, a featured speaker at the PGL2 Conference. She outlines Kagan's ideas concerning cooperative learning and mentions how some of her university students responded to his presentations. Ways that Kagan's ideas have impacted her own teaching are also summarized.
  
  
• Next, Fazilah Idris, Zuraidah Ali, and Melor Md Yunus describe how team-building skills in a multi-ethnic classroom can be promoted. The need for diversity education in multi-cultural contexts such as Malaysia is underscored. One way to evaluate the effectiveness of programs seeking to change learner attitudes is also considered.
  
  
• Fiona Eastley then explores how to raise awareness of human rights. She offers detailed advice about making the Universal Declaration of Human Rights more comprehensible to EFL students.
  
  
• The need to foster ethical awareness among engineering students is then considered by Brian Cullen and Eowyn Brown. They point out why ethics should be an integral part of engineering programs and compare several engineering curriculums.
  
  
• Albie Sharpe then described how to foster critical debate skills among EFL students. A simulated debate procedure is outlined and his thoughts about teaching critical discussion skills are shared.
  
  
• Following this, Kim Bradford-Watts considers how to raise global refugee concerns in EFL contexts. After explaining the rationale for refugee awareness education, she offers information about how various agencies are attempting to alleviate the plight of displaced persons worldwide.
  
  
• Ways to help EFL students become more aware of the effect of gender myths in their lives is then considered by Tim Newfields. A procedure to systematically examine the Cinderella Myth is shared, along with some thoughts on ways that myths are constructed/deconstructed.
  
  
• Michele Steele then describes a letter-writing project in which students were asked to write to the American president or Japanese prime minister for or against the 2003 military invasion of Iraq. An analysis of the student letters suggests a clear m ajority of students were opposed the Anglo-American invasion of Iraq and Japan's involvement in this affair.
  
  
• Ways that core principles such as interdependence, compassion, mindfulness, and contemplative action can foster peace are examined by Charles Kowalski. The need for individuals to become more active peace-makers is thoughtfully underscored.
  

Part 2: Poetry, Satire, & Music

• The second section of this CD-ROM consists of six creative works. Following a poignant poem about AIDS by Sarah Winslow, seven environmental poems and art works by T Newfields appear. The Japanese translation of these poems by Noriko Saitoh and erman translation by Roland Weber remind us how global these ecological concerns are. John Spiri then presents a dark, cynical satire about the clandestine relationship between America's military elite and Sadam Hussein. Finally, Brian Cullen ends on a bright note by sharing some songs that remind us why peace is better than war.
  

We would like to offer whole-hearted thanks to the following organizations for making the 2nd Peace as a Global Language conference possible:

• GCPEJ (The Hague Appeal for Peace Global Campaign for Peace Education Japan)
  
• GITC (Globe International Teachers Circle)
  
• IGNJ (International Green Network)
  
• JEE (Japan Environmental Exchange)
  
• JAPANetwork (an AIDS information/education NGO)
  
• JEP (The Journal of Engaged Pedagogy)
  
• Karenni Rainbow Foundation
  
• Shin-Eiken (New English Teachers' Association)
  
• Teachers College (Teachers College, Columbia University, Tokyo)
  
• The JALT GALE SIG (Gender Awareness in Language Education Special Interest Group)
  
• The JALT GILE SIG (Global Issues in Language Education Special Interest Group)
  
• The JALT PALE SIG (Professionalism, Administration & Leadership in Education Special Interest Group)
  
• The JALT TC SIG (Teaching Children Special Interest Group)
  
• WELL (Women Educators and Language Learners)
  

We would also like to thank Mizuho Fukushima (Diet member) and Dr. Spencer Kagan for serving as keynote speakers at this conference.
This version of the PGL2 CD-ROM is essentially complete, though less than perfect in a number of ways. Please contact any of the editors if you notice any infelicities. A revised version will be available along with the PGL3 Proceedings.

Peace,

T Newfields, Kim Bradford-Watts, Tim Denny, Keiko Kikuchi, and Kazuya Asakawa
PGL2 Proceedings & Supplement Co-editors
23 August 2004

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