Last year's 2011 GLS program was an excellent experience (link), and I was very excited about doing the 2012 program.
Here's the website for this year: http://subsite.icu.ac.jp/gls/
This year was equally good, and perhaps even better in some ways.
First, I want to congratulate the fellows for their dedication and final performance on the group project presentations. It was a pleasure working together with these experienced Japanese business professionals and non-Japanese graduate students to help them present their ideas for reinvigorating a simulated Japanese company by initiating various global expansion projects.
As with last year, the GLS Leadership English module was focused on activating the ability to communicate persuasively regarding critical issues in English. We did discussions, debates, negotiations, and presentations at a pace of about 7 hours per week. It seemed like the participants enjoyed and benefited from the training that we provided.
The two most interesting sessions were when the participants made short speeches and led Q&A regarding the topics:
1) (Week 1) What is one thing you want to change or improve in your current company or department?
and
2) (Week 3) What is the most valuable idea that you picked up from the various lectures, coaching sessions and English sessions?
The ideas such as the need for more global, entrepreneurial initiative in their companies, or the need to reduce the fear of failure and increase the amount of frank opinion exchanges between team members or with superiors was very impressive.
In addition, the improvement from Week 1 to Week 3 in terms of
1) English communication ability,
2) confidence in presenting and supporting ideas, and
3) self-awareness of own strengths and weaknesses and needs for continuing effort in weak areas
was tangible and a encouraging result of the efforts that they had made in the 3 week live-in immersion program.
I wish I had taken videos of the Week 1 and Week 3 speeches so that the participants could see their progress. I will recommend that for next year along with the possibility of creating an online file of comments and feedback for each person, filled in by coaches, English instructors, the person himself or herself as well as peers.
Once again, it was a pleasure everyone!
2012年7月17日火曜日
Does Japan fear a philosophy of "enjoying life"?
An article titled "The Pursuit of Real Leisure" in the Japan Times today by SCOTT NORTH Professor of Sociology, Osaka University leads to the question above.
http://www.japantimes.co.jp/text/fl20120717hs.html#.UATEtnD6J7c
The article is one part of a series of opinions regarding the issue of overwork in Japan. I think most Japanese will agree that Japanese companies tend to believe that taking long vacations or leave or leaving on time at 5pm in order to enjoy life would violate the company culture and make it difficult for employees who try to pursue "leisure" to stay in the company.
Why is that? Despite changes in the labor law, apparently the situation has not changed very much. As the graph below shows, workers in the EU have a much better situation in this regard.
Personally, I think the core cause of the lack of time off in Japan may be a fear that a prioritization of leisure over work would lead to a loss of profitability or prosperity. Those who enjoy life too much will be doomed to poverty or a loss of competitiveness. It would be interesting to see a survey about such fears, with data broken down into different generations.
And so...is such a fear justified? Obviously, there must be a balance between a stress-filled culture of overwork and an excessive pursuit of leisure, and Japan has yet to find it. I would say that efforts still need to be made, especially by the top management, to give workers more time off to enjoy life--perhaps the company leaders need to start a shift in their mentality with some coaching about leisure for themselves. Perhaps the bureaucrats in Japan's ministry of labor need the same.
As a teacher, I also hope to see improvement in the work life balance for Japan's public school teachers. I have heard the time burden for work is excessive in many schools. Is it difficult to impart a love of life and a philosophy of "work to live" to our students when we are not practicing it ourselves, right?
It will be interesting to see what the fellows in my professional training session have to say about this.
http://www.japantimes.co.jp/text/fl20120717hs.html#.UATEtnD6J7c
Why are Japanese unable to feel that they are "working to enjoy life", rather than resting to work? Why do people seem to feel they are "living to work" rather than "working to live"?(From the article" "Today Japanese, like many other denizens of industrial societies, live to work. Nearly everything is a job to be done and our jobs define us. Japanese universities are filled with "intellectual workers." We value only that which requires struggle and hard work.In this functional perspective, leisure is useful only insofar as it enables workers to work more. Moreover, much of what Japan calls rest is overpriced imitation of Western leisure, such as overseas travel, or sports, such as skiing and golf. The rest is mere entertainment, in which the machinery of amusement and media of mass distraction train the populace to be inattentive consumers.Real leisure, on the other hand, is free, conscious activity that takes our lives as its object. In Pieper's vision, leisure enables appreciation and contemplation of the divine; it is stillness and quiet in which we can see truths and apprehend the mysteries of existence."
The article is one part of a series of opinions regarding the issue of overwork in Japan. I think most Japanese will agree that Japanese companies tend to believe that taking long vacations or leave or leaving on time at 5pm in order to enjoy life would violate the company culture and make it difficult for employees who try to pursue "leisure" to stay in the company.
Why is that? Despite changes in the labor law, apparently the situation has not changed very much. As the graph below shows, workers in the EU have a much better situation in this regard.
Personally, I think the core cause of the lack of time off in Japan may be a fear that a prioritization of leisure over work would lead to a loss of profitability or prosperity. Those who enjoy life too much will be doomed to poverty or a loss of competitiveness. It would be interesting to see a survey about such fears, with data broken down into different generations.
And so...is such a fear justified? Obviously, there must be a balance between a stress-filled culture of overwork and an excessive pursuit of leisure, and Japan has yet to find it. I would say that efforts still need to be made, especially by the top management, to give workers more time off to enjoy life--perhaps the company leaders need to start a shift in their mentality with some coaching about leisure for themselves. Perhaps the bureaucrats in Japan's ministry of labor need the same.
As a teacher, I also hope to see improvement in the work life balance for Japan's public school teachers. I have heard the time burden for work is excessive in many schools. Is it difficult to impart a love of life and a philosophy of "work to live" to our students when we are not practicing it ourselves, right?
It will be interesting to see what the fellows in my professional training session have to say about this.
2012年7月9日月曜日
2012年7月2日月曜日
Guam 2012 Family Trip
We were able to take a few day off and fly to Guam for some nice R&R.
Highlights:
1. The beautiful Tamon Bay and Ipao Beach area. Such calm beautiful waters, and not crowded at all in the off season of late June. Great for kids to snorkel!
2. The pools and activities at PIC. Great staff! Michael and Mei loved the water walk, slides, and game times. They didn't really go for the Kids Club, so we weren't able to send them off all day and relax like Megu and I planned to...but it was fun playing with them in the pool and beach. Highly recommended for families with kids, and only a little trouble with rowdy drunk hotel room neighbors shouting in the middle of the night.
3. Fishing with Michael. Like last year, he kicked my butt! Michael = 8 fish. Dad = 4 fish.
4. Doing very little for a week (just a few hours of online work I had to do for two or three days). Not going anywhere. Just swimming and relaxing.
5. Tony Roman's ribs. Mmmmm. The local Chamorro food was good too, but I would still vote for the ribs as best. The sashimi from the fish we caught and ate on the fishing boat was also exquisite.
Highlights:
1. The beautiful Tamon Bay and Ipao Beach area. Such calm beautiful waters, and not crowded at all in the off season of late June. Great for kids to snorkel!
2. The pools and activities at PIC. Great staff! Michael and Mei loved the water walk, slides, and game times. They didn't really go for the Kids Club, so we weren't able to send them off all day and relax like Megu and I planned to...but it was fun playing with them in the pool and beach. Highly recommended for families with kids, and only a little trouble with rowdy drunk hotel room neighbors shouting in the middle of the night.
3. Fishing with Michael. Like last year, he kicked my butt! Michael = 8 fish. Dad = 4 fish.
4. Doing very little for a week (just a few hours of online work I had to do for two or three days). Not going anywhere. Just swimming and relaxing.
5. Tony Roman's ribs. Mmmmm. The local Chamorro food was good too, but I would still vote for the ribs as best. The sashimi from the fish we caught and ate on the fishing boat was also exquisite.
2012年6月3日日曜日
Some reactions to Harrison Bergeron by Kurt Vonnegut
Tomorrow, I am going to discuss Harrison Bergeron by Vonnegut with my Japanese university students for the first time. It should be an interesting discussion, and I am looking forward to hearing what reactions they had and what themes they connected with.
Credit: Some of the questions below have been borrowed from other teachers who shared them on the net. Thank you to the original authors.
1. What is the state of U.S. society as described in the first paragraph of the story? How has “equality” been achieved?
In 2081, everyone is equal, not only before God and the law, but in their characteristics such as physical appearance, intelligence, and talents. This equality is achieved by giving people with ability certain handicaps. For example, for intelligence (like in the case of George, Harrison's father), people with higher than average intelligence have to wear an earphone that breaks their thoughts.
2. Consider the character of Harrison in terms of both his physical qualities and personality traits. What is he like?
Harrison is 7 feet tall, physically strong, attractive, and intelligent, and so the Handicapper General has worked hard to get him down to average in all of those areas by putting on weights like a "walking junkyard" and making him look like a clown. To hinder his intelligence, he wears headphones that interrupt his thoughts. He says "I am the Emperor" and that makes him sound like he has gone mad--He is launching a futile revolution on the TV stage. He throws off his handicaps, chooses an Empress and frees her as well, and sets the orchestra free
3. What is the significance of the dance that Harrison performs with the ballerina? In your opinion, what does it mean?
To me, the dance is a rebellion against repression of freedom of expression. They have cast off their chains of handicapping and perform with their whole potential. When they kiss the ceiling and each other at the climax of the dance, they are expressing the powerful joy humans can feel when they are free to express themselves. When the Handicapper General kills them with a shotgun, they
4. What do you consider to be Vonnegut’s purpose for writing this story?
Vonnegut wrote this in 1961, but I think the significance of his story is timeless in terms of several important themes.
To me, the strongest theme is the meaning of equality. For equality to exist in society, do some people have to be held back or hindered in their abilities? The reference to socialism is obvious, but all societies may have a "handicapping" element to some extent. So, in what ways does human society try to keep some people "handicapped" in order to achieve a sense of security? Do we do this when the rich pay more taxes or when talented children are kept in the same group as students who struggle so that the fast kids can help the slower kids. To what extent is "holding back" necessary, and should it ever be imposed in a mandatory way. Or, should it always be voluntary, so that those with talent or ability hold back of their own free will in order to help those who struggle. The handicapping done in HB is obviously a systematic, compulsory, government policy and it seems ridiculous to us in the way it is portrayed, but it is interesting how Hazel and George express their support of it. What type of "handicapping" is actually good handicapping? Is there any possibility that our societies are doing it?
There are certainly many other interesting themes such as freedom of expression, the effect of media, and rebellion against established laws and government. I'll look forward to the ideas my students bring.
5. In your opinion, how is the world of 2081 similar to that of your own society today? Also, what does the story mean to you?
In what ways does "handicapping" mirror US society or Japanese society? Does US or Japanese education have such characteristics? Definitely. And my instinctive reaction is that Japanese society mirrors it in a much stronger way--but ironically, that is one aspect of Japan that I really like and respect. The key question, which I hope we can discuss tomorrow, is: To what extent is it desirable, and at what point does it become excessive and a violation of individual freedom to pursue their full potential.
In Japan, the education system, especially after WWII, has emphasized equality very strongly. Some manifestations of this emphasis on equality are:
1) teachers efforts to keep the class moving at the same pace, regardless of ability, with little or no differentiation of instruction (I assume this is still true),
2) the rejection of any system that allows students to repeat a grade or skip a grade, and
3) the idea that all schools in the country of Japan should have similar curricula imposed in a top-down fashion from the central Ministry of Education, with very little room for flexibility or innovation by individual instructors or principals.
4) The use of school uniforms and other school rules in Japan such as prohibitions against make-up, jewelry, hair color etc. that prevent students from standing out. There are horror stories of teachers forcing students to straighten their naturally curly hair.
Extra: Any other reactions or ideas or discussion questions?
I'm very curious how the discussion will go, especially considering the fact that my students were the top students in their high schools and may have been like HB in some cases, held back for the sake of imposed equality, in some aspects of their education.
One thing I fear and want to avoid is that my students will look for "correct answers" in terms of interpretations of the story. I hope they will take the story and make it their own, and try to discuss, among other things, what the ideal balance in Japan should be for uniformity and individuality, for equality and competition, and how our society can aim for that.
Other questions:
1) To what extent are we "handicapper generals" of ourselves? What weights do we put around our own necks to make ourselves as average as possible?
2) How is television or other mass media used in the story, and how is that similar to media in your own society?
3) "Pretty soon we'd be back to the dark ages again, with everybody competing against everybody else." Where is the balance of too much competition and too much imposed equality?
4) Are all humans "equal"? What does that mean? What should it mean? In what ways should people be equal, and in what ways should equality not be aimed for?
Credit: Some of the questions below have been borrowed from other teachers who shared them on the net. Thank you to the original authors.
1. What is the state of U.S. society as described in the first paragraph of the story? How has “equality” been achieved?
In 2081, everyone is equal, not only before God and the law, but in their characteristics such as physical appearance, intelligence, and talents. This equality is achieved by giving people with ability certain handicaps. For example, for intelligence (like in the case of George, Harrison's father), people with higher than average intelligence have to wear an earphone that breaks their thoughts.
2. Consider the character of Harrison in terms of both his physical qualities and personality traits. What is he like?
Harrison is 7 feet tall, physically strong, attractive, and intelligent, and so the Handicapper General has worked hard to get him down to average in all of those areas by putting on weights like a "walking junkyard" and making him look like a clown. To hinder his intelligence, he wears headphones that interrupt his thoughts. He says "I am the Emperor" and that makes him sound like he has gone mad--He is launching a futile revolution on the TV stage. He throws off his handicaps, chooses an Empress and frees her as well, and sets the orchestra free
3. What is the significance of the dance that Harrison performs with the ballerina? In your opinion, what does it mean?
To me, the dance is a rebellion against repression of freedom of expression. They have cast off their chains of handicapping and perform with their whole potential. When they kiss the ceiling and each other at the climax of the dance, they are expressing the powerful joy humans can feel when they are free to express themselves. When the Handicapper General kills them with a shotgun, they
4. What do you consider to be Vonnegut’s purpose for writing this story?
Vonnegut wrote this in 1961, but I think the significance of his story is timeless in terms of several important themes.
To me, the strongest theme is the meaning of equality. For equality to exist in society, do some people have to be held back or hindered in their abilities? The reference to socialism is obvious, but all societies may have a "handicapping" element to some extent. So, in what ways does human society try to keep some people "handicapped" in order to achieve a sense of security? Do we do this when the rich pay more taxes or when talented children are kept in the same group as students who struggle so that the fast kids can help the slower kids. To what extent is "holding back" necessary, and should it ever be imposed in a mandatory way. Or, should it always be voluntary, so that those with talent or ability hold back of their own free will in order to help those who struggle. The handicapping done in HB is obviously a systematic, compulsory, government policy and it seems ridiculous to us in the way it is portrayed, but it is interesting how Hazel and George express their support of it. What type of "handicapping" is actually good handicapping? Is there any possibility that our societies are doing it?
There are certainly many other interesting themes such as freedom of expression, the effect of media, and rebellion against established laws and government. I'll look forward to the ideas my students bring.
5. In your opinion, how is the world of 2081 similar to that of your own society today? Also, what does the story mean to you?
In what ways does "handicapping" mirror US society or Japanese society? Does US or Japanese education have such characteristics? Definitely. And my instinctive reaction is that Japanese society mirrors it in a much stronger way--but ironically, that is one aspect of Japan that I really like and respect. The key question, which I hope we can discuss tomorrow, is: To what extent is it desirable, and at what point does it become excessive and a violation of individual freedom to pursue their full potential.
In Japan, the education system, especially after WWII, has emphasized equality very strongly. Some manifestations of this emphasis on equality are:
1) teachers efforts to keep the class moving at the same pace, regardless of ability, with little or no differentiation of instruction (I assume this is still true),
2) the rejection of any system that allows students to repeat a grade or skip a grade, and
3) the idea that all schools in the country of Japan should have similar curricula imposed in a top-down fashion from the central Ministry of Education, with very little room for flexibility or innovation by individual instructors or principals.
4) The use of school uniforms and other school rules in Japan such as prohibitions against make-up, jewelry, hair color etc. that prevent students from standing out. There are horror stories of teachers forcing students to straighten their naturally curly hair.
Extra: Any other reactions or ideas or discussion questions?
I'm very curious how the discussion will go, especially considering the fact that my students were the top students in their high schools and may have been like HB in some cases, held back for the sake of imposed equality, in some aspects of their education.
One thing I fear and want to avoid is that my students will look for "correct answers" in terms of interpretations of the story. I hope they will take the story and make it their own, and try to discuss, among other things, what the ideal balance in Japan should be for uniformity and individuality, for equality and competition, and how our society can aim for that.
Other questions:
1) To what extent are we "handicapper generals" of ourselves? What weights do we put around our own necks to make ourselves as average as possible?
2) How is television or other mass media used in the story, and how is that similar to media in your own society?
3) "Pretty soon we'd be back to the dark ages again, with everybody competing against everybody else." Where is the balance of too much competition and too much imposed equality?
4) Are all humans "equal"? What does that mean? What should it mean? In what ways should people be equal, and in what ways should equality not be aimed for?
2012年5月20日日曜日
Very powerful. I enjoyed this 1) as an inspiring film based on a true story in the history of American civil rights that needs to be told, and1 2) as a teacher of "argument" in my college writing and presentation classes. My Japanese university freshmen are going over the basics of argument structure and persuasion this week, and I hope I can introduce this film to inspire them to use their ideas and words as weapons for making a difference in our world.
The "Comfort Women" Monument in NYC
http://www.nytimes.com/2012/05/19/nyregion/monument-in-palisades-park-nj-irritates-japanese-officials.html?_r=1
I am confounded by Japan's attempts to stop the comfort women monument.
Why does Japan officially try to oppose these monuments (this one and the one in front of the Japanese embassy in Seoul)? It is very hard to understand that mentality of trying to ask groups to "not remember history". The Japan of the past is the Japan of the past. Japan today should fully support monuments for remembering the tragedy of the mistakes made in that era.
When there are thousands of victims, many still alive, how can it possibly help Japan's image to oppose monuments to remember the tragedy?
When a mistake has been made in history, and people suffered, it is natural to leave a monument to remember and not repeat similar mistakes.
One of the most important points in this article is when the Korean group who built the monument for the comfort women explain that Japan's opposition is "helping" the monument. That is only natural. Nobody is going to support Japan's attempt to stop a monument for people who suffered.
In fact, Japan is going to completely embarrass itself when people around world (based on articles like this) see it as a country that is unwilling to accept the mistakes of its past as lessons for the future.
As a long time resident of Japan, I love the "new Japan" that strives to build a culture of peace. Just as the future children of the USA need to know the past mistakes of the USA, Japanese children need to be taught the tragedies brought about by the mistakes of the military government. Through history classes and monuments in and out of Japan, the mistakes should be brought to light as clearly as possible so that future generations do not repeat them.
I am confounded by Japan's attempts to stop the comfort women monument.
Why does Japan officially try to oppose these monuments (this one and the one in front of the Japanese embassy in Seoul)? It is very hard to understand that mentality of trying to ask groups to "not remember history". The Japan of the past is the Japan of the past. Japan today should fully support monuments for remembering the tragedy of the mistakes made in that era.
When there are thousands of victims, many still alive, how can it possibly help Japan's image to oppose monuments to remember the tragedy?
When a mistake has been made in history, and people suffered, it is natural to leave a monument to remember and not repeat similar mistakes.
One of the most important points in this article is when the Korean group who built the monument for the comfort women explain that Japan's opposition is "helping" the monument. That is only natural. Nobody is going to support Japan's attempt to stop a monument for people who suffered.
In fact, Japan is going to completely embarrass itself when people around world (based on articles like this) see it as a country that is unwilling to accept the mistakes of its past as lessons for the future.
As a long time resident of Japan, I love the "new Japan" that strives to build a culture of peace. Just as the future children of the USA need to know the past mistakes of the USA, Japanese children need to be taught the tragedies brought about by the mistakes of the military government. Through history classes and monuments in and out of Japan, the mistakes should be brought to light as clearly as possible so that future generations do not repeat them.
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