I am often asked the following questions by Canadian, Korean, and Chinese
college students about their Japanese counterparts: "What do Japanese
university students think about the political issues between Korea and Japan?
What kind of class projects do they accomplish for the benefit of the environment?
How much time do they spend on homework?" I am at a loss for answers
because world issues are not so much of a concern for my university students
and homework is much neglected.
Many of my university students are unable to produce a professional looking
assignment. Seldom do they read the newspaper or listen to the news to know
what is going on in the world: Their concerns are limited to their personal
interests and immediate environments. Their lack of enthusiasm to participate
in controversial debates or discussions show that young Japanese people
are not well aware of challenging world issues such as environmental problems.
At times, they remain quite oblivious to domestic issues as well. Further,
they lack genuine interest about their future. Ambitions or dreams are limited
to being financially comfortable.
Despite their diligent study prior to entering university, students have
failed to develop efficient work habits. When a 20-year-old does not even
care about producing a presentable one-page assignment for the teacher,
I wonder if, in general, educators in Japan haven't been too lenient. Have
students been given enough stimulation to raise their sense of responsibility
and to increase their motivation? Do we treat young people as incapable?
Have we given up on them?
Skills for the future need to be implemented now. According to intercultural
specialists such as Sheila Ramsey (March, 1997), well-informed educators
incorporate intercultural and global foci in their programs. They make students
feel involved and they give them opportunities to develop practical skills.
They look at the big picture when planning a curriculum and emphasize creative,
self-directed learning, effective communication, professional work, and
collaborative skills. They constantly question the validity of their programs
and teaching methodologies. They also keep up with technological developments.
In order to see how well we educators in Japan are helping our students
become capable team players in a global context, the following checklist
may be helpful:
- Can students retrieve information and produce formal documents?
- Do students have opportunities to act in unfamiliar situations?
- Do teachers challenge students' beliefs?
- Do students seriously consider different options to solve problems?
- Do students discuss current social issues?
- Can students accomplish group projects?
Today's young people will soon need to confront a fast-paced society
where they will be expected to communicate clearly and efficiently. Collaboration
and creativity are now requirements sought by employers. To function effectively
in international contexts, more intrapersonal development and exposure to
different cultural systems are indispensable. The classroom is not the only
place responsible for preparing students for the future, but it is a practical
and sensible starting point. The role of educators is not limited to teaching
a subject; they are also responsible for creating an appropriate context
where students' values, beliefs, and interpersonal skills are challenged
and ultimately strengthened.
Reference
Ramsey, S. (1997, March). The future. Paper presented
at the meeting of the Society for International Education, Training, and
Research (SIETAR), Kansai Chapter, Takatsuki, Japan.