Creative Excellence in the Japanese University: Knowledge-Content-Cognition and Language-Culture-Communication Integrated Global Awareness Learning
ABSTRACT
Barnett (1997) argues that the university has lost its way, but that the world needs the university more than before but for different reasons. He says that the university must clarify a new role in the world and in society, and find a new vocabulary, and a new sense of purpose. The world including the university is faced with what Barnett calls supercomplexity where human frames of understanding, action, and identity are continually changing and being challenged. In this new supercomplex world, the university, Barnett maintains, must take on two roles in particular. Firstly, it needs to compound supercomplexity, thus making the world more challenging than it has seemed. The second role is to enable humans to live effectively in this chaotic world. Internally, says Barnett, the university needs to become a new kind of organization that must, whether it likes it or not, live with uncertainty (i.e. “the uncertainty principle”) and at the same time help people to live with and revel in that uncertainty. Creativity, excellence, and excellence in creativity are also uncertain in this new supercomplex world which requires new and innovative ways of framing their interpretations and development in higher education. We focus in this paper on the potential of additional L2 global language English to serve as the medium of effecting an integrated content-knowledge-cognition and language-culture-communication creatively excellent higher education. However, it is our belief and hope that such a higher learning can and should be developed in the L1 Japanese language as the primary medium of learning and communication. The employment and deployment of CLIGAL in the home L1 Japanese and the globally useful L2 English are necessary for there to be creative excellence across the Japanese higher education curriculum.
Barnett (1997) argues that the university has lost its way, but that the world needs the university more than before but for different reasons. He says that the university must clarify a new role in the world and in society, and find a new vocabulary, and a new sense of purpose. The world including the university is faced with what Barnett calls supercomplexity where human frames of understanding, action, and identity are continually changing and being challenged. In this new supercomplex world, the university, Barnett maintains, must take on two roles in particular. Firstly, it needs to compound supercomplexity, thus making the world more challenging than it has seemed. The second role is to enable humans to live effectively in this chaotic world. Internally, says Barnett, the university needs to become a new kind of organization that must, whether it likes it or not, live with uncertainty (i.e. “the uncertainty principle”) and at the same time help people to live with and revel in that uncertainty. Creativity, excellence, and excellence in creativity are also uncertain in this new supercomplex world which requires new and innovative ways of framing their interpretations and development in higher education. We focus in this paper on the potential of additional L2 global language English to serve as the medium of effecting an integrated content-knowledge-cognition and language-culture-communication creatively excellent higher education. However, it is our belief and hope that such a higher learning can and should be developed in the L1 Japanese language as the primary medium of learning and communication. The employment and deployment of CLIGAL in the home L1 Japanese and the globally useful L2 English are necessary for there to be creative excellence across the Japanese higher education curriculum.
Cite this paper
Brady, A. and Higgins, R. (2015) Creative Excellence in the Japanese University: Knowledge-Content-Cognition and Language-Culture-Communication Integrated Global Awareness Learning. Creative Education, 6, 2283-2298. doi: 10.4236/ce.2015.621236.
Brady, A. and Higgins, R. (2015) Creative Excellence in the Japanese University: Knowledge-Content-Cognition and Language-Culture-Communication Integrated Global Awareness Learning. Creative Education, 6, 2283-2298. doi: 10.4236/ce.2015.621236.
References
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http://dx.doi.org/10.1080/14708470308668105 [4] Brady, A., & Higgins, R. M. (2014). Internationalization, Globalization, Regionalization, and Academic Mobility: Educational Threats and Opportunities to the Development of a Global-Minded Citizenry. Kwansei Gakuin Sociology Department Studies, 119, 55-66. [5] Brady, A., & Shinohara, Y. (2000). Principles and Activities That Exemplify a Transcultural Approach to Additional Language Learning. System, 28, 305-322.
http://dx.doi.org/10.1016/S0346-251X(00)00014-2 [6] Brady, A., & Shinohara, Y. (2003). English Additional Language Learning and Empowerment: Conceiving and Practicing a Transcultural Pedagogy and Learning. Asian Journal of English Language Teaching, 13, 75-93. [7] Brady, A., Abe, K., Takeda, J., & Poole, B. (2003). Towards a Clearer Understanding of the Socio-Economic, Socio-Educational, and Socio-Political Role of Higher Education in Japan. Kwansei Gakuin University Sociology Department Studies, 95, 95-106. [8] Burnard, P. (2012). Rethinking Creative Teaching and Teaching as Research: Mapping the Critical Phases That Mark Times of Change and Choosing as Learners and Teachers of Music. Theory into Practice, 51, 167-178.
http://dx.doi.org/10.1080/00405841.2012.690312 [9] Calvet, J. (1998). Language Wars and Linguistic Politics. Oxford: Oxford University Press. [10] Chen-Tsai, K. (2013). Creative Teaching and Teaching Excellence. In F. K. Reisman (Ed.), Creativity Process, Product, Personality, Environment & Technology (pp. 131-139). KIE Conference Book Series. [11] Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press. [12] Cutts, R. L. (1997). An Empire of Schools: Japan’s Universities and the Molding of a National Power Elite. Armonk, NY: M.E. Sharpe Press. [13] Davies, L. (2001). Development, Democracy, and Deviance in Contemporary Sociology of Education. In J. Demaine (Ed.), Sociology of Education Today. Houndmills and Basingstoke: Palgrave Press. [14] De Bono, E. (1982). De Bono’s Course in Thinking. BBC Books. [15] De Courcy, E. (2015). Defining and Measuring Teaching Excellence in Higher Education in the 21st Century. College Quarterly, 18. [16] Dearden, J. (2014). English as a Medium of Instruction—A Growing Global Phenomenon: Phase 1. Going Global 2014, Interim Report, Oxford: Department of Education, University of Oxford. [17] Fitzmaurice, M. (2010). Considering Teaching in Higher Education as a Practice. Teaching in Higher Education, 15, 45-55.
http://dx.doi.org/10.1080/13562510903487941 [18] Flyvbjerg, B. (2001). Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511810503 [19] Freire, P. (1972). Pedagogy of the Oppressed. London: Penguin Books. [20] Gardner, H. (2009). Five Minds for the Future. Boston, MA: Harvard Business School Press. [21] Gottlieb, M. (2014). The Confounding Case of Japan’s Creativity Crisis. Japan Times Article, January 29. [22] Guillen, M. F. (2009). The Real Reasons to Support Language Study. The Chronicle of Higher Education, 1-4. [23] Hepner, M. (2013). Good Thing I’m Not a History Major. Real Clear Politics. [24] Japan Times (2007). Japan’s Ambivalent English. Opinion-Editorial, March 3. [25] Jeffrey, B. (2006). Creative Teaching and Learning: Towards a Common Discourse and Practice. Cambridge Journal of Education, 36, 399-414.
http://dx.doi.org/10.1080/03057640600866015 [26] Kao, J. J. (1996). Jamming: Art and Discipline of Corporate Creativity. New York: Harper Collins. [27] Keidanren (2013). Fostering People Who Can Excel in Global Arena—A Follow-Up Proposal for the Development of Global Talents. Keidanren Paper, June 13. [28] Koliba, C. (2000). Democracy and Education, Schools and Communities Initiative: Conceptual Framework and Preliminary Findings. Cambridge: Cambridge University Press. [29] Kumaravadivelu, B. (2001). Toward a Postmethod Pedagogy. TESOL Quarterly, 35, 537-557.
http://dx.doi.org/10.2307/3588427 [30] Littlejohn, A. (2004). Language Teaching for the Future. Cambridge Connection, Japan Special Edition, 2-3. [31] McVeigh, B. (2001). Higher Education, Apathy, and Post-Meritocracy. The Language Teacher, 25, 29-32. [32] McVeigh, B. (2002). Japanese Higher Education as Myth. New York and London: M. E. Sharpe. [33] Nakata, Y., & Mosk, C. (1987). The Demand for College Education in Postwar Japan. Journal of Human Resources, 22, 377-404.
http://dx.doi.org/10.2307/145745 [34] Prime Minister’s Commission on Japan’s Goals for the 21st Century (2000) National Science Foundation. [35] Readings, B. (1996). The University in Ruins. Boston, MA: Harvard University Press. [36] Refsing, K. (1992). Japanese Educational Expansion: Quality or Equality? In R. Goodman, & K. Refsing (Eds.), Ideology and Practice in Modern Japan (pp. 116-129). New York: Routledge Press. [37] Rinkevich, J. R. (2011). Creative Teaching: Why It Matters and Where to Begin. Clearing House, 84, 219-223.
http://dx.doi.org/10.1080/00098655.2011.575416 [38] Robinson, K. (2009). Why Creativity Now? Teaching for the 21st Century, 67, 22-26. [39] Seidlhofer, B. (2005). English as a Lingua Franca. ELT Journal, 59, 339-341.
http://dx.doi.org/10.1093/elt/cci064 [40] Sigurdson, R. (2015). Why Study the Liberal Arts. Manitoba: University of Manitoba. [41] Splitter, L. J. (1995). On the Theme of “Teaching for Higher Order Skills.”
http://www.Shss.Montclair.edu/inquiry/summ95/splitter.html [42] Stewart, J. (1995). Language as Articulate Contact: Toward a Post-Semiotic Philosophy of Education. Albany, NY: SUNY Press. [43] Van Oech, R. (1990). Fostering Creativity: The Journey to Excellence.
http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rsfosteringcreativity.asp [44] Vygotsky, L. S. (2004). Imagination and Creativity in Childhood. Journal of Russian and East European Psychology, 42, 7-97. [45] Weaver, F. S. (1991). Liberal Education: Critical Essays on Professions, Pedagogy, and Structure. New York/London: Teachers’ College Press (Columbia University). [46] Zhu, C., Wang, D., Cai, Y., & Engels, N. (2013). What Core Competencies Are Related to Teachers’ Innovative Teaching? Asia-Pacific Journal of Teacher Education, 41, 9-27.
[1] Association of American Colleges and Universities (2007). What Is a 21st Century Liberal Education? Adapted from College Learning for the New Global Century. [2] Barnett, R. (1997). Realizing the University in an Age of Supercomplexity. Buckingham: Open University Press/SRHE. [3] Bollinger, C., Nainby, K., & Warren, J. (2003). Articulating Contact in the Classroom: Towards a Constitutive Focus in Critical Pedagogy. Language and Intercultural Communication, 3, 198-212.
http://dx.doi.org/10.1080/14708470308668105 [4] Brady, A., & Higgins, R. M. (2014). Internationalization, Globalization, Regionalization, and Academic Mobility: Educational Threats and Opportunities to the Development of a Global-Minded Citizenry. Kwansei Gakuin Sociology Department Studies, 119, 55-66. [5] Brady, A., & Shinohara, Y. (2000). Principles and Activities That Exemplify a Transcultural Approach to Additional Language Learning. System, 28, 305-322.
http://dx.doi.org/10.1016/S0346-251X(00)00014-2 [6] Brady, A., & Shinohara, Y. (2003). English Additional Language Learning and Empowerment: Conceiving and Practicing a Transcultural Pedagogy and Learning. Asian Journal of English Language Teaching, 13, 75-93. [7] Brady, A., Abe, K., Takeda, J., & Poole, B. (2003). Towards a Clearer Understanding of the Socio-Economic, Socio-Educational, and Socio-Political Role of Higher Education in Japan. Kwansei Gakuin University Sociology Department Studies, 95, 95-106. [8] Burnard, P. (2012). Rethinking Creative Teaching and Teaching as Research: Mapping the Critical Phases That Mark Times of Change and Choosing as Learners and Teachers of Music. Theory into Practice, 51, 167-178.
http://dx.doi.org/10.1080/00405841.2012.690312 [9] Calvet, J. (1998). Language Wars and Linguistic Politics. Oxford: Oxford University Press. [10] Chen-Tsai, K. (2013). Creative Teaching and Teaching Excellence. In F. K. Reisman (Ed.), Creativity Process, Product, Personality, Environment & Technology (pp. 131-139). KIE Conference Book Series. [11] Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press. [12] Cutts, R. L. (1997). An Empire of Schools: Japan’s Universities and the Molding of a National Power Elite. Armonk, NY: M.E. Sharpe Press. [13] Davies, L. (2001). Development, Democracy, and Deviance in Contemporary Sociology of Education. In J. Demaine (Ed.), Sociology of Education Today. Houndmills and Basingstoke: Palgrave Press. [14] De Bono, E. (1982). De Bono’s Course in Thinking. BBC Books. [15] De Courcy, E. (2015). Defining and Measuring Teaching Excellence in Higher Education in the 21st Century. College Quarterly, 18. [16] Dearden, J. (2014). English as a Medium of Instruction—A Growing Global Phenomenon: Phase 1. Going Global 2014, Interim Report, Oxford: Department of Education, University of Oxford. [17] Fitzmaurice, M. (2010). Considering Teaching in Higher Education as a Practice. Teaching in Higher Education, 15, 45-55.
http://dx.doi.org/10.1080/13562510903487941 [18] Flyvbjerg, B. (2001). Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511810503 [19] Freire, P. (1972). Pedagogy of the Oppressed. London: Penguin Books. [20] Gardner, H. (2009). Five Minds for the Future. Boston, MA: Harvard Business School Press. [21] Gottlieb, M. (2014). The Confounding Case of Japan’s Creativity Crisis. Japan Times Article, January 29. [22] Guillen, M. F. (2009). The Real Reasons to Support Language Study. The Chronicle of Higher Education, 1-4. [23] Hepner, M. (2013). Good Thing I’m Not a History Major. Real Clear Politics. [24] Japan Times (2007). Japan’s Ambivalent English. Opinion-Editorial, March 3. [25] Jeffrey, B. (2006). Creative Teaching and Learning: Towards a Common Discourse and Practice. Cambridge Journal of Education, 36, 399-414.
http://dx.doi.org/10.1080/03057640600866015 [26] Kao, J. J. (1996). Jamming: Art and Discipline of Corporate Creativity. New York: Harper Collins. [27] Keidanren (2013). Fostering People Who Can Excel in Global Arena—A Follow-Up Proposal for the Development of Global Talents. Keidanren Paper, June 13. [28] Koliba, C. (2000). Democracy and Education, Schools and Communities Initiative: Conceptual Framework and Preliminary Findings. Cambridge: Cambridge University Press. [29] Kumaravadivelu, B. (2001). Toward a Postmethod Pedagogy. TESOL Quarterly, 35, 537-557.
http://dx.doi.org/10.2307/3588427 [30] Littlejohn, A. (2004). Language Teaching for the Future. Cambridge Connection, Japan Special Edition, 2-3. [31] McVeigh, B. (2001). Higher Education, Apathy, and Post-Meritocracy. The Language Teacher, 25, 29-32. [32] McVeigh, B. (2002). Japanese Higher Education as Myth. New York and London: M. E. Sharpe. [33] Nakata, Y., & Mosk, C. (1987). The Demand for College Education in Postwar Japan. Journal of Human Resources, 22, 377-404.
http://dx.doi.org/10.2307/145745 [34] Prime Minister’s Commission on Japan’s Goals for the 21st Century (2000) National Science Foundation. [35] Readings, B. (1996). The University in Ruins. Boston, MA: Harvard University Press. [36] Refsing, K. (1992). Japanese Educational Expansion: Quality or Equality? In R. Goodman, & K. Refsing (Eds.), Ideology and Practice in Modern Japan (pp. 116-129). New York: Routledge Press. [37] Rinkevich, J. R. (2011). Creative Teaching: Why It Matters and Where to Begin. Clearing House, 84, 219-223.
http://dx.doi.org/10.1080/00098655.2011.575416 [38] Robinson, K. (2009). Why Creativity Now? Teaching for the 21st Century, 67, 22-26. [39] Seidlhofer, B. (2005). English as a Lingua Franca. ELT Journal, 59, 339-341.
http://dx.doi.org/10.1093/elt/cci064 [40] Sigurdson, R. (2015). Why Study the Liberal Arts. Manitoba: University of Manitoba. [41] Splitter, L. J. (1995). On the Theme of “Teaching for Higher Order Skills.”
http://www.Shss.Montclair.edu/inquiry/summ95/splitter.html [42] Stewart, J. (1995). Language as Articulate Contact: Toward a Post-Semiotic Philosophy of Education. Albany, NY: SUNY Press. [43] Van Oech, R. (1990). Fostering Creativity: The Journey to Excellence.
http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rsfosteringcreativity.asp [44] Vygotsky, L. S. (2004). Imagination and Creativity in Childhood. Journal of Russian and East European Psychology, 42, 7-97. [45] Weaver, F. S. (1991). Liberal Education: Critical Essays on Professions, Pedagogy, and Structure. New York/London: Teachers’ College Press (Columbia University). [46] Zhu, C., Wang, D., Cai, Y., & Engels, N. (2013). What Core Competencies Are Related to Teachers’ Innovative Teaching? Asia-Pacific Journal of Teacher Education, 41, 9-27.