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Engaged Pedagogy in the Japanese University
Offering a critical yet constructive response to the perceived crises in tertiary foreign language education in the Japanese university, the contributors to Bringing Forth a World provide theoretical and practical solutions which together act as a prolegomena to bringing forth a world. Theirs is an ecology of contribution in liberal arts education which takes responsibility for the care for youth, and contests intellectual passivity and indifference in foreign language instruction.

The editors proffer a transformative, engaged and multidisciplinary liberal arts pedagogy, one at odds with forms of lowest common denominator, one-size-fits-all, and standardized provision. In response to the prevalent business-dominated model, they demonstrate an applied format of multiliteracy theory—one with semiotic, multimodal, feminist dimensions—which is regionally specific and better accounts for divergent forms of human expression and perception. The writers not only take account of the intellectual and mental issues in the student demographic but also in the teaching profession which suffers from widespread anxiety, job insecurity and a lack of autonomy, experimentation and innovation.

Philosophically, the contributors to this book demand a form of meaning-making which is fundamentally social and creative, and which celebrates processes of ‘becoming-other’ in-between the student and teacher that seldom, if ever, follow a predictable trajectory. It is hoped that readers will embrace the spirit of the book, pick up its philosophical gauntlet to think otherwise than prevalent standardized models of teaching and learning, and therefore will use its core tenets to experiment with different ways of educating the youth of today.
1 Introduction
In: Bringing Forth a World
6 Pinter: Held Incommunicado on the Mobile
In: Bringing Forth a World

Abstract

The authors explore the noncompliant pedagogy of the image based on their video Autopoietic Veering: Schizo Socius of Tokyo and Vancouver (2021). It is not the kind of trendy modelized video abstract or kinetic presentation eagerly promoted by international publishers; it is a cross-cultural collaborative work intended to generate affirmative temporal ruptures of entropic habitual modes of seeing, memorizing, and thinking of human and nonhuman life in the cities of Tokyo (Japan) and Vancouver (Canada). The authors elucidate concept of a “global mnemotechnical system” that stores and produces human memories in vast digital archives and databases (tertiary retentions) through “mnemonic control” (). The authors repurpose video images to interrupt and recontrol human perception and memories as “living engines” (). They foreground the philosophical work of Deleuze, Heidegger, and Virilio to rethink and revive the creative act of “critique” () through “metamodelization” (; ); therefore, they plug these apparently incommensurable modes of thinking into their readings of the video’s images. They read the images as “time-images” and focus on their five dimensions that possibly activate “spiritual automation” (), which they assess as “negentropic bifurcatory” potentials ().

Open Access
In: Video Journal of Education and Pedagogy
Chapter 4 Deleuze and Globish

Abstract

This chapter makes the case that the Globish can be construed as a “war machine” against English. Focusing on language learning in the context of Japan, it discusses why Globish has gained much attention on the archipelago. By showing how the desire for Globish expresses the tensions inherent to Japan’s unique and schizoid love-hate relationship with the world’s de facto lingua franca, English, this nuanced argument moves beyond well-rehearsed debates and critiques of the native-speaker and linguistic imperialism. The philosophical concepts of Deleuze and Guattari are used to explain how minor languages both inflect and affect major languages or dominant tongues. In addition, Guattari’s “flattening of subjectivity” enables a rethinking of the hybridity of languages and the problem of learner identity.

In: Deterritorializing Language, Teaching, Learning, and Research

Abstract

This chapter makes the case that the Globish can be construed as a “war machine” against English. Focusing on language learning in the context of Japan, it discusses why Globish has gained much attention on the archipelago. By showing how the desire for Globish expresses the tensions inherent to Japan’s unique and schizoid love-hate relationship with the world’s de facto lingua franca, English, this nuanced argument moves beyond well-rehearsed debates and critiques of the native-speaker and linguistic imperialism. The philosophical concepts of Deleuze and Guattari are used to explain how minor languages both inflect and affect major languages or dominant tongues. In addition, Guattari’s “flattening of subjectivity” enables a rethinking of the hybridity of languages and the problem of learner identity.

In: Deterritorializing Language, Teaching, Learning, and Research

Abstract

In this short piece I am going to reflect on my reaction to a commercial video and advertisement campaign by my university in Tokyo, Japan. The campaign 帝京生のリアル [The daily life of Teikyo students] ran in April 2023 (www.teikyo-u.ac.jp/campus_for_life/photo_project). The following is a translation of the Japanese voiceover from the cm which includes the voice of a concerned parent, the voice of a high school student, who is unsure about which course, which university, and which career to pursue.

Open Access
In: Video Journal of Education and Pedagogy
In: A Pedagogy of Cinema
In: A Pedagogy of Cinema
In: A Pedagogy of Cinema