We set out on foot for the first temple we wanted to go to, Wat Chiang Man. Since all three of us were thirsty, especially me, we… Read more “Studying in Thailand — Episode 5”
Since I had a plan to go sightseeing with my friends, I got up early this morning. I’ve been having cereal for breakfast as much as possible,… Read more “Studying in Thailand — Episode 4”
The mattress on my dormitory bed is so hard that I’m finding it difficult to sleep. I woke up at 5:00 this morning. Feeling a little hungry,… Read more “Studying in Thailand — Episode 2”
Hirotaka Ushiba’s first diary entry, writing about his five months in Thailand.
Sitting in a Tokyo coffee shop, I heard a boy of six or so look up from the phone he was using and tell his parents “Game… Read more ““Game Over” for Katakana Pronunciation”
Collectively, we have been for half a century exhaling a breath of specialization, and our lungs are now empty. It is time now to converge back toward the centre, to take a deep breath. The professional momentum is now inexorably with the forces of integration. I sense that many PALT practitioners are either unconsciously gravitating towards or consciously groping towards a comprehensivist or convergent, integrative way of looking at their work. In other words, the needs and interests of the majority in the profession are less well served than those of the academic specialists. The majority are alienated from the dominant and diffusive force of specialization in PALT that has radiated into the profession a confused mindset that does not know how to make use of convergent or holistic thinking.
The demystification and weakening of authority from above in all spheres of life, and the corresponding empowerment of individuals — the strengthening of individual and personal authority— is an important elem ent in the long-term overall process of “globalization” (defined here as humanity’s realization of its unity).
Knowing how to and feeling free to respond to people as individuals first, students of a particular field second, seems to me to be the essence of a holistic approach to education.
Choosing to banish the excuses and prejudices that prevent us from achieving the kind of workplace that we want is the most powerful and empowering education that we can provide for students at this most dramatic time in human history.
Japanese learners don’t seem to be able to get out of the habit of using “put on” when they should be using “wear,” as in “Do you see that guy who is putting on a hat?” Correction doesn’t seem to help.
I don’t know why I never thought of this before, but it seems to work. All you have to do is ask learners what they spend most of the time doing, “putting on” or “wearing” clothes. Of course the answer is “wearing.”
Most of the time, in daily use, we use “wear.” And most of the time, when learners confuse these verbs, they are using “put on” instead of “wear,” so remembering what they themselves spend the most time doing — wearing — is a useful technique for remembering.