Šξ‘b‰Ϋ’φ‰‰K‚Μ•—Œi

Šξ‘b‰Ϋ’φ‰‰K26 (Global Perspectives on Environmental Issues) ‚Μ‚²Π‰ξ

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1. Demonstrate knowledge and understanding of environmental issues in the North and the South
2. Develop critical thinking skills
3. Build English vocabulary and communication skills

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    This course introduces various environmental issues we face today. Using movie documentaries, online activities as well as readings, we will explore the problems from various perspectives and develop solutions through problem solving and futures thinking.

Department of English Language and Literature@Brenda Bushell

yŠξ‘b‰Ϋ’φ‰‰K26‚ΜƒVƒ‰ƒoƒX(‚²ŽQl)z


Introduction to Brenda Bushell's Kisokatei Class
    The Kisokatei class I teach focuses on global environmental issues. We study three interconnected themes during the semester: Development and Lifestyle, Environment and Human Conflicts and Sustainable Society. These main themes have sub-themes in which we explore the main themes from various viewpoints. After introducing a theme, students study and collect information through reading articles, listening to mini lectures, and watching short video clips. In each class we build our English vocabulary and practice essential English language skills so that we can discuss and share our information in English. Through the semester, students also collect information on campus and in their own communities. At the end of the semester, we share the results of our research through presentations and written reports.


Class on Wednesday May 25
    In our class on May 25th, we focused on the sub-theme of consumer lifestyle. We compared the lifestyle of a family from the USA (a developed country) with the lifestyle of a family from Nepal (a developing country). The purpose was to identify the impacts each family has on the environment as part of our global society. After watching a short video clip on family life in the USA and Nepal, we read about consumer lifestyles and the impact on the environment using a source from the Internet. Then we answered a set of questions related to the video and the reading.

In small groups, students discussed the questions based on the information from the video and online reading.

    After discussing the answers to the questions in small groups, we reviewed the key vocabulary terms connected to this theme. Next, each student in our class wrote three questions related to eco-lifestyle practices in Japan. Each student then interviewed four of their classmates, gathering data from each person. The questions focused on practices related to the use and conservation of resources, such as water, electric power, as well as transportation and waste management practices. From the interviews, students could get to know each other, and also analyze the eco-consciousness of their classmates. For homework, they studied the data they gathered and summarized the findings.

Students interviewed each other to find out the eco lifestyle practices of their classmates.

    The students commented that the content and materials used in this class were valuable because they could confirm the environmental load a country has on the environment, based on the level of development. Through the video they could identify which lifestyle practices most impact the environment. Additionally they said interviewing their classmates gave them a chance to think about their own lifestyle.

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