Paper short abstract:

This panel invites a discussion among the developers and practitioners of Case-based Learning (Kondoh and Kim 2010 et al.) in Japan and Europe, through demonstrating the various applications and practices at universities or corporations in Japan since 2009 and Europe since 2016.

Paper long abstract:

Competences of Democratic Culture-CDC can be explained as the ability that forms the basis of one's attitude or action and with what sense of responsibility and respect is shown when he or she participates in the public space. Since 2009, we have applied 'Case-based Learning' into practice with the objective of introducing the CDC at corporations. Case-based Learning is developed based on the case method for Japanese Pedagogy. Case-based Learning is a learning activity reflecting the whole process of following materials with activities, which are based on cases (conflicts at work, etc.). The participants　(learners) should reach solutions to a business scenario from various vantage points, while adjusting and discussing the questions collaboratively followed by self-reflection on the process (Kondoh and Kim 2010 et al.). This educational method is based on the concept of collaborative learning in Japanese pedagogy. We questioned its value and effectiveness through experimenting in business training (Kondoh 2016 etc.), cl asses in universities (Kim 2016, Kim and Yamada 2019, Kondoh 2018, Ikeda 2018, etc.), as well as in cross-industrial exchange events（Kim2018）. Furthermore, in 2016 the authors held a teacher training course in CEEJA in Alsace focusing on Case-based Learning organized by the Japan cultural Institute in Paris. Following this, 13 participants teaching in various parts of European countries, built their own cases, and 8 of them presented their reports at a panel session in 2017. In the same year, pedagogical practice using Case-based Learning in Japanese language education was applied to the MBA course at a National University in France. Whereas, in Japan, further research was conducted targeted to businesspersons who work globally. This resulted in publication of the educational case-material as "Case-based Learning 2". Following on from this research and practice into intercultural encounters, in this panel, we would like to hold a discussion those who established Case-based Learning and with practitioners in Japan and Europe. In order to establish Democratic Culture in a diverse workplace, it is important to discuss the values and possibilities the learners have as they are aiming to create values from the various points of view, through intercultural dialogue.

Paper short abstract:

In this presentation, we would like to discuss (1) Collaborative practice in Universities and corporations, and (2) Corporate training and its potential with regard to the application of Case-based Learning.

Paper long abstract:

In this presentation, we would like to discuss (1) Collaborative practice in Universities and corporations, and (2) Corporate training and its potential with regard to the application of Case-based Learning. Regarding point (1), we used the data from the joint sessions organized by Universities and corporations in Japan. This included inviting people from corporations and government sectors, as well as international students studying in Japan. From the analysis of the context of the discussion and from questionnaires used, it became clear that, through dialogue with others who have different standpoints to ones’ self, participants’ “awareness” of the strategy of intercultural conflict management (which are “ to share the presupposition” “to be in the viewpoint or standpoint of others” and “to find common points and discuss”) were promoted as were the ability to find conducts or viewpoints fo r solving the problems in the relationships that exist in the organization and the individuals (Kim 2018).

Regarding point (2), the data of some practice of Case-based Learning at the exchange events（cross-corporation styled）will be exhibited from the past two years which were organized with an economic organization in Japan. They were for working adults who were previously studying in Japan. Participants showed the changes in their perceptions or behaviours at work, by starting to reflect on their actions or environments objectively in their own self-view of the practice cases.　In addition, there was the example data of corporate training for four years with corporate employees and Japanese language educators (Kondoh, Tosaki, Ikeda and Kaneko 2019). Due to our continuous implementation of corporate training, we observed changes of the in-house structure, foreign employees, and even Japanese employees. Furthermore, we will indicate from the data of their reflection sheet o r interviews that those corporations currently changed into a place where foreign employees could take active roles and through the process, participants developed CDC.

Education or training applied Case-based Learning has the potentiality to contribute to the improvement of working environments through participants reconsidering a fixed sense of values and creating the basis of problem-solving while considering the opinions or standpoints of others.

Paper short abstract:

From practicing Case-based Learning, we have come to various conclusions from both the instructors’ as well as learners' perspectives. Current [Case based learning] materials focus on conflicts amongst Asian nationalities are hard for European leaners to understand the situations.

Paper long abstract:

In this presentation we would like to display the process of our practices of Case-based Learning in Europe, mixing with instructors’ awareness and some comments from learners.

We participated in the training session of Cased-based Learning in CEEFJA in Alsace organized by the Japan cultural Institute in Paris in 2016. At the end of the training, all participants built their own cases with conflicts in a business scenario. They have been used at various institutions in Europe, and we have become convinced that this approach can promote learners more active participation in discussion, which contributes to the communication learning.

From practicing Case-based Learning, we have come to various conclusions from the instructors’ perspectives regarding dialogue, case examples, intercultural understanding, structure of lesson, standpoint of the teacher as a facilitator and so on. One of the examples of served is that the current case materials published focus on conflicts for Asian nationalities and so learners with European nationals sometimes find it difficult to put themselves into the simulated situation. At the same time, we realized that different types of conflicts occur among Europeans. Although we should not judge the personality or sense of value based on their nationalities, in Europe where various cultures are mingled in a society, we cannot avoid noticing the different cultural patterns in people. In this kind of multicultural society, to conduct more effective communication with others, we find it necessary to encourage them to understand their own culture and the other cultures consciously and develop mutual understanding beyond that. Furthermore, we would like to emphasize that Case-based Learning can actually match the ideology of plurilingualism and pluriculturalism proposed in CEFR. Simultaneously we feel the need to contextualize the case according to the environment in Europe so that we can continue the practical research and studies of Case-based Learning for the purpose of expanding the case materials in a European context and theoretical studies in intercultural understanding. In the panel discussion, we would like to exchange opinions on how we should apply Case-based Learning in Europe and cultivate the CDC through Japanese language education.