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International education for peace is an invitation to be challenged and enlightened and all prospective teachers aspiring for peace are invited to participate in this process. The purpose of this paper is to discuss the significance of peace education in globalization as part of international education for the teaching profession at university level. This is an empirical study of nurturing the awareness of peace among student teachers in higher education in Japan. The results of questionnaires administrated to the 97 student teachers of Konan University, Kobe, Japan will be discussed based on the author's international education for the teaching profession in practice from 2003-2006. Additionally, the paper will discuss the necessity of cross-cultural and global literacy as can be gained from peace education.

The harmony between national identity and European identities based on European citizenship will be a cornerstone of the coexistence of dual and multiple identities in the twenty-first century. Can British people harmonise their national identities with European citizenship? This question applies not only to the possibility of becoming a European citizen without losing British identity, but also on a broader scale the prospect of becoming global citizens without losing one's national identity. The purpose of this paper is to discuss the underlying question of how Euro-skeptical Britain can balance her national identities with European citizenship through qualitative and quantitative approaches. Firstly, it examines the kernel of "British national identity." Secondly it examines the British national identities and pride through the responses to interviews and questionnaires given to 100 British citizens, including 46 British students of Leeds University in comparison with those of 49 German students of Bochum University, 40 Thai graduate students and 216 Japanese students of Konan University in 2005 and 2006.Thirdly, it discusses the significance of European citizenship and its relevance to "British national identity." Exploring the compatibility of British national identity with European citizenship can serve as a useful precedent for the rest of the world, especially Japanese identities within Asia as a point of departure for global citizenship and peaceful coexistence in today's divided world.

The kernel of international education is to create peace-loving citizens capable of participating in building a peaceful and sustainable society. Integrated and systematic education for peace can achieve a shared culture of peace. In the new millennium, as the world has become increasingly interdependent and interactive, peace education seeks to harness the power and intellect of future generations in the hope of building a sustainable culture of peace together. International education for peace is largely responsible for saving subsequent generations from the scourge of war. Influenced by the consequences of positive and negative globalization, peace education for university students is highly significant. It allows them to commit themselves to building a sustainable and peaceful community. It is clear that their experiential and received knowledge they have acquired through peace education will sow the seeds of a culture of peace for future generations. The purpose of this paper is to discuss the significance of peace education for university students as part of international education. Firstly, it will ask a question of "Japan, a nation at risk, as a peace-loving global partner". Then, it will redefine peace and violence by explaining the history of and the prospects for peace education. Next, it will present the framework for international education for peace, followed by the knowledge, necessary skills and attitudes to promote cultures of peace. Finally, it will discuss the necessity of global literacy as can be gained from peace education. International education for peace is an invitation to be challenged and enlightened and all students and teachers aspiring for peace are invited.

Student teachers are the future of education. Fostering a genuine apiration to become a good EFL teacher is a reflection of English Language Teaching (ELT) fot the teaching profession. Going through a learner-centered communicative and interactive classroom, student teachers can become a good EFL facilitator during a one-month Teaching Practicum (TP), making meaningful links between theory in ELT class at university and practice, as experienced on TP. This paper discusses the findings of a five-year empirical study of creating a learner-centered communicative and interactive ELT classroom for student teachers. This is part of ELT educatio for student teachers at a Japanese university, highlighting communicative tasks in the current integrated communicative approaches as key components of teacher's expertise. The study practically suggests six steps to create a learner-centered communicative classroom for student teachers. This paper also discusses the writer's ELT class for the teaching profession in practice from 2000 to 2004 on practical basis with students' feedback at Konan University, Kobe, Japan. An ultimate purpose of this study is to enable student teachers to create a learner-centered communicative and interactive classroom in their teaching practicum in the lower and upper secondary schools. Creating a learnercentered communicative and interactive ELT classroom for student teachers is an invitation to be challenged and all ELT instructors are invited.

Japan, a faceless industrial nation notorious for its global isolation and multicultural deficiency, is now at risk in the middle of globalization. Consequently, Japan today is agonizing on the edge of dramatic transitions needed to get along with the rest of the world. The key to Japan's transition to becoming a peaceful global partner will be largely influenced by global citizenship education for future generations, especially for Japanese university students blindly intoxicated by affluence and indifference. Could global education wake up Japanese university students in order to enable them to think globally and act both locally and globally? This paper discusses issues related to global literacy and the fostering of multicultural global citizenship in Japan. The challenge and achievements involved in integrating controversial global and crosscultural issues into a university-level global citizenship education class are discussed. Can students achieve a reconceptualized view of citizenship, called multicultural citizenship, that will enable them to acquire a delicate balance of, cultural, national and global identification (Banks, 1998) through global citizenship education for human solidarity?

This paper discusses the significance of a five-year empirical study of integrating global human issues into university-level EFL education in Japan, highlighting global literacy and English as an International Language (EIL). The study explores the need for raising students' global literacy which includes inter/cross-cultural competence with transcultural and transnational perspectives. It also sees communicative competence in EIL as necessary in order to have a global and peaceful dialogue with people of the world. An ultimate purpose of this program is to integrate global human issues into EIL education as a pan of global education at Konan University in Kobe, Japan, involving 200 Japanese University students. These trial and error experiments provide evidence for the merits of the acquisition of cognitive, affective, social and linguistic skills in EIL and the knowledge leading to local and global action with global perspectives. Cultivating global literacy through EIL education is an invitation to be challenged and enlightened and all language instructors and students are invited.