Debating Current Issues
byToru Nishimoto
Beryl Hawkins

はじめに
英語の重要性がますます高まり、英語授業以外の教養や専門科目でも英語での講義や討論、プレゼ
ンテーション、論文指導などがされている大学が増えています。経済のグローバリゼーションが進み、国際競争力のある企業や人材が求められているからなのでしょう。実用英語力というのも、こうした社会的要請によるものであることは確かです。しかし、作家の村上春樹氏が 2009 年 2 月 15 日に行った「エルサレム賞」授賞式の記念講演を読むと、英語のもう一つの意義である、知性や教養をもとにして、社会正義への意識を世界に発信することや、異文化コミュニケーション能力の大切さを認識させられます。その一部を引用してみます。
「高くて、固い壁があり、それにぶつかって壊れる卵があるとしたら、私は常に卵側に立つ」。そうです。その壁がいくら正しく、卵が正しくないとしても、私は卵の側に立ちます。（中略）しかし、もしどのような理由であれ、壁側に立って作品を書く小説家がいたら、その作品にいかなる価値を見いだせるのでしょうか？
“Between a high, solid wall and an egg that breaks against it, I will always stand on the side of theegg.” Yes, no matter how right the wall may be and how wrong the egg, I will stand with the egg. . . . . .
But if there were a novelist who, for whatever reason, wrote works standing with the wall, of what value would such works be?
圧倒的な軍事力をもつイスラエルが、パレスチナ自治区への攻撃で多くの非武装市民を含む人々への殺戮を繰り返す。そのイスラエルから賞をもらうというのは一見、矛盾したことのように思われます。しかし、巧みな比喩と人間性や教養あふれる英語でのスピーチはイスラエル人の良心にも強く訴
えかけ、世界中の村上春樹ファンや国際社会にアピールしたに違いありません。
英語教育にも、このようなロマンが必要です。その上で、就職などに有利となる英語力をつけるといった現実的な対応は否定できませんが、文学や歴史、哲学などの精神的・学問的価値を理解できる
英語学習者が増えることを望んでいます。教養という基盤があってこそ実用の意義があり、自己の人
生を価値的に高め、社会を一歩でもより良い方向に進めようとする意欲が大切であると思うからです。
紀元前 5 世紀初頭、ギリシャで民主政治が台頭しました。ある都市国家で危険思想の持ち主と見られても、他の都市国家では受け入れられ、政治家として活躍できたのです。紀元前 8 世紀後半頃（？）にホメロスは、「人間の評価は戦士としての力強さと討論の能力で決まる」と断言しました。
（男性中心主義であることは否めませんが。もちろん、男女共生社会が叫ばれる今日、性差を超えた何かが人間の評価を決めるのでしょう。）ともあれ、雄弁が尊ばれる欧米社会には、このようなギリシャ文化の背景があるのです。
本書により、「考える英語」を目指し、知的世界に遊び、楽しみ、内容のある雄弁な英語能力を向上させることができますよう切に願っています。Good luck!
2010 年
編

著

者

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テキストの使い方学習の目的：本書は日常生活やグローバルな問題を中心に、学習者のクリティカル・シンキングとディベート能力向上を目指すものです。
☆本書はどの章から始めても、また章の順番を変えてもけっこうです。そのために、難しい英語の単語や語句には日本語訳が付いていますが、いくつかの章にまたがって重複していることがあります。

Section

導入部

絵を見ながら、トピックについて考え始める。そのために、どの意見に賛成するかを選択肢から選ぶ。

Sectionウォーム・アップ

二つの質問に対して簡単な答えをする。

Section

リーディングリーディング

トピックに関する概略的な説明。いくつかの重要な事柄や論点が、中立的に書かれている。
リーディングに関する質問
各 sentence が、リーディングの内容に即し、それぞれ TRUE なのか FALSE なのかを判断する。
1 〜 3 の問題文は、passage のSection〜にそれぞれ対応している。

賛成意見と反対意見

各 statement が、ある事柄に関して、賛成意見なのか反対意見なのかを判断する。

Section

オピニオンズ

対立的な二つの議論を聴き、カッコ内に必要な英単語を記入する。賛成意見なのか反対意見なのかを判断する。

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Section

テレビ討論会
二人の賛成意見と二人の反対意見を聴く。欠けている英語の文字や単語を記入する。
四人のパネリストの意見表明に関して、内容理解を問う質問。4 つの質問に対して聴こえてくる答えのうち正しいものを選ぶ。

Section

ディベート

Section 6 までで学んだ意見を Pro（賛成意見）と Con（反対意見）に分け、自分の英語でそれぞれ三つずつ書く。その後で、賛成意見と反対意見に分かれてディベートをする。役割を交代する。
（optional）

Section

ディスカッション

ペアやグループをつくり、いくつかの質問を選び、学んだ表現を応用し、ディスカッションやディ
ベートをする。
（optional）

v

PREFACE
Communicating in business and social relationships is no longer confined to communities orcountries. Increasingly, global communication has become the medium that more people areusing around the world. As a result, the importance of learning languages has become more essential because it contributes to better understanding and leads to more successful businessand social relationships.
In recent years, a number of universities are responding to this challenge by offering more English language courses. In addition, universities are also including more content courses which
are taught in English.
Communication, however, involves more than just acquiring basic language skills. Gaining
knowledge is another important benefit of communication, a concept which was promoted by
the leading American philosopher and psychologist, John Dewey. On a more fundamental level,
Dewey viewed communication as “the most wonderful” process, particularly, because it produces social bonds. These social bonds, which involve people interacting with each other intheir environment, then become the mechanism that enables people to gain knowledge throughcommunication. Dewey’s understanding of this process can be applied to communities on alllevels from the smallest communities to global interactive networks.
“Men live in a community in virtue of the things which they have in common;and communication is the way in which they come to possess things in common. What they must have in common . . . are . . . aims, beliefs, aspirations,knowledge—a common understanding . . . Such things cannot be passed physically from one to another like bricks . . . Consensus demands communication.”
We are all aware of the practical reasons for learning English such as increasing your opportunities to find jobs and gaining promotions. As Dewey emphasizes, however, acquiring knowledge
through communication is also a valuable benefit. In order to share knowledge, beliefs and aspirations with others, English learners also need to explore literature, history, art, philosophy
and other subjects that will enrich their lives and help them think more creatively.
The power of communication through oral speech has a long history and tradition, starting withthe ancient Greek classical philosophers as far back as 360 and 334 B.C. The great philosopher,
Aristotle, observed the great speakers of his day and recorded his observations, which became
the foundation for the Western oral tradition.
We, the writers of this textbook encourage students to improve their English by becoming a partof this Western oral tradition. This involves thinking in English, exploring the intellectual world,vienlarging their sphere of knowledge and in this way they will also acquire wisdom about themselves and the world they live in. The stimulating issues in Debating Current Issues cover themost up-to-date, controversial topics in our contemporary global society and we believe a comprehensive study of these issues will also help to lead students in this direction. We also believethat passing on that knowledge and learning from others, as Dewey suggests, will ultimately
help all of us to exist in a better world in the future.

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HOW TO USE THIS TEXTBOOKThis textbook is designed to enhance critical thinking and debating skills for English students.
The chapters in the textbook cover everyday topics and global issues. The chapters can be usedin any order. Some difficult words are explained in Japanese in the student’s textbook and in
English in the Teacher’s Manual.

SectionPreview

This section introduces students to the global issue for the chapter. Look at each illustrationand choose one opinion (a to c) that you agree with or you can choose “other” (d) and write
your own opinion.

SectionWarm-up

Briefly discuss the warm-up questions to become more acquainted with the global issuepresented in the chapter.

SectionReading
Reading

Read the introductory reading and refer to the vocabulary definitions, if needed, which arelisted below the reading section.

Reading Comprehension
Decide whether each statement is true or false according to the passage. Each statement
number matches the corresponding number in the passage.

SectionFor or Against

Six different opinions about the global issue are presented. Decide whether each opinion is foror against the question introduced in the title of each chapter.

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Section

Opinions

Listen to two opinions about the issue and fill in the missing words in the sentences. Decide
whether each opinion is for or against the question introduced in the title of each chapter.

SectionTV Debate

The television debate is the core of the lesson and the major activity that will prepare students
for the next section.
Listen to the debate between four people, and fill in the missing letters or words.
Listen to the questions and responses about the debate. Choose the best response foreach question.

SectionDebate the Issue

Practicing a real debate is the focus of this activity. Think about the global issue presented inthis chapter and some of the opinions that were raised in previous sections. Write three pro andthree con opinions that you can remember and write them in your own words. Then, write as
many opinions as you can on a separate piece of paper without referring back to the previous
activities. If you need to, refer to the previous activities and add additional opinions.

SectionDiscussion Questions

Discuss one or two of the discussion questions in pairs or small groups. Use the information andopinions you have learned in this chapter to support your opinion.

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Contents
1 Cell Phones:
Can elementary school children handle the responsibility? .............................1
2 Student Evaluations: A plus or minus for university teachers? .......................8
3 The Gender Gap:
Is it impossible for men and women to communicate?....................................15
4 Japanese Manga and Anime:
Do they represent real Japanese culture? .................................................................22
5 Global Food Shortage: Can it be solved? .................................................................29
6 The Oil Crisis: Is it out of control? .....................................................................................36
7 The True Spirit of the Olympics: Is it gone?...........................................................43
8 Global Population Growth:
Is it a serious risk for humanity in the future? .........................................................50
9 Robots: Should they be a part of our lives? .................................................................57
10 The Internet:
Does socializing in cyberspace do more harm than good? ...........................64
11 New Work Styles: Will the traditional work style fade away? ........................71
12 Handling Stress: Should employers do more to help out? ...............................78
13 Management Positions:Should there be total equality between men and women? ...........................85
14 GM Food: Should it be allowed?.........................................................................................92
15 Health Care: Should it be free for everyone? ..............................................................99

1
Cell Phones
Can elementary school children handle the responsibility?

SectionPreview

Look at the two illustrations and choose one opinion that you agree with. Or, write your own opinion where it says “Other.”

These young people are sitting together and eating hamburgers in a fast food restaurant. They aren’t talking to each other. With a drink in one hand and a cell phone in
the other, they are sitting silently punching messages to their friends.
a. When you have nothing to talk about, text messaging your friends is a good thing
to do.
b. It’s terrible how cell phones keep people from communicating face to face.
c. Cell phones are convenient tools with both advantages and disadvantages.
d. Other:This person is using a cell phone while driving.
a. It’s alright to use a cell phone if you can avoid a traffic accident.
b. Use a hands-free phone instead of a hand-held phone, if you don’t want to have a
traffic accident.
c. The distraction of a telephone conversation itself can be a significant traffic
hazard.
d. Other:
1. cell phone: 携帯電話 punch:（電話のキーを）押す text message:（携帯電話で）メールを送受信する
3. hands-free: 手を使わない hand-held: 手で持つ distraction: 気を散らされること
significant: 重大な hazard: 危険

2. alright=all right1Section

Warm-up

Answer the following questions briefly.

1. What do you use your cell phone for?
2. How often do you use your cell phone?

SectionReading

Reading
Read the following passage.

1-02

Cell phones perform a wide variety of functions including phone calls, text messages,
and even surfing on the Internet. The number of cell phone users has increased
dramatically in the world. In Japan alone, there are nearly 76 million cell phone users,
which is a relatively significant portion of the 1.6 billion users worldwide. Many people say
they cannot imagine life without cell phones. Children are also a significant group amongcell phone users. According to a recent survey, about 15 percent of all elementary school
students in Japan use cell phones. Adult respondents, on the other hand, did not condone
this practice, with approximately 63 percent responding that minors should not be allowed
to possess cell phones.
Many parents are concerned about harmful Internet sites carrying obscene images
and dangerous information. In addition, they are also worried about the high costs andthe number of hours their children are spending on their cell phones.
In recent years, family relationships have undergone tremendous changes as a resultof cell phones. Let’s consider the example of a mother who might exchange text messages
with her child and believes they are communicating effectively. If she enters her child’sroom to talk about something important, however, the child might get annoyed or angry.
Clearly this dependency on cell phone communication has put a strain on family relationships.
Despite these concerns, cell phone manufacturers are looking for other ways to help
parents in Japan and abroad by setting up online tracking services, which enable parents
to locate their children wherever they are. Also, there are other cell phone features whichallow parents to set limits on the amount of time their children can use their phones, bothfor safety and budgetary reasons.
Some Tokyo University scientists hope that parents may realize the value of cell
phones as an educational tool. These scientists are hoping to promote closer parentchild relationships through scientific cell phone games. This activity brings parents and2children together at home and offers a more enjoyable way to learn about and understandscientific experiments.
At the same time, some recent studies indicate there may be a serious association between radiation from cell phones and brain cancer. Given these concerns, children could
become vulnerable to health problems. Not all research studies, of course, concur withthese findings. Another research study, which examined the same problem, found that cell
phones do not damage brain cells, and suggested that the general public should ignore
these kinds of hyped stories in the media.
1. text message: 携帯電話で送受信されるメッセージ dramatically: 劇的に survey: 調査

respondent: 回答
strain: 緊
張 track: 人を探す locate: …の場所を見つける budgetary : 予算上の 3. experiment: 実験 radiation: 放射線 vulnerable: 被害を受けやすい concur: 同意する hyped: 誇張された者 condone: 許す

2. obscene: 卑猥な undergo: 経る tremendous: 大きな annoyed: いら立つ

Reading Comprehension
Decide whether each statement is TRUE or FALSE according to the passage.
TRUE

FALSE

1. In a recent survey of cell phones and how children use them, almost
all the adults cited only the positive functions of cell phones.
2. Some parents find it hard to communicate directly with
their children, because they might lose their temper if a motheror father enters their room to talk about something important.
3. Some scientists suggest that cell phone use can affect how the brain
functions.

Section

FOR or AGAINSTWhich of the following statements are FOR “elementary school children handling the responsibility of cell phones” and which are AGAINST it?
FOR

AGAINST

1. Cell phones can have educational value for children.
2. The number of crimes in which mobile phones are used isincreasing every day.

3

FOR

AGAINST

3. Cell phones have produced disturbing symptoms amongchildren such as feeling irritated, when accidentally leaving
their cell phone at home, taking their phone to the bathroom
or even using it during class.
4. Children can expand their ties with others by using theircell phone.
5. It is strange to see kids punching away on theirmobile phone during breaks without talking to each other.
6. Parents are entitled to disable their children’s cell phone
at night, so kids don’t hide in bed and text message all night
long instead of sleeping.
1. value: 価値

3. symptom: 症状

irritated: いら立つ accidentally: 偶然に 6. (be) entitled to: …する権利がある

SectionOpinions

First, fill in the parentheses with one word. Next, decide which opinion is FOR “elementary school
children handling the responsibility of cell phones” and which is AGAINST it.
1-03

People can easily become addicted to cell phones, especially small children. Habitualcell phone users, or cell phone ①() send text messages about trivial things like
“What did you eat for breakfast this morning?”
Some children are so ②() that they even slander other acquaintances or friends
in E-mails or on websites. There was a shocking incident some years ago involving an) her friend to death. She reportedly told
11-year-old primary school girl who ③(
police that the conflict arose from instant messages they had been sending to each otherover the Internet.

addicted to ~: 〜にこる slander: 中傷する

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1-04

Parents are ①() to disable cell phones at night so kids don’t get hooked on them
all night long and lose out on sleep. Children should not be left unsupervised, but at thesame time, we hope parents will regard their children’s cell phones in a more positive way
by, for example, taking part in unique science ②() games with their children.
One of the fathers who was ③() about the program, probably more than theirkids, said, “I didn’t find enough time to communicate and play with my 10-year-old son, but
now I’m enjoying the science experiment course with him.” I’m sure this method can help
parents and their kids cultivate closer relationships with each other.

hooked on ~: 〜にこる unsupervised: 監督不行き届きなSectionTV Debate

The following is a TV debate about whether elementary school children can handle theresponsibility of cell phones. Before listening to the debate, try to fill in the missing letters orwords. Then, listen to the debate and check your answers.

HOST:

1-05

Good evening. Tonight our subject is about cell phones and whether parents and teachers
should allow elementary school children to use them. Our panelists are from the U.S., Japan, Canada, and from the U.K.

MS. FISHER:

1-06

I recently bought a cell phone for my 9-year-old daughter. As a parent, I feel less①(worr_ _ _) about her safety now than before. Naturally, all parents are concerned about
where their children are hanging out. In an ②(emergen_ _), parents would be able to contact their children immediately. This would cause less worrying on the parents’ part. The
tragedy at Columbine and the terrorist attacks of September 11 have made many Americans
worry about children’s ③(safe_ _).

MR. FURUYAMA:

1-07

I do understand parents’ sense of ease when they can contact their children on cell
phones, especially in the U.S. where there are more crimes than in Japan. But in a nutshell,cell phones do more ①(h_ _ _) than good.
I’m a junior high school teacher. My school is like a zoo, with students in the classrooms
jumping on desks and teachers cowering defenselessly in a corner. Like most other junior5and senior high schools in Japan, our students are not allowed to use cell phones at school.
Still, a lot of students play games or start ②(t_ _ _) messaging friends during importantclasses. They are out of control and ③(disrespect_ _ _) of teachers. If elementary schools
start lifting a ban on cell phones, then the situation would get worse.

MS. HAMILTON:

1-08

I think it’s okay to allow elementary school children to carry their keitai to school if they
follow certain ①(_ _ _ _rictions).
What youngsters need is self-discipline. When I started teaching at a senior high in Yokohama, I was shocked to find the whole class keying in messages on their cell phones during
breaks without talking to each other. We had meetings with our students and their parents
many times, and finally ②(_ _ _ _ed) the ban after agreeing with the students that they could
bring their keitai to school as long as they followed certain regulations. The teachers werequite surprised with the result. Not only did our students abide by the rules, but they appeared to be using their cell phones less ③(frequent_ _) in other places as well.

DR. STATHAM:

1-09

I’m a member of the National Radiological Protection Board, and five years ago we firstwarned that children should only use mobile phones in emergencies because of the ①(potent_ _ _) health risks. Last year, a study conducted on 750 people by Swedish experts suggested that using a mobile phone for 10 years or more increases the risk of ear tumors②(_ _) about four times. A Dutch study has suggested mobile phone use can affect brain
function and further research from Europe indicated radiation from the phones can cause
DNA damage. The people who are going to be most affected are children, and the younger
the children, the ③(great_ _) the danger. I regret to say that more than a million children in
the U.K. under 10, which amounts to about one in four, already have a mobile phone. We are
now concerned because our advice has seemingly been ignored.
MS. FISHER hang out: 出入りする MR. FURUYAMA in a nutshell: かいつまんで言うと cower: 委縮する
lift a ban: 禁止を解く MS. HAMILTON key in:（携帯電話に情報を入力するため）キーを押す abide:（法律や決まりごとに）従う DR. STATHAM radiological: 放射線の tumor: 腫瘍 Dutch: オランダの DNA: デオキシリ
ボ核酸

Listen to the questions and responses.Choose the best
1-10, 11, 12, 13

response for each question.

6

1. Question:

Responses: a)b)c)

2. Question:

Responses: a)b)c)

3. Question:

Responses: a)b)c)

4. Question:

Responses: a)b)c)Section

Debate the Issue

Write three pro and three con opinions about “whether elementary school children can handle
the responsibility of cell phones.” Next divide into teams. Each team will take a position “pro” or “con.”
You and your teammates will hold a debate with an opposing team.

Pro: Elementary school children can handle the responsibility of cell phones.
1.
2.
3.
Con: Elementary school children cannot handle the responsibility of cell phones.
1.
2.
3.

SectionDiscussion Questions

Discuss the questions below with your classmates.

1. At what age are children ready for their own cell phone? Why?
2. Do you think banning all cell phones in schools is an effective method? Why or why not?
Can you think of an alternative solution?
3. What special features do you think cell phones will have two years from now? Five years
from now?

7