4th Global Leader Study  Sept.9

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1.Environmental Issues

Dr. Park Hye-Sook, Graduate School of Regional Innovation Studies, Mie University

"Yokkaichi Studies" Learned from Yokkaichi Air Pollution, Global Warming & UNESCO ESD

  • Flexible thinking is necessary to think about environmental problems. It is necessary to transmit information directly from/to local to/from global.
  • Yokkaichi experienced one of the four major pollution in Japan.Because of that experience, the city should be able to take the role. "Asia will not wait" ... Japan should take an action (financially and technically) since the country experienced and faced problem of pollution caused by rapid industrial development That is the idea of the international environment.
  • Students understood the idea of this international environment in the beginning. However they gradually understood other issues such as large gap of rich and poor and insufficient education in other countries.
  • Is Japanese environmental consciousness valid in Asia?
  • It is recommended for the students to go abroad to see reality while they are young.
  • What do we have to do? "Asia would not wait for us". We must think and act simultaneously to make progress.

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2. Education · Human Rights · Volunteer

Dr. Tetsuhiko Nakajima Graduate School of Education and Human Development School of Education, Nagoya University

International cooperation in the field of educational field and Japan's contribution

  • [First half of the lecture] Professor Nakajima gave a lecture about educational system and social welfare of Myanmar. He explained Myanmar culture of mutual aid based on the spirit of Buddhism. He also talked about role of the monastery school which has resisted the military regime in the country, difference of welfare system between Myanmar and Finland. He also mentioned about Japanese welfare system. He pointed out of Japanese welfare system and compared income redistribution system among Japan, Myanmar and Finland. He talked about Japanese children's poverty rate and said Japanese social welfare legal system is not well developed yet.
  • [Second half of the lecture] Introduction of Japanese type education developed in overseas. (Recent projects led by Ministry of Education, Culture, Sports, Science and Technology, Ministry of Foreign Affairs in Thai, Nepal, India and Vietnam; Vocational training, Disaster prevention education, Primary education). He said if you do not know how to build a relationship of trust with people in the country, you will not be able to succeed in international contribution. He raised a question of "What problems we must overcome to develop Japanese type education in overseas.?"
  • Issues lecturer mentioned made students to think. They paid attention to the lecture and grasped his message.

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③ Cultural research

The University of Tokyo Humanities and Social Studies Department, Faculty of Literature Professor Mitsuyoshi Numano生

How do you read about world literature in the globalization era? - Imagination and Humanities -

  • A 90-minute lecture based on the theme of what literature can achieve with several examples was given. A group discussion using the sub-heading "6 Clauses in World Literature" in "Another word for Literature is Adventure", a book edited by the lecturer was held. The participants talked about their own reading and studying experiences. The groups then presented their conclusions thereafer.
  • · The students reflected that the content was deep and interesting and that they should read more books or even read the books that they have read again.

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④ Law and History Research

Nagoya University Graduate School of Law Professor Koji Aikyo

A Constitution to Consider Based on Comparison and History - Preliminary Movement for Discussion on the Constitution

  • As for the content of the activity, I listened to the lecture on the Constitutional Law and the comparison with history and other countries (UK and USA), focusing on the "Constitutional Constitution" issue. We also discussed the controversial argument. An impression of the students is that their interest was piqued. They were pondering about the Constitution and asked questions such as "Is it urgent to revise the Constitution under the LDP government"? "While the draft LDP is being mentioned for the first time, but there are problems."
  • In addition, there were many "awareness" through concrete examples mentioned in the lecture, and many students were aware of amendments to the constitution.
  • Some of the students felt that the understanding and problem-solving skills had not reached the required level because the students' knowledge of the problem of constitutional amendment is not sufficient. However, everyone tried to make constructive discussions and contributed their views.

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⑤ Medical Issues

Kyoto University Graduate School of Medicine · Professor of Radiology Genetics Professor Shunichi Takeda

Career after graduating from medical school

The content of the lecture is as follows

  • My career
  • Would it be the Arts or the Sciences?
  • Which is easier to pass the entrance examination? Kyoto University School of Medicine, or Kyoto University Graduate School of Medicine (Graduate School)
  • I want to be a researcher in biology in the future. Should I go on to the Faculty of Science? Should I go on to medical school?
  • Doctor's career and healthcare
  • A medical career with the government
  • Which university focuses on the medical department?

A student's reflections

  • I was able to learn about the process of becoming a doctor and current situation in the medical field after entering medical school.
  • It is good to listen to and learn about the suitability of physics and chemistry when deciding on which Sciences to do.

 In addition, when the explanation in the form of a lecture was going on, there were questions such as "Which students graduated from Kyoto University, Faculty of Engineering, Department of Geo-Engineering, studying jobs at the prefectural government and studying jobs to be studied?" being posted. Many in the audience answered them correctly, especially the students. In the last 30 minutes of the group discussion, the theme of "how to reduce medical expenses" was discussed. A breakthrough opinion was given and the students were engaged in enthusiastic discussion.

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⑥ Global business

President, Japan College of Social Work · Professor Emeritus of the University of Tokyo Professor Naohiko Kamino

Understanding the history of human in confusion. ~In order to bring hope and optimism for yourself~

 After a lecture for about 100 minutes, a theme for each group was decided, and the group's representatives presented the results of their discussions before receiving comments and advices from the lecturer. The contents of the students' presentations are as follows:

  • Group 1 : Discussion on from "ownership desire" to "existential desire" and from "Government shrinking - market expansion" strategy to "market suppression - social expansion" strategy and "Consideration for hope and optimism".
  • Group 2: Discussion on "family as a foundation of a democratic society". Consideration on "Do you have unreasonable requests for the adults?" on "Child and family" .
  • Group 3: Discussion about "love". Consideration about marriage from "Indian marriage view" and the difference between the Japanese and the Indian views.

 The content of the 2 hours lecture has been very difficult to those who did not have the habit of keeping up with current affairs (it is interesting to those who are updated with what is going on in society). As such, there were some who got sleepy halfway through. However, when it was time to decide on the theme in each group, they spoke out their own opinions freely. In fact, each group took only 5 to 6 minutes to come to a decision after taking into consideration the expansiveness of the themes they were discussing.
 In the subsequent discussions, there were bursts of laughter and voices of agreement. It had been a very lively and fruitful discussion session. The time allocated was also appropriate to enable a smooth procedure. Lastly, we felt appreciated when the lecturer escorted the group to the waiting room during break time and at the end of the session. Everything flowed smoothly, from the preparation to the flow of the entire event.

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