Record of Our Activities

 On August 10th and 11th, 11 second-year SG course students joined the fieldwork in Shiramine area, Hakusan city.

On the first day, they visited Awazu plant of KOMATSU, a construction machinery company, and learned the business doctrine of it.  Also, people who were members of Hakusan-Shiramine-Makinokai and the mayor of Shiramine ward told us about the present situation and problems in Shiramine area.  On the Second day, each group researched their theme by interviewing local people and visiting several facilities.  People from Promotion Conference of Mt. Hakusan and Tedori River Geo-Park, the Conference of Shiramine Town Planning, and other concerned agencies helped them.

The students learned the unique culture which has developed in areas in the mountains near Mt. Hakusan, and thought about problems caused by depopulation or annexation of municipalities.  Their view was broadened and they considered the social problems Shiramine areas faced.

[the participants’ comments]

＊I thought the Awazu plant of KOMATSU was fascinating because employees made decisions considering the future.  They checked their goods again and again to improve the quality of their goods, and they contributed to the environment and local society.

＊It was a good point in Shiramine that mainly young people tried to realize revitalization in spite of depopulation and aging population with the birthrate of the community declining.

＊Vacant houses rot.  However, if someone lived in these houses, we wouldn’t have to break down these houses, and we could stop the dilapidation of the houses.

＊I heard about Geo-Park and Eco-Park in Hakusan city.  At Geo-park in Hakusan, the officers protected the bio-diversity of the environment, and they made good use of the environment for sightseeing.

 Second-year SG course students joined a special international exchange program called PII, and interacted with foreign students. 　PII－Princeton In Ishikawa－is a two-month training program for students learning Japanese language or Japanese culture at universities in America, like Princeton University.  The PII students are mainly from Princeton University.

After icebreakers, the participants had two activities.  The first one was exchanging their opinions about “abundance and community”－which was the main theme of the high school students’ research－with PII students in Japanese.  Some PII students made a speech about good points of Kanazawa City and Ishikawa Prefecture, and differences between their cultures and Japanese cultures by using pictures, presentation software and so on.

In the next activity, students discussed the research themes of the SG course students from a global point of view in English.  Many students actively communicated with PII students in English.  They might get novel opinions from PII students.  They will make good use of today’s presentations in their research and their fieldwork in the US.

[the participants’ comments]

＊When I asked a PII student a question about the history of the U.S., she answered so quickly.  I was surprised and I asked her why she knew so much about the U.S.  She answered, “It’s because I am American.”  Although I am Japanese, I don’t know about Japan in such detail.  I made up my mind to study more about Japan. 

＊Based on my experience of making a short speech, I admire the PII students very much because they made a speech without difficulty.  Also, the PII students had their own opinions, researched Ishikawa beforehand, answered each of my questions, and were so kind to me.  Thanks to them, I had a valuable experience.

＊It was difficult to explain our project and things peculiar in Japan.  However, PII students worked hard to understand us and told us their experiences from their hometown, so I will apply what I learned today to our research.

On June 18th, the second-year students visited Kyoto University Graduate School “Shishu-kan”.

They are planning the studies which they are researching in classes now. During this visit they listened to a lecture on how to research by blending social skills and science skills by Professor Kawai, and an introduction to astronomy research used in computer simulation by Mr. Hosono.  In addition, two graduate students introduced the contents and processes of the research.

Then, they made groups which had a graduate student as an adviser in each group.  They discussed their theme and the students got some advice in terms of their fields of specialty.

They are going to start researching using this advice from now on.

[the participants’ comments]

＊We discussed issues we hadn’t known about and made a new question, hypothesis and means to research clearly.  It’s a pity that we didn’t have enough time to ask more questions. 

＊I was inspired by the speech the graduate school students gave us. Especially, from the speech by Mr. Yamawaki, I remember that ‘clear awareness of problems involved’ and ‘logical hypothesis’ are important.  I will take advantage of knowledge I got from this induction.

＊Through this induction I recognized the importance of setting up a subject of our research.  I hope that I will be able to become a person like the graduate school students.

 On June 6th, a lecture ‘Learn from The Most Unique and Happiest Country, Bhutan’ was held for the third-year students.  Tomoki Nitta, the lecturer, has worked as the head of the JICA office in Bhutan for 3 and a half years from 2009 to 2012.  His lecture was so interesting that all the students enjoyed the 50-minute lecture.  They are going to write an essay for the JICA essay contest.

On the same day after school, some lectures were held for first-year and second-year students by two JICA staff members; one had tried music education in Uganda and the other had tried to develop villages in Rwanda.  The lectures based on their personal experiences were full of reality.  The audience listened to them earnestly.

[the participants’ comments]

＊I used to think, “I want to help people in Africa.”  But through this lecture I realized that this was wrong.  And I thought I want to help Japan through going to Africa.  Real happiness was something different from what I had been imagining. I would like to find it in my life.

＊I realized that through thinking about what we can do for other people or other places, we will be able to become more considerate.  When we go abroad, learning foreign languages is not the only thing that we can do.

 On May 5th, second-year SG course students interacted with 8 students and a teacher from Washington and Lee University who had stayed in Japan.

First, the American students introduced their university and their school life.  After playing “Human Bingo game” to get along with each other, all students divided into groups.  In each group, Japanese students explained Japanese culture to American students using pictures.

The Japanese students found it more difficult to speak English than they expected, but they really enjoyed talking with the American students. They are planning to interact with Princeton University students, to visit the US in October, and to get some advice about their research from foreign students in Japanese universities which have a connection with our school. These programs will improve their English skills.

[the participants’ comments]

＊I found it difficult to communicate in English.

＊I’m happy that I could talk a lot with the American students.

＊I was moved by the American students’ presentation.

＊It was a good opportunity for me because I could learn about an American University and I could improve my English skills.

＊I was surprised at several differences in educational conditions between in America and in Japan.