Record of Our Activities

 On March 19th, nine students, divided into three groups, took part in SGH KOSHIEN in 2017 to compete.  At the competition, they were able to see how well they would give presentations about their research.

234 groups from 84 high schools joined this competition and gave their presentation about research themes of various global problems.  Our students also gave a presentation about what they had researched for a year.  Through this competition, they found that there were various ways of thinking or doing research according to the differences of regions or values.  They also learned the differences of dealing with the same topics.

From now they are going to deepen their research and give a presentation in English in the third-year SG Practical Research.

[the participants’ comments]

＊The competition was more stimulating than I had expected.  All the students I met there researched social problems with passion.  I was excited to discuss with the students.  We gave our presentation on the assumption that in spite of one-sixth of Japanese people suffering from poverty, most Japanese people don’t know about the reality.  However, students from Osaka thought about poverty more seriously and researched more deeply.

＊What I learned during the competition was the importance of positive action.  I was very surprised at the great efforts of some groups and their wonderful presentations.  Every participant must have thought it obsolete to say that they were too young to do something important.  I can imagine easily that the participants will mature to become leaders among global citizens all over the world.

From March 13th to 16th, 23 students and 3 teachers from Princeton High School in New Jersey of the United States came to our school.

In October in 2016, when SG course students went to the US for their Overseas Fieldwork, they visited Princeton High School, joined some classes, did presentations of their research, and did a homestay.

This time, students in Princeton High School joined many activities like lessons in our school, a lecture called ‘Challenging Flower Arrangement’ by our vice-principal, and first-year students’ presentations of SG Basic Research.  In addition, they stayed with families in our school.

[a host student’ comments]

＊I was able to appreciate culture in Kanazawa by thinking about where to take her and what to eat with her.  When I couldn’t understand what she said, I was able to talk with her using gestures and words, and I learned many English words and phrases.  It was a good chance to make foreign friends, speak English, and experience other cultures.

[comments from parents who accepted a homestay]

＊I am greatly relieved that we had a foreign students stay with us successfully.  At first, though my daughter was eager to accept a homestay, I couldn’t do it easily.  However, it was eventually a good experience and memory for my family.  Our guest student was well-mannered and bright, and talked a lot with us.  I am thankful for meeting her. 

 On Tuesday, March 14th, 9 groups of first-year students were chosen as a representative of each class, and made presentations.

First-year students in our general course are divided into 9 classes.  In the SG Basic Research, they discovered many local problems and thought about solutions since April.  This year, they decided to research themes from various points of view such as agriculture, forestry, traditional crafts and tourism.  They researched actively in fieldwork, sent questionnaires, visited related institutions, and interacted with people outside of school.  Now, they gave presentations confidently to all of the first-year students and Princeton High School students staying in Kanazawa.  The audience asked the presenters a lot of questions.

They will research new things in the second grade, making use of their first research experience.

 On February 11th, our school invited Tadashi Hongo from KOMATSU, which is a construction machinery company with which our school cooperates.  He gave a lecture entitled ‘For You Who Try to Become a Global Leader.’ 

Last Summer some students had already visited Awazu Plant of KOMATSU for their fieldwork.  On the lecture day, Mr. Hongo told students about the outline of global management of the company, which has expanded its business overseas.  He also talked about his overseas assignments in Brazil and gave some messages to students who want to play an active part in the world in the future.

Students should be encouraged to play an active part in the world, such as overseas assignments, in the future.

[the participants’ comments]

＊(a girl of science course)

I visited Awazu Plant last summer, so the lecture from a different point of view was interesting.  I was able to know much more about the business’ basic philosophy and how to run the business.  I was surprised by the large scale of KOMATSU’s business.  I was impressed by the idea that important parts were made in Japan to keep originality and safety of their products while expanding the business overseas.  In addition, we learned something important to help society from what he experienced.  We also learned that communication is essential, which is basic but most important.

＊(a boy of humanities course)

I was very impressed by his attitude towards work: he aimed for one thing together.  I felt it was important to begin by trying to convey something.  So I would like to try to send my ideas actively. Furthermore, I found it important to realize the situation properly by listening to what he said.  I understood that a decision without clear basis would cause troubles for others.  I would like to try until I reach a decision.

 Our school won the School Award from the “JICA Essay Contest of International Cooperation”.  Nitta Tomoki, a manager of JICA Hokuriku branch, visited our school and gave a certificate of commendation.

All the third-year students in the general course wrote essays as “Exploration of KnowledgeⅢ.”  They debated and practiced how to write essays based on the theme “Important Topics in the 21st century,” such as Prenatal Diagnosis, Science and Technology, Competitive Society and Personality.  After these activities, they wrote essays about global issues and applied to the contest.

In addition, “A New Proposal” by Wakana Tachiura won Hokuriku Branch Special Prize.

We won the School Prize last year, so the students will work hard on developing their international understanding.

 On February 6th, SGH and SSH students held an event of presenting their performances.  About 100 students’ parents and educators from in and about Ishikawa Prefecture took part in this event.

＊Practical English: a school-designated subject for second-year students in SG course

Students watched TED Talks about international social issues, explained and wrote logically their ideas and opinions about them in English.

＊SG Basic Analytical Skills: a school-designated subject for first-year students in general course

Students looked into the goals of institutions like the UN and relevant institutions, and considered current issues related to them.  They also proposed the possibility that technology would contribute to their fields when delivering their poster presentations.  This was their first time presenting their research, but they were very positive in the question-and-answer sessions.

＊SGH×SSH Oral Presentation by second-year students in SG course and Super Science course

Representative teams had oral presentations about their research as a collaboration project between SG and SS course students.  They exchanged their opinions and had question-and-answer sessions.  So far, they had mutual presentations and exchanged information while they engaged each other.  This time again they actively exchanged their opinions about their research fields.

＊SG Poster Presentation about their research by second-year students in SG course

Second-year SG course students delivered poster presentations about their research from the beginning of the school year.  They were divided into ten groups, and deepened their research by collecting information and carrying out filed work in Japan and abroad.  Many teachers and parents visited and gave them a lot of valuable advice.

＊Research Conference for teachers who visited the conference

We told teachers about SGH activities, our results and our problems.  We also had them watch the movie about overseas training and its positive effects on students.  We are going to make the most of the questions and advice from teachers in order to make SGH activities better for now on.

 On September 16th, the first lecture for training global leaders was held. Thirty first-year and second-year students participated in the event.  Masaya Hara was invited as a lecturer.  He is a student at the graduate school of Kyoto university and majors in Asian and African studies.  The title of his lecture was ‘Let’s Think about Support in Farm Villages in Africa’ and a group discussion was carried out.

They focused on the Republic of Zambia.  Students learned its life, culture, and Zambian values.  They discussed what is the support needed which will be essential for people there.  All of the students were positive and a lot of students asked Mr. Hara questions after the lecture.  Through this event, students’ outlook will broaden and the number of students who will be active in the global society will increase.

[the participants’ comments]

＊I learned about usual life in Zambia and the support they received.  I thought that giving some money was not good because local people would be lazy. However, I found it one of the good ways to develop a poor country because it would lead to economic activation and it would also lead to an increase of currency.  We should consider whether the country is really poor or not and we ought not to label the country poor with our self-centered view.  Even though only a little money is used in Zambia, it is not proof that the country is poor.  The degree of happiness in the country is not low.  I deepened my idea on the subject; I had a good time.

＊I thought I needed to replace my stereotype that African countries are developing and they are poor.  We should not accept whatever we see or hear in the media.  I think it is appropriate to approach and consider problems from many other angles, and it needs to be filtered into the society or people in developed countries.  I’d like to find various ways of supporting them by myself.  I came to be interested in JICA and Japan Overseas Cooperation Volunteer.  I’m glad I joined this program.

 On September 10th, first-year students had a special lecture about statistics.  Michiko Watanabe, a professor at Keio graduate school, was invited and she gave them a lecture about how the skill of thinking with statistics is needed in today’s global society.  She talked about how statistics are used in their lives and how to use it in the future.

Based on what they learned, the students will do statistic research about their theme by using analytical skills.

[the participants’ comments]

＊I learned that being able to read data and anticipating the future is so important in an increasingly globalized world.  Also, mathematics like statistics is more important than the mathematics we study at school.  However, making everything informational might create ethical problem and it might degenerate human abilities of compassion, so we should make a balance when using statistics.

＊We learned that by setting a target, we can analyze data from many sources even if they are abstract.  I had an interest in setting a goal and realizing it when I saw a lot of examples of high school students using data.  I belong to the tennis club, so I want to research data relating to victory and defeat.  I also want to research and develop food in the future so I would like to contribute to companies by using statistics. 

 On September 8th, a lecture about ‘omotenashi; how to welcome people’ was presented by Hiroko Fujii, an international manner instructor.  The title of her lecture was ‘Show Japanese Essence in Global Society; Learning Different Cultures from omotenashi mind.’

This lecture was started by Ishikawa Prefectural Board of Education for all of the students from prefectural high schools.  The purpose was to help students learn the importance of welcoming people and to be considerate of others so that they would get along positively with them in society.  Omotenashi is regarded as a means of understanding foreign cultures.  Students are supposed to be proud of their Japanese identity with an omotenashi mind, and make the most of it when interacting with foreigners in the future.

Second-year students will have a school trip: general and science course will go to Taiwan and SG course will go to the US.  They will experience cultural exchange with local people by taking advantage of what they learned in this lecture.

[the participants’ comments]

＊My assumption, that only with the knowledge of foreign countries would I be able to fully understand world affairs, was proven invalid after this lecture.  I realized the importance of the knowledge of my own country.  I was surprised to know that some words common for the Japanese cannot be translated into foreign languages.  If I have the chance to visit the U.S, I want to discuss various types of hospitality or ‘omotenashi’ with local people. 

＊The theme of understanding foreign cultures was interesting because I’m now doing research on it.  I do feel pleased to be Japanese, because we always think not only about ourselves but also about others.  I hope our Japanese mind will be understood internationally and help strengthen the international community during the 2020 Tokyo Olympics. 

 On August 18th and 19th, 29 second-year SG course students visited Suzu city to do field research.  

On the first day, the mayor of Suzu city, Mr. Izumitani, explained the situation and problems of Suzu city.  He told them about many projects that Suzu city is working on.  Among them were examples of counterplans to resolve the loss of population, health promotion projects, educational programs, and Oku-Noto Triennale.  On the second day, they went on tour and interviewed people based on their own themes.  They were able to learn many things on the fieldtrip, thanks to the City of Suzu, Kanazawa University, Iida High School, Young Men’s Association, Association of Bereaved Families, Suzu Transportation, and the citizens who helped with the interview.  

They will incorporate their field work done in Japan into their research, and prepare for fieldwork in the U.S. in October.

[the participants’ comments]

My image of Suzu changed completely today.  By listening to the mayor’s story, I learned that there are many projects that the city is working on to make Suzu a better place to live.

＊I was nervous at first when I started talking with the students from Iida high school, but they listened to us while nodding, and it soon became easy to talk. The stories told to us had more weight because it was their local experience.

＊I learned many good things by talking with the people from Suzu Transport.  They had many viewpoints that we didn’t realize.

＊I learned that it is important to deepen our thoughts about what we can learn from data.

＊I was deeply moved by the story people from the Association of Bereaved Families told us.  I felt that there is a big difference between reading things and listening to actual stories.

＊I learned about biomass and sewer systems.  The lecturers were kind enough to make their stories easy to understand for us.

 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.

 From March 28th to 29th, the first-year students, who are supposed to join the SG course from April, visited United Nations University and looked for ideas to set their global research themes.  On the second day, their graduates played the role of an Instructor for the students who chose ‘Tokyo University of Foreign Studies course’ and ‘JICA course’.  They seemed to admire the graduates as their future models.  They enjoyed using what they had studied so far during the two days.

[ the participants’ comments]

＊I could not convey what I wanted to say or understand what other people said because it was in English.  I want to expand my English vocabulary to have a better conversation.

＊I think that people cannot get education due to poverty, so it is important to solve it.  Also I think I have to get over the language difficulty because it will be necessary to communicate with local people in their language.

＊I realized UNICEF did various operations such as making toilets, digging wells, or teaching various things to local people so that they would improve the lives of children in developing countries.

The students carried out ‘Japan Model United Nations Challenge Project’ on the Saturday afternoons of December 12th, January 23rd, February 6th, 13th, and March 5th.  On each occasion of this program, their graduate who is now studying at Kyoto University law department and other university students from the Kansai Office of JMUN undertook preparations and guidance.

《Discussion topics》

Dec. 12th  　　　　　 Nuclear test

Jan. 23rd  　　　　　 Addition of Security Council"

Feb. 6th and 13th  Kyoto Protocol

Through these discussions they gradually acquired the actual form of JMUN.  On March 5th, they had the final installment.  In the 5th meeting, they reviewed the activities so far and deepened the discussion about what an ideal international society should be.  As ambassadors of each country and representatives of the national interests, aiming at consensus formation during negotiations, they had the power to capture things from diverse positions and bring them to consensus while explaining their thoughts

[the participants’ comments]

＊At the time of entry, I was confident that I had the power to convince people. However, through this project I realized that my power was not understood at all.  Through this project, I decided to grow to become a leader who can convince people of his opinion, not just support them, by gaining the power to assert his own opinion.

＊Before applying, I was interested in the international community and the United Nations, so I’m glad that I understood the complexity of the international community and the structure of the United Nations.  I want to be good at bargaining by giving persuasive and convincing explanations.  I’ll try to understand current global issues and broaden my mind.

In the Presentation Contest, only one group from each class had a presentation which was chosen as a representative. They modified the context of their presentation and practiced a lot.  As a result, they gave a presentation in a dignified manner in front of all of the first-year students.  In the question and answer session, they and other students expressed their own opinions positively.

It’s important to use the knowledge and skills which they learned in the presentation in their studies in second grade.

＊MVG(the most valuable group) 

“How do we deal with the increase in the number of foreigners?” by 11H

＊SMVG(the second most valuable group)

“Refugee ~What’s happened in the hotel?~”   by 16H

＊SVG(the special valuable group)

“Silence and loneliness in Hakusan city ~How do we prevent young people from leaving Hakusan city?~”  by 14H

For the first-year students, it seemed useful when they choose a humanity class or a science class, and made them imagine life after the entrance to universities.  After school, the round-table talk with the graduates took place.  In the homey atmosphere, it was impressive that participants continuously asked questions.  It was also a good chance to improve the skill to deepen a discussion by asking questions. 

[the participants’ comments]

＊I sometimes become uneasy because I don’t know the meaning of study but I decided to study hard after hearing the phrase “Study is a key to open a door for the future”. My dream needs a lot of effort, so I want to learn what I don’t know.

＊Where and how I enjoy college life depends on how hard I can study now.  I am glad I could listen to the speech of medical school students. 

＊I feel like I have to study harder to increase the number of choices in my life and get the key to open the door.  I don’t want to study just to get knowledge and remember things.  I want to study actively.

＊Through this presentation from the graduates, what I learned first is that courses and universities are much more varied than I thought.  If I choose a university and a faculty without thinking, I may go to a world which doesn’t relate to my goal.  I realized again that thinking about the future from now is not too hasty.

＊I admired the university students because I heard they are enjoying college life and studying.  I realized I have to think about my course early.  

On October 23rd, Prof. Kawai and Mr. Saeki came from the research facility for advanced integrated studies in human survivability, “Shishu-kan,” Kyoto University Graduate School.

Prof. Kawai’s lecture title was ‘How to do your best in globalization – Fly from the cage－.’  She spoke about her experiences in foreign countries, the ways students should gain necessary English skills, and attitudes toward classes.  She gave the students an impressive message, “It is important to work on everything actively.”

Mr. Saeki, who is a graduate student, spoke about importance of thinking about Japan again by going overseas.  Every student seemed interested in going out into the world.

[Lecture Notes]

＊In learning English, it is necessary to memorize words with examples, and to use English-English dictionaries.  Also, it is necessary to repeat practices and study while enjoying music and movies.

＊It is important to talk actively with foreign friends without being afraid of making grammar mistakes.  Improving communication skills in Japanese is also important.

＊Attitudes in foreign countries:

＊Recognize the diversity of sense of value / discard an obsession with being always correct

＊Think that you learn from failure / you should not be afraid of challenges

＊Try to assert yourself

＊Things to do at school from now 

＊Master the basis of English and experience going abroad

＊Study widely and take part in internships and extra activities

＊It is important to work on everything actively!!