Stanford e-Tottori is a distance-learning course sponsored by the Tottori Prefectural Board of Education and the Stanford Program on International and Cross-Cultural Education (SPICE) at Stanford University.

This year marks the 10th anniversary of the Stanford e-Tottori Program, a milestone that provides an opportunity to reflect on a decade of learning, cross-cultural exchange, and partnership between Stanford University and Tottori Prefecture.

Launched in 2016, Stanford e-Tottori was the first regional program in Japan developed by SPICE. The program was created through a partnership between SPICE and the Tottori Prefectural Board of Education with the goal of helping high school students in Tottori engage in global issues, deepen their understanding of the United States and U.S.–Japan relations, and strengthen their English communication skills.

When the program began, none of us could have imagined that it would still be thriving 10 years later. Over the past decade, approximately 250 students from across Tottori Prefecture have participated in the program. Through weekly assignments, online discussions, virtual classroom sessions, guest lectures, and independent research projects, students have explored topics ranging from education and entrepreneurship to sustainability, diversity, leadership, and U.S.–Japan relations.

Having taught every cohort since the program’s founding, I have had the privilege of working with an extraordinary group of students. Each year, I am impressed by their curiosity, thoughtfulness, and willingness to engage with complex issues. Although students enter the program with varying levels of English proficiency and different academic interests, they consistently demonstrate a desire to learn, challenge themselves, and better understand perspectives beyond their own.

One of the defining features of the program has been the students’ final research projects. At the end of each course, students select a topic of personal interest, conduct independent research, and present their findings in English. Over the years, they have investigated subjects as diverse as artificial intelligence, environmental sustainability, education systems, cultural identity, social welfare, entrepreneurship, history, and international relations. These presentations have provided students with opportunities not only to strengthen their research and communication skills but also to share their passions and interests with others.

The success of Stanford e-Tottori also helped to lay the foundation for SPICE’s broader expansion of regional programs throughout Japan. What began as SPICE’s first regional program has grown into a network of educational partnerships that now serve students in prefectures and cities across the country. Today, SPICE offers regional programs in Fukuoka, Hiroshima, Oita, Tottori, and Yamaguchi prefectures, as well as in the cities of Kagoshima, Kawasaki, and Kobe.

One of the greatest joys of the program has been seeing students experience California and Stanford University firsthand. Each year, two top-performing students are invited to Stanford as honorees in recognition of their outstanding achievement in the course. During their visits, students participate in award ceremonies, tour the Stanford campus, meet Stanford faculty and staff, and connect with fellow students from other SPICE regional programs.

These visits have also provided opportunities for students to glimpse into American high school life firsthand. Over the years, I have had the pleasure of accompanying students to local schools, where they have attended classes and met with American students. I am especially grateful to local educators, including Yoko Sase of The Nueva School in Hillsborough and Matt Hall of Gunn High School in Palo Alto, who have generously welcomed our students into their classrooms and school communities.

The Stanford e-Tottori Program would not exist without the vision, dedication, and support of many individuals and organizations. I am especially grateful to Takeshi Homma, whose passion for education, entrepreneurship, and international exchange helped inspire the creation of the program 10 years ago. Since its inception, Homma-san has remained a steadfast supporter, generously sharing his experiences and insights with students through annual guest lectures on entrepreneurship, innovation, and global citizenship.

I would also like to express my sincere appreciation to Governor Shinji Hirai for his longstanding commitment to international education and global engagement. His support of educational exchange between Tottori and Stanford has helped create opportunities for hundreds of students to broaden their horizons and develop a deeper understanding of the United States and U.S.–Japan relations.

I am deeply grateful to the Tottori Prefectural Board of Education for its partnership and commitment to providing meaningful international educational opportunities for students. Over the years, I have had the pleasure of working with many dedicated educators and teacher consultants whose efforts have been essential to the program’s success, including Koji Tsubaki, Takuya Fukushima, Tomoya Minohara, Shuichi Hata, Natsu Odahara, and Satoru Hamahashi. Their enthusiasm, professionalism, and unwavering support have helped make the Stanford e-Tottori Program a rewarding experience for students throughout Tottori Prefecture. 

As I reflect on the past 10 years, what stands out most are not the individual lessons, assignments, or presentations, but the relationships that have developed through the program. Education is ultimately about people, and one of the greatest rewards of teaching Stanford e-Tottori has been the opportunity to learn from and work with so many talented students, teachers, and colleagues in both Japan and the United States.

As Stanford e-Tottori enters its second decade, I am excited to see what the future holds. I look forward to continuing to learn alongside future generations of students and to strengthening the bonds of friendship and understanding that have connected Stanford and Tottori over the past 10 years.

Congratulations to all of the students, educators, and partners who have been part of the Stanford e-Tottori story. Thank you for making the past 10 years such a remarkable journey.

Stanford e-Tottori is one of SPICE’s local student programs in Japan.

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This article was written by Dr. Larry Becker, Africa Project Coordinator at SPICE, 1982–1985, and Professor Emeritus of Geography at Oregon State University in Corvallis. This is the fourth of several articles—focusing on the 50-year history of SPICE—that will be posted this year. In its early years, SPICE comprised several separate area-focused projects.

Happy 50th birthday to SPICE! Those 50 years are a testament to the enduring value of the program and its ability to change with the times.

While enrolled in the Stanford Teacher Education Program (STEP) in 1982, I took David Grossman’s Global Education course and learned about the work of SPICE. It felt like a comfortable fit and welcome program following my upbringing in the integrated Berkeley public schools and undergraduate degree in geography. After the course, David approached me about the SPICE Africa Project Coordinator position. The coordinator at the time, Nebby Crawford, was leaving. Two years earlier, I had spent a summer in Mali with Operation Crossroads Africa. I gave a presentation at the Bay Area Global Education Program (BAGEP) Africa Summer Institute for teachers, plunging into the SPICE world of in-service teacher education at age 23.

Over the next three years, I had the privilege of working with the SPICE team, Stanford African Studies faculty and students, Bay Area K–12 teachers, and a network of African Studies outreach coordinators around the country. At the time, the Africa Project Coordinator position was partly funded by the Title VI Joint Center for African Studies at Stanford and U.C. Berkeley. I thus was exposed to rich academic African Studies educational resources while representing SPICE at annual conferences. I also established working relationships with members of the Stanford African Students Association. Graduate students from various countries contributed to the Summer Institute on Africa, visited precollegiate classrooms, and reviewed supplementary curriculum SPICE units that we developed with K–12 teachers. 

In the summer of 1984, I co-led a U.S. Department of Education-funded summer education trip for teachers to Nigeria. Together with co-leader, Dr. Faye McNair-Knox—with a background in Hausa linguistics and community organizing in East Palo Alto—we navigated a country recently under military rule with an overvalued currency on a limited budget. As the group travelled from a festival in the Gumel Emirate near the Niger border south to the metropolis of Lagos on the Gulf of Guinea, we stayed at university campuses where Bay Area teachers were exposed to Nigeria’s rich culture through professors from a variety of fields, local leaders, and artists. (Photo below of the Emir of Gumel’s entourage at the end of Ramadan, June 1984, in what is now Jigawa State, Nigeria, as seen during a summer education trip for teachers; courtesy of Larry Becker.)

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By the time I left SPICE, the Africa Project had five curriculum units: Analyzing the Press (1985), Development Decisions: Ghana’s Volta River Project (1985), What Is a Resource? (1985), Two Voices from Nigeria: Nigeria through the Literature of Chinua Achebe and Buchi Emecheta by Nigeria trip participants Lyn Reese and Rick Clarke (1985), and Voici l’Afrique Francophone with Foster City French teacher Joan Henley (1986).

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Enriched by the work at SPICE, I completed a PhD in geography with research on agrarian change in Mali at the University of London’s School of Oriental and African Studies (SOAS) and a postdoc at the Africa Rice Center in Cote d’Ivoire. I had a university career teaching geography, notably large enrollment world regional geography courses, that greatly benefited from what I learned while at SPICE. 

Over the years of teaching about Africa in the U.S., I saw how attention to the context, identity, and positionality of the instructor and students contributes to successful classroom strategies and curriculum development. My SPICE experience provided a base for understanding this evolving pedagogy. In touch with SPICE colleagues years later, former colleague Steve Thorpe contributed to a seminar series that I led at Oregon State University aimed at globalizing courses throughout the campus. The ideas of SPICE carry on in familiar ways in new teaching settings!

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The Stanford Program on International and Cross-Cultural Education (SPICE) is pleased to announce that applications are now being accepted for the Fall 2026 session of Introduction to Contemporary China, an intensive online course offered by the China Scholars Program (CSP). Designed for motivated U.S. high school students, this course introduces students to contemporary China through an interdisciplinary and discussion-based approach. The course is open to rising 10th, 11th, and 12th graders nationwide.

Fall 2026 China Scholars Program: Introduction to Contemporary China
Application period: May 6 to June 20, 2026
Tuition: $2500
Program dates: September 3 to December 19, 2026

As China’s global stature continues to rise, as it takes on leading roles in the clean energy transition and AI development, international trade, international security, and much more, it becomes more vital than ever to understand it. Through CSP, students explore the historical developments, domestic challenges, and global relationships that shape contemporary China and its interactions with the United States.

Throughout the semester, students participate in weekly Zoom sessions featuring leading experts from Stanford University and beyond as guest speakers. Coursework includes college-level readings, analytical discussions, and written assignments that encourage students to engage critically with current issues affecting China and the broader international community.

A central component of the program is an independent research project in which students investigate a topic of their choice related to contemporary China. Past research topics have included environmental policy, education, artificial intelligence, demographics, popular culture, public health, economic reform, and media. Students conclude the course by producing a substantive academic paper based on their research.

In addition to learning from experts and peers across the United States, CSP students will also have the opportunity to connect online with Chinese students in the Stanford e-China Program, fostering meaningful cross-cultural dialogue and exchange.

The course also offers students an opportunity to explore potential interests in fields such as international relations, political science, business, journalism, public policy, and Asian studies before entering college.

CSP provides students with the knowledge, diverse perspectives, and analytical skills needed to better understand one of the world’s most consequential countries and its evolving relationship with the United States.

For more information, please visit the course website or contact Tanya Lee with questions.

The China Scholars Program is one of several online courses offered by SPICE.

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This article was written by Dr. Steve Thorpe, former China Project Coordinator at SPICE in the 1980s and Professor Emeritus of Education at Southern Oregon University. This is the third of several articles—focusing on the 50-year history of SPICE—that will be posted this year.

Congratulations to Gary Mukai and his SPICE team upon the 50th anniversary of the SPICE program! Congratulations also to David Grossman and his colleagues who created the SPICE program in 1976!

Throughout my career in education, I have benefited from my connections to the SPICE program. I first met David Grossman and his SPICE group in 1976 when they made presentations at the Association for Asian Studies and the National Council for the Social Studies annual meetings. I was dazzled by the East Asian Studies curriculum units the SPICE team demonstrated. Their curriculum units were infused with high quality Asian Studies content and interactive instructional strategies that stimulated the interest of K–12 students. This indirect connection to SPICE gave me great curriculum resources for my Asian Studies outreach work in Texas, where I lived and taught at the time.

On a short-term basis, I joined David and the SPICE team in August 1978 for an East Asian Studies teacher in-service workshop in Utah. The joy and excitement among the SPICE group was inspiring to the workshop participants and to me. I gained new insights into the strengths of the SPICE curriculum units from the presentations. I also joined David for a live radio interview about historical and contemporary events in East Asia. I had just been in the People’s Republic of China (PRC) for a three-week project in April 1978, and I was able to contribute my recent in-country China experience to the workshop sessions.

After I completed a two-year teaching stint in the PRC, David Grossman hired me in early 1981 for a half-time position as the China Project Coordinator at SPICE. I also enrolled in a graduate program in the Stanford School of Education. It was an exciting time at SPICE as we joined the newly formed Bay Area Global Education Program (BAGEP). In June 1981, Kay Sandberg, the Japan Project Coordinator, and I worked with David and the BAGEP leadership to coordinate the BAGEP East Asia summer institute for teachers and administrators. The results of the summer institute were stellar, and BAGEP continued on as a superior international and cross-cultural K–12 staff development program. I helped our China Project staff develop new curriculum units as well as the “Discovering Marco Polo” teacher guidebook that went along with the Marco Polo TV mini-series, which aired on NBC in 1982. (Photo below of Steve Thorpe, Penny Thorpe, and Paddy Booz at the 1982 Marco Polo TV mini-series reception at the Consulate General of Italy in San Francisco; courtesy of Steve Thorpe.)

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In 1985, I participated in a research team that evaluated the results of the BAGEP program work. Our research verified that the BAGEP staff development projects were beneficial for K–12 teachers and their students. I graduated from Stanford and moved on to a university career in teacher education. Thanks to my work with the SPICE and BAGEP programs, I was well prepared to teach good curriculum and instruction strategies for both pre-service and in-service teachers.

I have maintained connections with my SPICE colleagues. The SPICE team has always been a tight-knit group, and we have all helped one another in our professional careers. I am forever grateful for that. Indeed, SPICE continues to be the leading light for international and cross-cultural outreach education across the USA and the Asia-Pacific region. Viva, SPICE!

The following is a guest article written by Naoya Kobayashi, who traveled to the San Francisco Bay Area with other graduate students from the University of Tokyo in January 2026, under the leadership of Professor Hideto Fukudome. Naoya is also a Guest Researcher at the Keio University Global Research Institute. SPICE/Stanford collaborates closely with the Graduate School of Education at the University of Tokyo and met with the students during their visit to the Bay Area. 

Guided by Roger L. Geiger’s remark—“Historians should approach the present with trepidation” (Geiger, 2019, 313)—I have conducted archival research primarily along the East Coast and in the Midwest as a doctoral student specializing in the history of American higher education. Working with historical manuscripts often feels like having conversations with people from the past, drawing me away from the pressing educational issues of the present. However, during my first visit to the Bay Area through a SPICE-supported program, I came to realize that Geiger’s statement is not merely a call for professional restraint. It also points to the significant role historians can and should play in contextualizing the present and actively shaping the future.

This program brought together students and alumni from the University of Tokyo, who had been trained across a wide range of disciplines, including sociology, psychology, policy studies, and comparative education. To reflect these diverse interests, Professor Hideto Fukudome invited guest speakers from various fields. Consequently, we were able to engage in candid discussions on topics such as undergraduate curricula, academic advising, international student support, and public service.

Among these experiences, one particularly memorable moment came during a lecture by Professor Londa Schiebinger, an internationally distinguished historian of science and a leading authority on gender in science and technology. She introduced us to Gendered Innovations, an interdisciplinary initiative that integrates sex, gender, and intersectional analysis into scientific research and technological development. After her talk, my colleague Yuki Kihara asked how her work in the history of science connects to this initiative. In response, she stated without hesitation: “I want to create the future, so I use the same techniques as a historian to push and pull on culture. We need to make human knowledge whole again. That is one of my key challenges.” Her response was deeply thought-provoking, speaking to my long-held interest in how historians might meaningfully engage with contemporary issues. (Photo below of Professor Schiebinger courtesy of Naoya Kobayashi.)

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Our learning also extended beyond the university. On the final morning, we visited Japantown in San Jose with SPICE Director Dr. Gary Mukai as our guide. Drawing on his personal memories, he explained the history embedded in local monuments. Through this, we came to appreciate how diverse communities have long been integral to the region’s social fabric, shaped by both hardship and resilience. From the perspective of contemporary Japan, where public discourse has increasingly focused on how diversity might be “accepted,” this experience revealed a simple but profound truth: diversity is not a possibility to be realized but a reality to be recognized. As a historian, I hope to carry this insight forward by using the past not only to understand the present, but also to imagine more inclusive ways of living together in the future. (Photo below taken in Japantown in San Jose courtesy of Naoya Kobayashi.)

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Finally, I would like to express my sincere gratitude to Dr. Mukai and all the members of SPICE who so warmly welcomed us. It is my sincere hope that exchanges between the University of Tokyo and SPICE will continue to grow in the years to come.

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Stanford e-Japan is an online course that teaches Japanese high school students about U.S. society and culture and U.S.–Japan relations. The course introduces students to both U.S. and Japanese perspectives on many historical and contemporary issues. It is offered biannually by the Stanford Program on International and Cross-Cultural Education (SPICE). Stanford e-Japan is currently supported by the Yanai Tadashi Foundation.

In August 2026, the top honorees of the Spring 2025 and the Fall 2025 Stanford e-Japan courses will be honored through an event at Stanford University. SPICE is most grateful to Mr. Tadashi Yanai and the Yanai Foundation for making Stanford e-Japan, including the ceremony in August 2026, possible.

The three Spring 2025 honorees—Mahono Fuji (Seinan High School), Nagi Matsuyama (Doshisha International High School), and Jinichiro Taguchi (Kaijo High School)—will be recognized for their coursework and exceptional research essays that focused respectively on “From White Flight to Gentrification: Rethinking Urban Spatial Inequality,” “Reconsidering U.S.–Japan Food Trade,” and “Trump’s Policies and the Monroe Doctrine.”

Dion Munasingha (Yaizu Chuo High School) and Natsuka Yamamoto (Keio Girls Senior High School) each received an Honorable Mention for their coursework and research papers that respectively focused on “Language Support for Children of Immigrants in Japan and the United States” and “Future of Natural Disaster Response Management in Japan and the United States.”

The three Fall 2025 honorees—Sawa Ito (Iida High School), Yurino Ohara (Okayama Prefectural Okayama Asahi High School), and Amy Yanai (The British School in Tokyo)—will be recognized for their coursework and exceptional research essays that focused respectively on “A Comparison of Mental Health in the United States and Japan: What Japan Can Learn from the United States,” “Redesigning Japan’s OTC Policy: A Digital Strategy for Fiscal Sustainability and Patient Protection,” and “Community Resilience and Soft Power: Disaster Recovery in the United States and Japan.”

Aiko Nakano (Shizuoka Futaba Senior High School) and Takaki Okada (Musashi High School) each received an Honorable Mention for their coursework and research papers that respectively focused on “A Comparison of Refugee Recognition Systems in Japan and the United States: The Role of Public Awareness” and “‘Anti-Globalism’ Sentiment in the United States: Its Causes and Effects.”

In the Spring 2025 session of Stanford e-Japan, students from the following schools completed the course: Azabu High School (Tokyo); Chiba Prefectural Higashi Katsushika High School (Chiba); Doshisha International High School (Kyoto); Ehime Prefectural Matsuyama Chuo High School (Ehime); Fuji Sacred Heart School (Shizuoka); Gunma Kokusai Academy Secondary School (Gunma); Hiroshima Prefectural Ogaki High School (Hiroshima); International Christian University High School (Tokyo); Kaijo High School (Tokyo); Kanazawa Izumigaoka High School (Ishikawa); Keio Girls Senior High School (Tokyo); Keio Shonan Fujisawa Senior High School (Tokyo); Kyoto Rakuhoku High School (Kyoto);  Meijigakuen Senior High School (Fukuoka); Meikei Gakuen High School (Ibaraki); Nagasaki Nishi High School (Nagasaki); Saitama Municipal Urawa High School (Saitama); Saku Chosei Senior High School (Nagano); Sapporo Kaisei Secondary School (Hokkaido); Seinan High School (Fukuoka); Shibuya Makuhari High School (Tokyo); Suwa Seiryo High School (Nagano); Toin Gakuen Secondary Education School (Kanagawa); Tokyo Gakugei University International Secondary School (Tokyo); Tokyo Metropolitan Kokusai High School (Tokyo); Waseda University Senior High School (Tokyo); Yaizu Chuo High School (Shizuoka); and Yatsushiro High School (Kumamoto).

In the Fall 2025 session of Stanford e-Japan, students from the following schools completed the course: AICJ High School (Hiroshima), Akita Minami Senior High School (Akita), Caritas Senior High School (Kanagawa), Higashiyama High School (Kyoto), Iida High School (Nagano), International Christian University High School (Tokyo), Kaetsu Ariake High School (Tokyo), Katayama Gakuen High School (Toyama), Keio Girls Senior High School (Tokyo), Kindai Toyooka High School (Hyogo), Koshigaya Kita High School (Saitama), Makuhari Senior High School (Chiba), Mita International School of Science (Tokyo), Musashi High School (Tokyo), Nagoya University Affiliated Upper Secondary School (Aichi), Nishiyamato Gakuen High School (Nara), Okayama Prefectural Okayama Asahi High School (Okayama), Okinawa Prefectural Kaiho Senior High School (Okinawa), Ritsumeikan Keisho High School (Hokkaido), Seigakuin High School (Tokyo), Senior High School at Otsuka, University of Tsukuba (Tokyo), Shizuoka Futaba Senior High School (Shizuoka), Shuyukan High School (Fukuoka), Suwa Seiryo High School (Nagano), The British School in Tokyo (Tokyo), Tokyo Metropolitan Hibiya High School (Tokyo), Tokyo Metropolitan Koshikawa Secondary School (Tokyo), and Tsurumaru High School (Kagoshima).

Stanford e-Japan is one of several online courses for high school students offered by SPICE, including the China Scholars Program, the Reischauer Scholars Program, the Sejong Korea Scholars Program, Stanford e-Entrepreneurship U.S., Stanford e-China, Stanford e-Entrepreneurship Japan, as well as numerous local student programs in Japan. For more information about Stanford e-Japan, please visit stanfordejapan.org.

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The following is a guest article written by Yuki Kihara, who traveled to the San Francisco Bay Area with other graduate students from the University of Tokyo in January 2026, under the leadership of Professor Hideto Fukudome. Yuki is also an administrative staff member at the University of Tokyo. SPICE/Stanford collaborates closely with the Graduate School of Education at the University of Tokyo and met with the students during their visit to the Bay Area.

On the final day of the intensive seminar in the San Francisco Bay Area, we visited the Japanese American Museum of San Jose. When we entered the museum, an elderly woman who happened to be there told us about her experience living in a concentation camp. She said that in the middle of the desert, the barracks’ housing was full of dust, and that every night before falling asleep she would check under the bed to make sure there was no scorpion. This unexpected encounter became a memorable moment that wrapped up what I learned at the intensive seminar.

At first, this story did not have a strong impression on me. However, as we walked through the museum, docent Atsushi Uchida explained in detail about life in the concentration camp, citing the elderly lady’s words. For instance, because the camps were built hastily, undried wood was used for the barracks. Consequently, as the wood dried and shrank over time, gaps appeared, and clouds of dust came into the barracks and rose in the air. These gaps also allowed scorpions to sneak in, which is why the elderly lady had to be cautious every night. Of course, this is a minor memory of that elderly lady which would never be written down in a textbook. It would also perhaps have slipped out of my memory quickly if Atsushi had not shed light on it. But because he pointed it out, her experience was incorporated into my thoughts and has stayed with me for a long time. Photo below of docent Atsushi Uchida at the Japanese American Museum of San Jose, courtesy of Tina Tan.

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Atsushi also told us about some remaining words which have been passed down within the Nikkei (Japanese emigrants and their descendants) community in California. Among them is the phrase “Shikata Ga Nai,” meaning “it cannot be helped” in English. In Japan, this expression shows a certain sense of giving up or resignation. On the other hand, the word “Shikata Ga Nai” used in California also contains a slightly positive nuance: It means doing what can be done in the place where one has been put. This story made me focus on the pain that Nikkei people at that time had to face, and the perseverance to overcome the hardship, with a somewhat optimistic outlook on life. Atsushi’s comment on “Shikata ga nai” also made me realize that the nuanced differences between the Japanese and Japanese American interpretation of specific Japanese terminology are not merely subtle linguistic variations, but something I may be able to perceive, perhaps, because I stand both inside and outside of this cultural context.

I believe that the privilege of a researcher is to pass down people’s words, regardless of how many people read them. In this regard, I cannot help but think about what I should write and pass down as a person who specializes in education. The children captured by an official government photographer looked cheerful, even at the concentration camp, but I feel that I must also turn my eyes to the moments of pain that would have been hidden from a master narrative of history.

The explanation from Atsushi extended to the story of Norman Mineta. He was a Nisei (second-generation Japanese American) who served as the United States Secretary of Transportation during the George W. Bush administration. Because of his experience of incarceration in his childhood, he opposed racial profiling after the September 11 attacks. His influence on society was huge, and no one doubts his significant achievement. At the same time, interestingly enough, the recollection of the elderly lady also stayed in my memory. I felt that the defining experiences of the two were the same, and it was not until I visited the museum that I came to realize the link between the two. I learned the importance of actually visiting the site on my own. The story of Norman Mineta and the recollection of this elderly woman formed an interesting contrast, and together they left a deep impression on me.

Speaking of this contrast, I also cannot help looking back on the education I received when I was an elementary school student. As homework for a history class, I interviewed my grandmother about her experiences during World War II. She told me about wartime evacuation and her life at home and school. At that time, somewhere in my mind, I regarded these stories as merely personal experiences, not as history to be learned, and I dismissed them as insignificant. The encounter with the elderly lady brought up this memory again, forming a strong contrast with my elementary school experience. It made me reconsider what history is and for whom it exists.

But then another question comes to my mind. If I once regarded my grandmother’s experience as insignificant because of what I learned in history education, does that mean education itself is meaningless? Of course, now, as an adult, I need to examine critically what I have been taught. Yet it was also education itself, this time through Atsushi’s explanation which functioned as scaffolding, that enabled me to question and shed light on something unseen. Here I found hope in education.

I would like to express my sincere gratitude to Professor Hideto Fukudome for arranging such a wonderful opportunity, to Director Gary Mukai and everyone at SPICE for creating the rich program and welcoming atmosphere, to our Teaching Assistant Mr. Naoya Kobayashi for making the seminar run smoothly in many ways, and to all the classmates who shared thoughtful and engaging discussions with me throughout this intensive seminar. Special thanks to Ms. Anna Marie Rodriguez, my friend and an assistant language teacher (ALT) in Japan under the Japan Exchange and Teaching (JET) Programme, for her proofreading of this article.

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The following reflection is a guest post written by Yuto Kimura, an alum of the Spring 2021 Stanford e-Japan Program. Earlier this month he graduated from Waseda University’s School of Political Science and Economics.

This is the message I wish to share with high school students considering applying to Stanford e-Japan (or other SPICE programs). As a former participant about to graduate from Waseda University this spring, I can confidently say that the lessons and skills I gained through the program remain invaluable to me, even after five years.

The initial reason I applied for the program was to deepen my understanding of U.S.–Japan relations and U.S. society. Although I was born in the United States, I moved away when I was only a year old and have had little opportunity to engage with U.S. culture since then. While I certainly accomplished that mission through Stanford e-Japan, I came away with so much more. Here are my two biggest takeaways.

The first takeaway is purely skill-based. Throughout the program, we were required to digest a significant amount of reading material to prepare for every class. I vividly remember spending my one-hour train commute focused entirely on these readings. This routine lasted about six months and proved to be an incredible asset during my university studies.

Even at Japanese universities, reference materials are often provided in English; thanks to this program, I was already well-trained to handle them. Beyond reading, the program also honed my ability to write academic papers and deliver presentations. These skills directly contributed to my high grades in university, giving me a head start in areas many of my peers hadn’t encountered until after high school. By dedicating yourself to this program, you are able to sharpen skills that will serve you throughout your future career—a fact that has proven true in countless situations over the last four years.

The second takeaway involves my personal values and perspectives. The most impactful session in the program for me was the one on Japanese American Internment. In Japanese classrooms, we typically learn about the Pacific War through a specific lens—from the Pearl Harbor attack to the invasion of Southeast Asia to the two atomic bombings. However, there is always a flip side to every story.

The program challenged me to look at the war from a U.S. perspective, exploring topics like the rationale behind the atomic bombings through U.S. textbooks, and the internment of Japanese Americans by hearing from some storytellers. You may not necessarily agree with every viewpoint, but acknowledging the existence of differing ones, I believe, is essential to living as a global citizen.

This mindset has stayed with me since then. During my recent solo trip to Malaysian Borneo—an area formerly occupied by Japanese forces—I never missed the opportunity to visit war heritage sites, museums, and Japanese cemeteries in every city. I wanted to reflect on my learning from the program and understand the history through the eyes of the locals.

Lastly, as a proud Waseda alumnus, I also want to highlight the strong, decades-long connection between Waseda and Stanford. From a century-long baseball tradition to Waseda professors of Stanford alumni to countless e-Japan alumni studying here, the bond is deep. If you are considering Japanese universities, I highly recommend Waseda for its rich Waseda–Stanford connections.

Stanford e-Japan is one of several online courses for high school students offered by SPICE, including the China Scholars Program, the Reischauer Scholars Program, the Sejong Korea Scholars Program, Stanford e-Entrepreneurship U.S., Stanford e-China, Stanford e-Entrepreneurship Japan, as well as numerous local student programs in Japan. For more information about Stanford e-Japan, please visit stanfordejapan.org.

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This is the second of several articles—focusing on the 50-year history of SPICE—that will be posted this year. 

As noted in the article, “Celebrating SPICE’s 50th: SPICE’s Roots in the Bay Area China Education Project (BAYCEP),” that was written by Dr. David Grossman, founding director of SPICE, SPICE was established in 1976. Professor Daniel Okimoto joined Stanford in 1977, and I met him in 1988 when I joined SPICE. I had first heard of Professor Okimoto in fall 1972 during my freshman year in college. I read an excerpt, “The Intolerance of Success,” from his book, American in Disguise, that was reprinted in Roots: An Asian American Reader. During my first meeting with him, I learned that his family was incarcerated in the same concentration camp for Japanese Americans as my family during World War II. The camp was in Poston, Arizona. Okimoto was born in 1942 at the Santa Anita Assembly Center, a temporary detention facility for Japanese Americans. The detention facility was located at the Santa Anita Racetrack in Southern California, and Okimoto was born in a horse stable. From there, his family was moved and incarcerated in Poston. Since learning about this connection between Okimoto’s family and mine, I felt a strong personal connection to him.

Since the beginning of my time at SPICE, Professor Okimoto has been unwavering in his support of SPICE’s projects on U.S.–Japan relations and the Japanese American experience. He served as the Principal Investigator for multiple U.S.–Japan relations- and Japanese American-focused curriculum projects, the Reischauer Scholars Program (an online course that has been offered to high school students in the United States since 2004), and Stanford e-Japan (an online course that has been offered to high school students in Japan since 2015). One of SPICE’s most popular multimedia offerings is “An Interpretive History of Japan,” which is based on six lectures by Okimoto. Through these projects, I also established a strong professional connection to him.

Professor Okimoto has been an incredible champion for the Reischauer Scholars Program from its inception, rallying other U.S.–Japan experts and leaders to back our mission of teaching and inspiring the next generation of young scholars to strengthen ties between the United States and Japan. Over the past 20+ years, his guidance and example as a mentor have shaped me as a teacher and profoundly strengthened a vibrant community of educators and students.—Naomi Funahashi, Reischauer Scholars Program instructor

Prof. Daniel Okimoto has championed the Stanford e-Japan Program since its inception. In addition to providing some of the lectures for the initial cohorts, Dan was also generous with his time and knowledge with high school students in Japan through guest speaking in Virtual Classrooms.—Waka Takahashi Brown and Meiko Kotani, Stanford e-Japan Program instructors

Importantly, numerous SPICE staff (past and present) have studied under Okimoto, including Dr. Mariko Yang-Yoshihara, an educational researcher and instructor for SPICE whose primary advisor was Okimoto. She noted the following: “Having Dan Okimoto as my doctoral advisor was one of the greatest blessings in my life. What I gained from his mentorship both as a student and as a person was immense, and two moments in particular stay with me today. The first was the Japanese Imperial couple’s visit to the Stanford campus in 1994. Dan’s role as Stanford’s leading Japan expert often meant welcoming distinguished visitors from around the world; and on that occasion, he chose to share something deeply personal, that he had been born in a horse stable as his family was sent to a concentration camp. And in response, Empress Michiko called him ‘another great man born in a horse stable.’ This brief exchange stayed with me through my time as a student as it felt like a real glimpse into my advisor’s life as a Japanese American scholar, carrying the weight of history while still holding onto the quiet warmth of our shared humanity. The second anecdote came shortly after 9/11, when so many of us were grappling with fear and uncertainty of the future. As I sat in his office, anxious and overwhelmed, Dan said very little except, very quietly, ‘I worry about the Muslim American community.’ In that moment, I came to understand how deeply his own experiences had shaped how he cares for the world: amid a national crisis, his heart instinctively focused on vulnerable communities. These were the moments from which I learned the most as his student: lessons in humanity and empathy. They have since become the foundation of the learning goals in the courses I teach. I hope that our work at SPICE will honor and carry forward Dan’s legacy by developing curricula that shed light on the Japanese American experience and nurture empathy and a sense of shared humanity in future generations.”

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On behalf of the SPICE staff, I would like to express my heartfelt gratitude to Professor Okimoto for his unwavering support of SPICE. As someone who was born in a horse stable and unjustly incarcerated as a child without due process by his own country—along with approximately 120,000 people of Japanese descent, two thirds of whom were U.S. citizens—and is now Professor Emeritus of Stanford University, he remains a tremendous role model and inspiration to us at SPICE. He and his wife, Michiko, are still contributing greatly to U.S.–Japan relations through organizations like the Silicon Valley Japan Platform and the U.S.-Japan Council. They worked closely with the late Secretary Norman Mineta (left) and the late Senator Daniel Inouye (center); photo above courtesy of Daniel Okimoto. Like Okimoto, Secretary Mineta was also incarcerated by his country as a child during World War II. Senator Daniel Inouye was a Medal of Honor recipient for his service in the U.S. Army during World War II. Like Okimoto, Mineta and Inouye were also recipients of the Order of the Rising Sun. 

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