Drawing from former U.S. Ambassador to Japan Edwin O. Reischauer’s legacy of developing a deep understanding of the Japanese people, culture, and society, the Reischauer Scholars Program—a unique online program that offers U.S. high school students an opportunity for the intensive study of Japan and U.S.–Japan relations—has fostered lasting connections with Japan for young students in the United States since its establishment in 2003. Welcoming the 20th RSP cohort at the beginning of 2023 was a milestone. Online teaching and learning was somewhat of a novelty back when the RSP was envisioned in the early 2000s, with many in the first few cohorts of Reischauer scholars needing to seek out computer access and Internet connections at their local libraries in order to participate in the weekly online classes. 

As interest and funding in Japanese language waned following the bursting of the Japanese economic bubble in the early 1990s, a subsequent decline in the study of Japan at the higher education level was beginning to cause some concern within the Japan studies field. Former U.S. Ambassador to Japan Caroline Kennedy shared the following in videotaped remarks to the Reischauer scholars in 2013: “Appointed as ambassador to Japan by my father, President Kennedy, Ambassador Reischauer made tremendous contributions to America’s understanding of Japan… and he remains a model for me and all who follow in his path. As strong as our ties between the United States and Japan are, they are not self-sustaining. Our relationship is something each generation has to rediscover, recreate, and nurture.”

With these priorities in mind, SPICE sought to create a space for high school students to deeply engage in the study of Japan and U.S.–Japan relations, regardless of where in the United States they called home. Introducing students to leading scholars, experts, and diplomats who could share both American and Japanese perspectives on their studies of these two countries, Dr. David Janes, former Director of Foundation Grants at the U.S.-Japan Foundation, Dr. Gary Mukai, SPICE Director, and Ms. Waka Takahashi Brown, the inaugural instructor of RSP, set the stage for a truly unprecedented learning opportunity. I began teaching the RSP from year three.

Importantly, the RSP sought to not just offer content expertise on the history, religions, culture, society, politics, economics, and foreign policy of Japan and U.S.–Japan relations, but to create a community of learners who could discuss these topics on a deeper level that would allow for different perspectives to be shared and understood. The goal of the RSP was never to offer a solely academically-focused course on Japan and the U.S.–Japan relationship. The hope was always to foster the next generation of leaders who could come together from across the United States, bringing together their shared passion for Japan and for learning new global perspectives, and to support each other in their continued growth as individuals who hoped to make a difference in the world as they moved through their academic and professional careers.

As the academic year began to wind down in late June 2023, the magnitude of 20 years of the RSP began to settle in. Since the first RSP cohort in 2004, nearly 600 talented high school students from across the United States have gone on to lead rich and fulfilling lives which, in many cases, have continued to involve Japan. I reached out to some RSP alumni this past summer, curious about how the RSP experience has influenced the life choices of our Reischauer scholars over the years. Connecting with alumni—especially when the rare opportunities arise to do so in person, as we did over lunch at Stanford University in 2021—is always a privilege. It was both enlightening and inspiring to read reflections from 20 years of RSP alumni; the depth and scope of the RSP impact clearly varying depending on how much time had passed since they had signed off after our last virtual class together.

In the final pages of Dr. George Packard’s biography, Edwin O. Reischauer and the American Discovery of Japan, he shares that Reischauer had scribbled the following note in 1984: “Peace in this world depends on international understanding and understanding on knowledge and skills at communication. Thus, peace ultimately depends on education” (Packard 293). It is my hope that the work that students have done in this course to deepen their international understanding will have a lasting impact not only for themselves, but for the U.S.–Japan relationship and beyond. Here are a few reflections that were shared with us by RSP alumni that reflect the range of experiences—and legacies— of the RSP, in their own words.

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RSP was my first opportunity to delve deep and learn more about Japanese culture and history through an academic lens. Growing up in borderline rural Florida, prior to RSP, my only exposure to Japan and Japanese culture was through Cartoon Network anime shows and video games. I would say my time at RSP sparked an interest to continue to learn about Japanese culture. In college, I ended up taking Japanese language courses, which led to studying abroad in Japan. I have had two careers, both in medicine and in art. In both careers and in my personal life, Japan and Japanese culture continue to be a big part of it all.

—Carmel Mercado, RSP Class of 2005

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After participating in the RSP in 2009, I went on to complete my undergraduate degree in Japanese Studies, graduating in 2013. The RSP laid a solid foundation for my undergraduate studies. Out of undergrad, I went straight into the JET Program where I was an assistant language teacher at the elementary and junior high school level on the island of Tokunoshima, which was historically part of the Ryukyu Kingdom but is currently administratively part of Kagoshima Prefecture. At the time I participated in RSP, I had never been to Japan but was really wanting to (re)connect with my Japanese heritage as a Nikkei gosei (fifth generation) from Hawaii. Since undergrad, I have also been exploring my Okinawan/Uchinaanchu heritage, and reflecting on RSP today, I think I'm doing much of what I did as a participant in 2009 by researching my genealogy and trying to (re)connect with indigenous Okinawan spiritual practices by learning more about lunar obon practices and doing (y)eisaa. I am also still connected to my RSP cohort members through social media. Although we don't talk much, it's nice to see how everyone is doing and how far we've come since we participated in RSP together.

 —Micah Mizukami, RSP Class of 2009

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I took RSP 12 years ago and it changed my life! Growing up in rural Maine, RSP did the remote Zoom classroom experience way before it was cool...and it worked! The program exposed me to Japan's culture and history, giving me an international mindset that I've kept with me since. I remember being able to talk to high level diplomats like the former ambassador to Japan which was especially formative. Years later, my Stanford RSP experience encouraged me to pursue a PhD in Computer Science at Stanford, where my specialty became English-Japanese Machine Translation. Today, some of my best friends in the world are Japanese. I split my time between Seattle and Tokyo. I consider Japan a second home on the other side of the world, all thanks to my RSP experience which kindled the initial interest and inertia.

 —Reid Pryzant, RSP Class of 2011

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RSP gave me a window into the college classroom while I was a high school student. From my room in Alabama, I suddenly had access to scholars, former diplomats, and experts from all over the world who gave fascinating lectures on subjects far outside my school curriculum but close to my own interests. Most importantly, however, RSP enabled me to connect with an incredibly unique group of students from all over the country, a group which became a surprisingly close online community by the end of the course.

 —Vincent Wesselmann, RSP Class of 2016

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I loved the cultural and historical lessons RSP offered me as a young scholar. They shaped my academic interests and drove me to pursue literature and cultural studies with a focus on East Asia. I went on to study abroad at Doshisha University in Kyoto during my junior year of college. After my short stint in Asia, I decided to further broaden my horizons by spending some time in Europe. I traveled on to Amsterdam, where I received a MA in comparative literature. Yet, once again, I was drawn back to Japan. I am typing this response seated in an express train speeding through Tokyo! I will spend the next year teaching English to young children in the Kanto region. Needless to say, my interest in Japan hasn’t waned in the slightest since enrolling in RSP. I’m happy to be back!

 —Madison MacKenzie, RSP Class of 2016

I applied to RSP with the motivation to learn more about my cultural background, but what I remember most vividly is the exhilarating experience of bouncing off ideas with my peers… it was during those thoughtful discussions that my knowledge of Japan (and my stance on certain issues) was enriched the most. Our intellectual exchanges reminded me that learning happens not only from the consumption of educational materials, but also from the synergy of diverse perspectives.

 —Mika Isayama, RSP Class of 2016

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I had an amazing experience participating in the Reischauer Scholars Program. It inspired me to participate in the Sejong Korea Scholars Program and to receive a Bachelors in East Asian Studies. Thanks to the interest in East Asia that it inspired, I have now studied abroad in Korea, traveled around Japan, and hope to participate in the JET Program. I still think about the Buddhist monk who visited our class and the stories he told us!

 —Grace Rembert, RSP Class of 2018

The RSP completely broadened my horizons with regards to Japanese culture and U.S. - Japan relations. I think so often in the U.S. we are taught with a bias towards the U.S. angle and it was so refreshing to view history through the lens of Japan and the Japanese perspective. Moreover, the RSP attracts a broad range of students from everywhere around the U.S.; the melting pot that facilitates was such a pleasure to be a part of and engaging with students with a variety of perspectives and experiences relating to Japan made the RSP extremely dynamic and engaging for me. Many of the guest speakers were extremely memorable. RSP '21 students were extremely fortunate to hear from George Takei, and my particular favorite was the film discussion we had on "大人の見る絵本　生れてはみたけれど" (I was born, but...). That film, which was silent and black and white, was so incredibly fascinating and the discussion we had on it was extremely thought provoking. In a sense that's what made the RSP so compelling -- we engaged in so many aspects and elements of Japanese history that there was something to satisfy everyone's personal interests, as well as something that sparked new interests and curiosities in everyone. Almost three years removed from doing the RSP, I look back on my experience with great fondness and am grateful for the friends I made along the way, many of whom I still am in contact with today. 

 —Jack Turner, RSP Class of 2021

I applied for RSP because I wanted to learn about Japanese history and Japanese-US relations, but what I took from the program was so much more than that. Particularly through the diverse set of speakers we had the opportunity to hear from, I was constantly realizing that no history is static, and that the study of history can not be an isolated field, it is connected to every profession and every person. My most favorite lecture was that from Andrew Lee, the U.S. Consulate General in Sapporo at the time, as I felt he showed how a deep understanding of history is vital to diplomacy. 

 —Sara Baudler, RSP Class of 2022

For more information about SPICE's online courses for students, visit our Student Programs page. To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.

In 1858, Yukichi Fukuzawa established a school for Western studies in Edo, the former name of Tokyo. On February 9, 1860, the Tokugawa shogunate sent the first Japanese diplomatic mission to the United States and Fukuzawa was aboard the ship, Kanrin Maru, which escorted the USS Powhatan upon which the Japanese embassy traveled. The objective of the diplomatic mission was to ratify the new Treaty of Friendship, Commerce, and Navigation between the United States and Japan. After the Japanese embassy’s stay in San Francisco, the USS Powhatan continued with the embassy to Washington, DC, where they met President James Buchanan, and also visited Philadelphia and New York City. The embassy returned to Japan on November 9, 1860. Fukuzawa’s experiences with the first Japanese embassy had a profound impact on his views of education, and in 1868, Fukuzawa changed the name of the school to Keio Gijuku, a leading institute in Japanese higher education. 

One hundred and sixty-three years after Fukuzawa’s trip to San Francisco, a student delegation of 14 students from Keio University visited the San Francisco Bay Area in September 2023. The students were part of Keio University’s Global Passport Program (GPP) and represented the Faculty of Business and Commerce, Faculty of Law, Faculty of Letters, and Faculty of Policy Management. The delegation was led by Professor and GPP Chair Naoko Moriyoshi, Professor Noriyoshi Yanase, and Associate Professor Nobuhiko Kijima, all with the Faculty of Business and Commerce; and assisted by Misako Sack, a graduate of Keio University who lives in the San Francisco Bay Area.  

The Global Passport Program, which is offered in English, is a two-term program of Keio University for junior and senior students that started in 2014 and managed by the Faculty of Business and Commerce to cultivate global leaders. A one-week overseas study program for selected students is one of the highlights of the GPP. During the recent one-week overseas study program, I had the chance to meet the student delegation at U.C. Berkeley on September 12 (photo above courtesy Global Passport Program, Keio University), and at Stanford University on September 15. At U.C. Berkeley, I was joined by KC Mukai, Assistant Director, Parent and Family Philanthropy, Berkeley Cal Parents & Families. KC (front row center in photo above) and I informally spoke with the Keio students, and KC had the chance to share her experiences as the reigning 2023 Northern California Cherry Blossom Festival Queen and her identity as a Japanese and Chinese American. 

At Stanford, I had the honor of giving a lecture on “What Does It Mean to Be a Global Citizen?” While preparing my lecture, I was aware of the long history and strong synergy between Keio University and Stanford University. I located an article in the April 18, 1914 edition of The Daily Palo Alto about the Stanford-Keio baseball game that was played at Stanford. Numerous sporting events have been held between Keio and Stanford. 

There are many examples of student exchanges as well. For example, the Stanford Japan Exchange Conference includes the following on its website:  
SJEC originated in 1954 as a two-part exchange program with Keio University in Japan. This was engineered by Professor James Watkins of Stanford through his personal contacts with Keio graduates while working in Nagoya, Japan in the late 1920s. The program originally was named The Keio Committee as part of the Institute of International Relations (IIR), a larger umbrella organization. Even today, the Keio-end of the exchange is still operated under IIR. In 1991, SJEC expanded the program by including students from Doshisha University; in 2009, Kyoto University joined the program.

Another student exchange program is the Silicon Valley Keio International Program (SKIP), which notes the following on its website: 
SKIP is an international program between Stanford University students and Keio University students. Every year the program invites more than 15 Stanford students in September and is held for two weeks. Through the program, we deepen our understanding about the society and culture of both countries and discuss the futuristic Japan-America relation based on what we have learned in the program.

In addition, the Keio-Stanford LifeWorks Program brings together students from Keio University and Stanford University to engage in contemplative/artistic/somatic approaches to conflict resolution, intercultural understanding, and creative leadership development. It is led by Stanford University’s Dr. Stephen Murphy-Shigematsu and Keio University’s Dr. Yuki Imoto. 

Lastly, many Keio alumni and faculty have studied or participated in Stanford programs. For example, in 2018–2019, Keio alumnus Junichiro Hirata was a visiting scholar with the Shorenstein Asia-Pacific Research Center’s Global Affiliates Program and is now an advisor to SPICE’s Stanford e-Japan program and Stanford regional e-Japan programs for Japanese high school students. Many alumni of these programs have gone on to study at Keio University and Stanford University. Photo above: Stanford e-Japan alumni (Jun Yamasaki, currently a PhD student in Aeronautics and Astronautics at Stanford, far left; Hikaru Suzuki, University of Tokyo graduate and now an attorney with Nishimura & Asahi, second from left; Haruki Kitagawa, Keio University graduate and now a Service Commercial Sales Executive at SAP, far right) with Stanford e-Japan spring course instructor Waka Takahashi Brown (third from left) and advisor Junichiro Hirata (second from right); photo taken on February 26, 2019.  

I can imagine how proud Yukichi Fukuzawa would be of these programs and Keio’s Global Passport Program and the 14 students whom I had the pleasure of meeting. Among the diverse student delegation were eight women and six men, including 10 Japanese, two Koreans, one Chinese, and one Taiwanese. I am so impressed with how Keio University is building upon the vision of Fukuzawa with programs like the GPP. Many of the students in the delegation have already spent significant time abroad and the GPP continues to contribute to their expanding global mindsets. For example, Keio senior and GPP member Risa Toyoda has studied at the University of Hawaii at Manoa. Reflecting on the GPP and the recent trip to the San Francisco Bay Area, she noted:

Throughout this journey, I have had the privilege to explore two important themes: “connection” and “failure.” These themes have provided valuable insights that I would like to reflect on. First, regarding “connection,” which is about building and nurturing relationships with others, I was inspired by how our trip was organized by Professor Moriyoshi, and her effort and sincerity to establish trust with people in the Bay Area. This reminded me of the crucial role trust plays in creating opportunities. I also had meaningful interactions with my fellow Overseas Field Trip (OFT) members during the week. Unlike my usual activities at Keio, this experience allowed me to engage with a diverse group, including those who have lived outside Japan. It emphasized the importance of going back to basics, especially for those visiting the United States for the first time. I would like to cherish this idea of appreciating each other’s diversity, and going back to the starting point as I start to work next year. Next, concerning the topic of “failure,” I had an opportunity to have a presentation during this trip with five other members about the challenges Japanese startups face… and was introduced to the concept of “failing forward,” which means making progress by learning from failures, even in the face of setbacks. This approach involves venturing out of one’s comfort zone, and I imagine how it will lead to success in a competitive environment… I am sure that these will undoubtedly guide my future endeavors as I continue to pursue personal and professional growth.

On November 6 and 7, 2023, I will have the honor to speak at the Mita and Hiyoshi campuses of Keio University and hope that the lectures will in a small way help to further strengthen the relationship between Keio and Stanford and build upon the vision of Yukichi Fukuzawa. I also hope to see the OFT students again and encourage them to apply for graduate school in the United States with hopes that they will seriously consider applying to San Francisco Bay Area colleges such as U.C. Berkeley and Stanford.  

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SPICE’s programs for U.S. high school students are now accepting applications for next spring. Joining our long-running Sejong Korea Scholars Program (SKSP) and Reischauer Scholars Program (RSP) on Japan is a new program called the U.S.–China Co-Lab on Climate Solutions that will enroll U.S. and Chinese students together. 

The new Co-Lab program will be SPICE’s first truly transnational course, bringing equal numbers of 10th–12th graders from the United States and China into conversation to discuss the challenges with the global climate crisis. This program is based on four years of limited collaboration between SPICE’s China Scholars Program for U.S. students and the Stanford e-China Program for Chinese students.  Instructors Carey Moncaster and Tanya Lee are taking this experience to the next level by expanding the collaboration into a standalone program.

As in other SPICE online programs, Stanford faculty will be featured as guest speakers, sharing expertise on climate-related issues, U.S.–China relations, and strategies for global cooperation. Under the guidance of Moncaster and Lee, students will get to know each other’s lives and environments and work together on projects that could improve their own communities.

Meanwhile, the RSP and the SKSP will continue their academically rigorous introductions to East Asia, with students engaging with leading scholars, former diplomats, and other experts from Stanford and beyond.

High school sophomores, juniors, and seniors in the United States are eligible to apply to any of these three online courses. Students who are interested in more than one program can apply to two or three and rank their preferences on their applications; those who are accepted into multiple programs will be invited to enroll in their highest-preference course. 

Chinese students may apply to the U.S.–China Co-Lab on Climate Solutions after October 15.

Applications for all three programs can be found at https://spicestanford.smapply.io/. Deadlines vary:

• RSP: Oct 20
• SKSP: Nov 3
• Co-Lab: Nov 15 for U.S. students and Dec 10 for Chinese students

For more information on a specific online course, please refer to its individual webpage at https://spice.fsi.stanford.edu/fellowship/uschinacolab , sejongscholars.org, or reischauerscholars.org.  

The China Scholars Program (CSP) for U.S. high school students will not be offered in Spring 2024; applications for Fall 2024 CSP will open in April. 

When I attended Korean school as a child, the class hours were long and I had to complete an inordinate amount of homework. However, through these classes, I gained an outlook on Korean culture, history, and traditions that were important in connecting with my heritage.

As I grew older and became increasingly worried about not being able to explore my ethnic Korean roots and heritage further, I came across the Sejong Korea Scholars Program (SKSP), an online course hosted by SPICE that gave me a unique opportunity to delve into my growing curiosity. 

Little did I know how enriching this online program would turn out to be. Gaining personal interactions with guest speakers and professors, getting a chance to further my knowledge in a range of international topics, and thinking on a deeper level with every discussion post I wrote… it was a dream come true.

The four and a half months of SKSP were genuinely an exciting time for me in gaining knowledge about Korea. I found that studying about Korean history and U.S.–Korea relations contributed to a greater appreciation of my ethnic roots.

Most importantly, SKSP provided me access to an incredible set of people, including fellow students from across the country who were participating in the program and the professors who led our weekly lectures. These two aspects of the program, in particular, gave me a chance to reach out and forge connections with people. Above all, I’m grateful that I was able to establish a relationship with Dr. HyoJung Jang, the instructor of SKSP, who greatly expanded my knowledge of Korean societal issues, education, conflicts, and international relations.

As SKSP came to an end, I discovered a missing part of my identity by delving into a topic that I found myself wanting to explore more: the way in which the contrasting cultures of the U.S. and South Korea have differentially shaped their education systems. As someone who had experienced both American and Korean-style education, this topic was particularly meaningful to me. I came to be more aware of how education systems work in other countries, and this experience nourished my interest in diversifying education for all. For my final research paper, I decided to analyze how the education systems of both Korea and the U.S. could be improved.

Through this experience, I came to the conclusion that I would like to pursue a career in education. Not only was I ecstatic at this realization, I was extremely thankful to Professor Nancy Abelmann, whose lecture provided me with knowledge about the South Korean education system. Dr. Yoon Choi’s lecture on Hallyu (“the Korean Wave”) also provided me the inspiration to grow my interest in media, making me want to pursue the field of journalism even more than I already did.

SKSP was a truly unforgettable experience that allowed me to grow as a person, a student, and a speaker. As I came to reflect on my experience with SKSP, I have realized how it truly diversified my knowledge in many critical areas, allowed me to develop my love for improving education systems, and motivated me to become a more influential person in the media. In all these ways, SKSP was a genuinely influential force in my life, and I anticipate that it will continue to shape my identity as a Korean American and influence my academic interests and career direction in ways that I am unaware of now.

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On September 12, 2023, Monterey County Supervisor Luis A. Alejo and Supervisor Chris Lopez formally recognized Dr. Ignacio Ornelas Rodriguez’s efforts to educate the public about the Bracero Program. During the ceremony in Monterey County, former bracero workers were also formally recognized for their contributions to the agricultural industry and economy of the United States from the early years of the U.S. involvement in World War II. 

Ornelas Rodriguez noted,

The Bracero Program was a series of laws that allowed the United States to recruit temporary guest workers (braceros, lit. “individuals who work with their arms”) from Mexico. As the United States entered World War II, its agriculture and railroad industries witnessed a shortage of laborers due to the U.S. military draft and the forced removal of Japanese Americans from the West Coast of the United States. The United States and Mexico entered into legal agreements that would ultimately be known as the Bracero Program, which operated from 1942 to 1964. Braceros worked throughout the United States, but the largest concentration of braceros was employed in California. There were an estimated 4.5 million contracts signed by braceros over the 22-year period. Today a large proportion of the Mexican American population can trace its heritage to former braceros.

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KSBW 8 reporter Brisa Colón (photo above, courtesy Ignacio Ornelas Rodriguez) reported that “History was made Tuesday, in Monterey County. It was the first time bracero workers were recognized with a dedicated week to honor their contributions. Never before have the workers been recognized at this level by the county for their contributions to the agricultural industry and economy in the United States.” 

As part of the ceremony, there was also an acknowledgement of the 1963 bus crash that occurred on Highway 101 in Chualar, an areas of Salinas Valley, California. The bus collided with a train and claimed the lives of 32 braceros and injured many other braceros and farm laborers. It is still the single deadliest crash in California history and one of the worst in the nation. In 2013, Ornelas Rodriguez was instrumental in the naming of a portion of Highway 101 as the Bracero Memorial Highway in honor of the braceros who lost their lives. 

Ornelas Rodriguez also focused his PhD dissertation on the Bracero Program and currently works as a lecturer at the Center for Comparative Studies in Race and Ethnicity at Stanford (CCSRE) and trains and collaborates with educators to implement the ethnic studies curriculum in the San Jose Unified School District. He continues to conduct research and share the history and legacy of the Bracero Program through his teaching and public outreach through the Bracero Legacy Project he founded at Stanford. 

I feel a strong emotional connection to the Bracero Program, as I grew up and worked with braceros from the 1950s to 1964. I wish that there were a way for me to reunite with the braceros with whom I worked. 

Fortunately, during the ceremony, SPICE had the honor—through Ornelas Rodriguez—of offering each bracero in attendance a certificate from SPICE as a very modest acknowledgement of their hard work. Former bracero Josafat Arias, depicted above (photo courtesy Ignacio Ornelas Rodriguez), noted, “I accept this certificate on behalf of the over one million braceros whose lives continue to impact the Salinas area, California, and beyond.” 

After the ceremony, Ornelas Rodriguez, whose grandfather was a bracero, shared that events like the one in Monterey County are important not only because of the recognition offered to the former braceros but also because they empower young descendants of former braceros to do well academically. “School-age descendants are given the chance to reflect on the bracero journey, consider how far descendants of former braceros have come, and appreciate the endless possibilities that lie ahead of them.” 

For more information about the Bracero Legacy Project, visit https://www.facebook.com/BRACEROLEGACY/.

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In 2015, SPICE launched Stanford e-Japan, a national online course that enrolls high school students from Japan to engage in an intensive study of U.S. society and culture and U.S.–Japan relations. In 2016, SPICE launched Stanford e-Tottori, SPICE’s first regional program in Japan that enrolls high school students from across Tottori Prefecture. As of this fall, SPICE now enrolls approximately 230 students from eight regional programs in Japan. Five programs are prefectural programs (Fukuoka, Hiroshima, Oita, Tottori, and Wakayama), and three are municipal programs (Kawasaki, Kobe, and Kagoshima). SPICE’s newest course, Stanford e-Kagoshima City, was just launched this month. Six top students from Fukuoka, Oita, and Kobe were honored on Stanford campus on August 15, and six top students from Kawasaki, Tottori, and Wakayama were honored on August 17. The ceremony for Stanford e-Hiroshima was held virtually last month. 

Both in-person ceremonies began with opening comments by Yumiko Ishii, Advisor for Cultural and Educational Affairs at the Consulate General of Japan in San Francisco. She commented on how envious she felt that high school students in Japan today have access to online programs such as Stanford e-Japan and the regional programs and can learn various aspects of U.S.–Japan relations virtually, an opportunity she didn’t have as a student. She also noted that “as I was born and raised in the city of Tokyo, I wish that I could have interacted with high school students like you from other regions of Japan… I hope you, young leaders, will continue to deepen our countries’ friendship and exchange as we move forward.” 

Ishii’s opening comments were followed by remarks by the instructors of the courses and student presentations. The instructors and student honorees are:

Stanford e-Fukuoka (Instructor Kasumi Yamashita) 
Student Honoree: Rui Ogura   
School: Chikushi Jogakuen High School   
Project Title: Creating a New System for a Sustainable Society: From Fukuoka to the World 

Student Honoree: Ayumi Ryu   
School: Kurume High School   
Project Title: A Better Hometown with a Sustainable Food Supply  

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)  
Student Honoree: Miho Ebisawa   
School: Tachibana High School   
Project Title: Possibility of Entomophagy 

Student Honoree: Aoi Yagi   
School: Kawasaki High School   
Project Title: Forest Fires in the U.S.

Stanford e-Kobe (Instructor Alison Harsch)  
Student Honoree: Kiyoka Ueda   
School: Kobe Municipal Fukiai High School   
Project Title: Multiculturalism of Cuisine in Japan and the U.S.: How Washoku Influences Food Culture in the U.S.

Student Honoree: Jaine Haruka Buck   
School: Kobe Municipal Fukiai High School   
Project Title: LGBTQ+ History: Japan vs. USA 

Stanford e-Oita (Instructor Kasumi Yamashita)  
Student Honoree: Sae Higashi   
School: Usa High School   
Project Title: Gender Inequality in Schools

Student Honoree: Nanako Hara   
School: Kusu Miyama High School   
Project Title: “A Pantry for Everyone” Project 

Stanford e-Tottori (Instructor Jonas Edman)  
Student Honoree: Miyoko Mabuchi   
School: Tottori Nishi High School   
Project Title: How to Stop Depopulation in Tottori with Uber Taxis  

Student Honoree: Marin Okabe   
School: Yonago Higashi High School   
Project Title: How to Make the Rate of Foster Parenting Increase 

Stanford e-Wakayama (Instructor Makiko Hirata)  
Student Honoree: Hanako Tanose   
School: Seirin High School   
Project Title: Education Support in Southeast Asia

Student Honoree: Sena Ishibashi   
School: Hashimoto High School   
Project Title: On HSP, Highly Sensitive People

Following each ceremony, the students enjoyed a luncheon, a campus tour, and a dinner. Many students commented that one of the highlights of the visit to Stanford was having the chance to meet high school students from other regions of Japan. Instructor Yamashita commented, “It was an honor to observe the 12 students deliver their presentations in English. They were all very well prepared and spoke with such ease and poise. When challenging questions arose during their Q&A session, they were unflustered and approached each question with curiosity and confidence. They all showed genuine concern for the world around them.”

Importantly, SPICE is grateful to the Board of Education representatives who accompanied the students to Stanford. They are Kyoko Tomita (Fukuoka Prefecture), Kentaro Kojima (Kawasaki City), Shin Hasegawa and Hiroko Murakami (Kobe City), Hironori Sano and Noriko Fujitsuka (Oita Prefecture), Shuichi Hata (Tottori Prefecture), and Masanori Toda (Wakayama Prefecture).

Stanford e-Hiroshima was launched in 2019 with the support of the Hiroshima Prefectural Board of Education. It is one of SPICE’s regional programs in Japan. 

In 2022–23, Stanford e-Hiroshima enrolled 29 students from 19 high schools across Hiroshima Prefecture. The lessons focused on several topics, including diversity, peace education, environmental issues, and entrepreneurship and Silicon Valley. Students Yoshino Dake and Haruka Koga performed at the highest levels in the course and were chosen as this year’s honorees.

SPICE held an online ceremony on August 7, 2023 to honor Dake and Koga. It began with opening comments by Yumiko Ishii, Advisor for Cultural and Educational Affairs at the Consulate General of Japan in San Francisco. She stated, 

I believe the future of Japan–U.S. relations is in the hands of the next generation like you [Yoshino Dake and Haruka Koga], and I hope that young leaders like you will continue to strengthen our countries’ friendship as we move forward. I hope that your study with the program has motivated you to consider an international career involving Japan and the U.S.

Ishii’s opening comments were followed by remarks by Mineko Kobayashi and Noriyo Hayashi, Teacher Consultants at the Hiroshima Prefectural Board of Education. They expressed appreciation for the opportunities that Stanford e-Hiroshima provides students to deepen their critical thinking skills, congratulations to Dake and Koga, and gratitude to course instructor Rylan Sekiguchi.

Sekiguchi followed by introducing his student honorees. He noted that Yoshino Dake is currently a third-year student at Hatsukaichi High School in the city of Hatsukaichi. She is interested in the legal field, and her dream is to help people as an international lawyer. He noted, “Yoshino’s final research project was extremely well researched and formatted, with an impressive list of references in both Japanese and English.” Dake followed by presenting her award-winning research project, titled “What Can Japan Learn from the History of Discrimination Against Immigrants in the U.S.?”

Following Dake’s presentation, Sekiguchi introduced Haruka Koga, who is currently a third-year student at Hiroshima High School. Koga hopes to work in a job related to international peace and equality. Sekiguchi commented, “Throughout the course, Haruka was extremely active on the online Discussion Boards, always sharing extensive, well-researched posts every lesson, to everyone’s benefit. Her participation made the course better for everyone.” Koga then presented her award-winning research project, titled “What We Can Do to Reduce Food Waste.” After their outstanding presentations, both Dake and Koga skillfully fielded questions from the audience, several of which focused on comparisons between U.S. and Japanese society and culture. What became obvious is how much they both came to learn about the importance of perspective-taking.

Throughout the ceremony, I was fully aware that the day prior to the ceremony (August 6th) marked the 78th anniversary of the atomic bombing of Hiroshima. In my closing comments, I noted that as a Japanese American with ancestral roots in Hiroshima, this time of the year is always very emotionally challenging for me. During World War II, I had relatives in both the United States and Hiroshima. Seeing the interaction between students and Board of Education staff from Hiroshima and SPICE/Stanford staff and guests from the United States made me feel very hopeful that our two countries will continue to join hands in both challenging as well as happy times and that the future of U.S.–Japan relations remains very bright. I agree with Yumiko Ishii that “the future of Japan–U.S. relations is in the hands of the next generation.” Fortunately, we have future leaders like Yoshino Dake and Haruka Koga at the forefront of the next generation. 

SPICE is grateful to Governor Hidehiko Yuzaki for his vision and leadership and Superintendent Rie Hirakawa and High School Guidance Division Director Hiroyuki Ono for their support. SPICE extends its appreciation to Teacher Consultants Mineko Kobayashi and Noriyo Hayashi of the Hiroshima Prefectural Board of Education for their regular communication with Stanford e-Hiroshima Instructor Rylan Sekiguchi.

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It was in 2020 that I participated in the Stanford e-Hiroshima Program. I was 16, a first-year student at Hiroshima Prefectural Hiroshima Kokutaiji Senior High School. I had wanted to study abroad since I was a junior high school student in Nagoya, Aichi Prefecture. Unfortunately, the outbreak of the COVID-19 pandemic impacted my whole high school life. However, moving to Hiroshima Prefecture and being chosen to be a part of the Stanford e-Hiroshima Program—one of the amazing regional online courses run by the Stanford Program on International and Cross-Cultural Education (SPICE)—was a watershed in my life.

In the Stanford e-Hiroshima Program, I felt extremely privileged to have been given a chance to learn from leaders and experts who are at the forefront of various fields in the United States. This enabled me to ask questions to the experts directly, which fully enriched my understanding of the lectures. The opportunity to discuss ideas with other participants via Zoom and the online discussion boards helped me deepen my knowledge, as well. The lessons on “Peace Education,” “Diversity,” and “Entrepreneurship and Silicon Valley” interested me the most.

After completing the Stanford e-Hiroshima Program, I became more interested in studying peace.  As I realized the difference in peace awareness between Hiroshima and Japan’s other prefectures, I strongly began to think that I wanted to be a person who could spread peace and take action by myself, not just study peace.

In my second year of high school, I was chosen as one of the participants in the 6th Hiroshima Junior International Forum and exchanged ideas about global peace, peacebuilding, and the abolishment of nuclear weapons with participants from 14 countries. We also collaborated in formulating the “Hiroshima Declaration.” 

As a student attending the high school closest to ground zero of the atomic bombing, I strongly felt the horror and inhumanity of nuclear weapons. War should never be repeated again, and peace is not something to be taken for granted. We should increase awareness for peace, and it must be maintained with efforts to achieve a peaceful world without nuclear weapons.

Putting words into action, last year, in my third year of high school, I decided to become a Hiroshima Nagasaki Peace Messenger. I was very happy that I was chosen as one of three high school students to represent Hiroshima Prefecture in the 25th cohort of Hiroshima Nagasaki Peace Messengers. Now, I have been a Peace Messenger for a year, and I have gained many precious and insightful experiences that I will cherish forever.

The key activity of the Peace Messengers each year is to collect signatures for the abolition of nuclear weapons and the realization of a peaceful world. We deliver the signatures to the United Nations Office for Disarmament Affairs (UNODA) in Geneva, Switzerland, and give a speech during the Conference on Disarmament. Although the 23rd to 25th Peace Messenger cohorts were not able to visit the United Nations (UN) due to the pandemic, my successors, the 26th cohort of Peace Messengers made it this year to the UN to deliver about 600,000 signatures collected from 2020 to August 2023. I was delighted and honored to be a part of this activity. Now the Peace Messengers have collected more than 2,600,000 signatures in total for over 20 years, and we have been nominated for the Nobel Peace Prize since 2018.

Sara Arakawa giving a speech at 2023 United Peace Assembly in Hiroshima.

Because of COVID-19, the 25th cohort of Peace Messengers wasn’t able to perform our normal activities like visiting the UN. Instead, we went to Tokyo and visited several places significant to peace activities, including several foreign embassies. I was able to talk with Consul Stephan Heisler of the Austrian Embassy. It was the first time for the Peace Messengers to make such a visit. Having a discussion with the Consul, I learned that Austria is one of the pioneers in working for world peace, and under the Austrian constitution, Austria will never use and develop nuclear weapons. In addition, Austria has a resolute position in terms of nuclear power. Austrian citizens have a high awareness of peace, and they never allow their government to use nuclear power plants. Moreover, Austria has friendly relations with its neighboring countries, so it doesn’t have to rely on nuclear weapons or the nuclear umbrella. Through this visit, I realized that each nation has different historical backgrounds, situations, and issues to take into consideration for peace building.

We also visited Japan’s Ministry of Foreign Affairs and met with Deputy General Shigeki Ito to submit 11,119 signatures and a letter requesting further peace initiatives in the Russian invasion of Ukraine. I hope that Japan—the only country in the world to have ever suffered atomic bombings—will lead the way to a nuclear-free world. 

Moreover, this year in March, I proposed and coordinated a peace activity with Ms. Maya Mizuno, whom I met through the Stanford e-Hiroshima Program. She works at the United Nations University for Peace (UPEACE) in Costa Rica. She traveled to Japan to give a peace education workshop to my fellow Peace Messengers. My peers and I learned about holistic peace education and peace and conflict studies. I was able to study actively by thinking logically—not emotionally—about why peace is so important and why wars and conflicts are evil. I was very happy that the workshop went well. We all had a very valuable experience actively learning and discussing peace. 

I believe that peace varies from person to person and it cannot be defined exactly. Peace Messengers normally conduct peace activities for the abolition of nuclear weapons, but Ms. Mizuno’s workshop gave me a new perspective. It was great to learn about other peace-building projects to address issues such as gender equality, human rights, poverty, the environment, etc., and many kinds of approaches such as music, the arts, group work, and so on.

This year in May, the G7 Summit was held in Hiroshima. Eager to support this important event, I applied for a job. I was glad to be able to land the job and took part as a staff member at the International Media Center of the G7 Hiroshima Summit 2023. I experienced the frontiers of world media and its effect on the world first-hand. This was an experience I will not forget for the rest of my life.

Needless to say, as a Peace Messenger, I give priority to talking to hibakusha, atomic bomb survivors. Their average age is now 85, and I, being a part of the last generation to listen to their testimonies directly, hope to continue conveying their voices to future generations and around the world. I would like to help keep their memories alive and prevent their testimonies of war and the atomic bombings from fading away. Also, I will bear in mind the slogan of the Hiroshima Nagasaki Peace Messengers, “Our efforts are humble but not powerless.” Although my tenure as a Peace Messenger is now officially over, I intend to continue taking part in various peace activities, contributing to achieving world peace, and striving to be a global citizen in the future.

I am now studying in Malaysia, a multi-ethnic country. My university, Monash University Malaysia (MUM), has students from 76 countries. Here I am able to build a diverse network of people. By gaining cross-cultural understanding, an international outlook, language skills, and a high level of expertise, I hope to become someone who is both globally minded and active in international society, working to solve international issues and contributing positively to Japan and the world. I believe that it will bring significance and fulfillment into my life.

Last but not least, I would like to extend my sincerest gratitude to Stanford e-Hiroshima instructor and my mentor, Mr. Rylan Sekiguchi, for his unwavering support, the many guest lecturers in the Stanford e-Hiroshima Program, SPICE, and all the people supporting the activities of the Hiroshima and Nagasaki Peace Messengers.

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