Stanford e-Oita is an online course for high school students in Oita Prefecture in the southwestern island of Kyushu, Japan, that is sponsored by the Oita Prefectural Government. Launched in fall 2019, it is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) in collaboration with the Oita Prefectural Board of Education.

On January 8, 2021, Stanford e-Oita students were treated to a lecture by Sumire Hirotsuru, a professional violinist who was born and raised in Oita Prefecture. After graduating from Oita Uenogaoka High School, Hirotsuru attended and graduated from Harvard University and The Julliard School. She has performed with Yo-Yo Ma and the Silkroad Ensemble, and as a soloist at major venues in the United States and Japan, including Carnegie Hall, John F. Kennedy Center for the Performing Arts, and Suntory Hall, and at the Beppu Argerich Music Festival in Oita. After graduation from The Julliard School, Hirotsuru started her own company in New York City where she manages her own music promotional business. She is currently living in Japan.

Hirotsuru’s talk was titled “Sumire’s Journey in the U.S. and Japan.” While sharing thoughts on her upbringing in Oita, she had invaluable advice to the students like encouraging them to think about their strengths and the importance of balancing academics and extracurricular activities, in her case, practicing the violin. While introducing a typical day at Harvard, she emphasized the importance of building community in formal settings (e.g., through classes and musical practices and performances) as well as informal settings (e.g., having meals in her dorm with friends with diverse interests).

Since completing college, she has published several books. While sharing one of her publications, she underscored the critical importance of time management and setting benchmarks to reach one’s goals. She engaged students in thinking about a 2021 new year’s resolution and considering what needs to be achieved by June 2021, and even thinking about what needs to be done daily to meet their resolution.

Setting benchmarks resonated with Stanford e-Oita Instructor and fellow Harvard alumna, Kasumi Yamashita. Yamashita commented, “My e-Oita students were inspired by Sumire, who shared her personal journey from her hometown of Oita to the world stage. There’s a tendency to look outward and far away for new experiences but Sumire showed them how change can start in their own backyard. She talked about a cross-cultural program that she co-founded called ‘Summer in JAPAN,’ where Harvard undergraduates are invited to Oita to teach workshops and engage with Japanese students from many countries in English. It was one way that she brings her global experiences back to Oita, which is something I encourage my students to do.” Hirotsuru noted that she was inspired to begin Summer in JAPAN in Oita because she didn’t have any resource like that when she was growing up in Oita. “That was definitely one of my motivations to start a program like this.”

The emphasis on goal setting inspired a student to ask Hirotsuru about her current goal as a violinist. Hirotsuru replied that she aspires “to reach more people through music because right now, I feel like… classical music is often considered the music of people who have money… and access to concert halls. But I would like to bring my music to many people who are not only rich… I think music is something really important when you’re growing up.”

Hirotsuru’s talk also prompted one of the student musicians—a flutist of her high school brass band—to ask how Hirotsuru managed to balance both academics and violin practice. Hirotsuru responded by sharing, “You have a capacity of more than 100 percent… I think that you can put your effort completely on academics and flute at the same time by managing your time very efficiently.” Yamashita hopes that this lesson will be one that students will embrace far into their futures.

Reflecting on her experience with the students in Oita, Hirotsuru noted the following, “I was impressed by the students’ active participation in class—even through Zoom, I was able to see how their eyes were filled with excitement and passion for the future. I truly believe that there will be more opportunities for the students to expand their perspectives from Oita and beyond, as long as they keep their minds open.”

SPICE is grateful to Oita Governor Katsusada Hirose whose vision made this course possible. SPICE is also appreciative of Teacher Consultants Keisuke Toyoda and Hironori Sano for their unwavering support of Stanford e-Oita.

The following is Part 2 of a multiple-part series. For Part 1, please visit here.

Since the unprecedented events on January 6, 2021, I have had the chance to communicate with many young students. Like many Americans, they too are concerned about the divisions in U.S. society and what has been projected abroad about what it means to be an American. On December 8, 2020, SPICE posted an article that highlights eight reflections from students. This article features eight more students from diverse backgrounds.

As I mentioned last month, my hope is that the free educational website—“What Does It Mean to Be an American?”—will help students reflect upon their civil liberties during this challenging time. The lessons were authored by SPICE’s Rylan Sekiguchi for use at the high school and college levels, and the website was developed by the Mineta Legacy Project in partnership with SPICE.

One of the students, Junow Iwasaki, is an American who is enrolled in SPICE’s Stanford e-Japan course, which introduces U.S. society and culture and U.S.–Japan relations to high school students in Japan. The other seven students are living in the United States. The reflections below do not necessarily reflect those of the SPICE staff.

Ana Maria Griffin Morimoto, New York:
Being an American means eating turkey and sushi for Thanksgiving dinner.
It means decorating the Christmas tree, and finding presents.
It means wearing a kimono on New Year’s Day, and eating osechi-ryori [traditional Japanese New Year’s foods].
Being an American means I get the chance to fight and reach my dream of becoming a performer.
It means choice—free and independent to be exactly who I want to be.
It means beauty on many levels.
The beauty of loving whoever I want to love.
The beauty of knowing I can make it.
Being an American means being an immigrant.
I can choose to speak Spanish or English with my classmates or co-workers.
Being an American is being a former orphan from Colombia who gets to share what it is to be an American.

Mana Iketani, Hawaii:
December 7, 2020 marked the 75th anniversary of the Imperial Japanese Navy attack on Pearl Harbor in 1941, killing 2,403 people, and led to the United States’ formal entry into World War II. It is a terrifying topic to learn in school in Hawaii as a Japanese immigrant, causing me to inevitably think, “Would my classmates start discriminating against me or disdain me?” Against my prediction, I never faced any discrimination since I moved here at age nine, even after my classmates learned the history. People in my state are respectful to each individual, tolerant of the diversity of backgrounds, cultures, and ideas. Respecting others and yourself is what it means to be an American in one of the most diverse countries of the world.

Junow Iwasaki, Tokyo, Japan:
I was born in New York as a dual citizen but have lived in Japan ever since I was a baby. Though I am an American, I have hesitated to talk openly about my nationality because I want to “fit in” with others. However, having experienced funny looks from kids and adults who ignore me, I have come to realize that I cannot simply be perceived as Japanese either. I am still figuring out my identity, but I think being American is not just speaking English or acting outspoken and bold. Americans living abroad like me contribute to the fabric of what it means to be an American. Despite how I have been perceived, I wish that I could simply be who I am, an American who embraces two cultures.

Sienna Mack, Washington:
Being an American should have nothing to do with your race, your citizenship, or your religion. The only thing that defines an American should be the will to stand up for what is right no matter what. It should mean striving for the American dream of “life, liberty, and the pursuit of happiness” regardless of how big or small your efforts are. True patriotism means understanding that this country was founded on ideals yet to be achieved, and as Americans, humans, and citizens of the world, it is our right and duty to realize that dream. Throughout the history of our country, built on revolution, people have rebelled against injustice. And time and time again, as we do so, we reach a little bit closer to the American Dream.

Carrie Masters, Ohio:
Being an American means that I live in a land of freedom, opportunity, and diversity. I have the ability to shape my future. I determine where I live, my career, my religion, my political views, etc. A core Midwestern value is to work hard so that I am prepared to take advantage of opportunities that arise. These chances create responsibility, and it is imperative that we reciprocate by helping others. That help can be in the pursuit of big goals or something simple. Being an American means living with, learning from, and respecting different cultures. America benefits from our different cultural backgrounds and ideas, which become part of who we are. I am fortunate to live where I can make my own decisions and achieve my goals through hard work.

Erykah Lalah Secody, Arizona:
As Native Americans, Navajo, we are citizens of two sovereign nations, the U.S. and the Navajo Nation. We are the only language-minority group in the U.S. with this unique dual citizenship status. But being an American to me means being a citizen in two of the greatest nations in the world, a nation built on meritocracy, as we are taught in our Native homeland, “...if it’s to be, it’s up to me.” Being an American means we are a nation of diversity, a nation of, for, and by the people, a nation of immigrants in their journey to America in pursuit of life, liberty, and happiness.

Eli Stein, Hawaii:
I live in a country rich with opportunities, guided by the ideology that Americans, like the bald eagle, are born with wings granting flight in return for hard work. I have learned this is not the case. While the United States offers opportunity, it is plagued by inherent inequality. Some are born with clipped wings, while others fly with little effort: an inequality driven by systemic racial injustice. The United States is rooted in a repetitious cycle; the rich become richer while the poor suffer hardship. Growing up in Hawaii, a racially and economically diverse state, I witness the unequal opportunities minorities face, a problem often ignored. Homeless children live on Waikiki’s streets, a block from lavish penthouses. Despite the inequality, I still believe that with unity, we can create change.

Michelle Thurber, California:
My favorite part about being American is that when I think of the word “American,” no particular race or religion comes to mind. I feel connected to my ethnic background (half-Chinese), while still considering myself entirely American. However, I realize that my perspective may come partly from the fact that I live in the San Francisco Bay Area, where there is always someone around who looks like me. Hateful rhetoric in American politics frustrates me because I experience firsthand the richness that comes from diversity and open-mindedness. What brings me hope is being part of a generation of young people willing to take a stand in favor of diversity—on social media now, and on the political stage in the future.

On December 10, 2020, 44 educators from across the United States joined a webinar titled “Global Human Rights and Minority Social Movements in Japan.” The webinar was offered on Human Rights Day, 72 years after the Universal Declaration of Human Rights (UDHR) was adopted. The featured speaker was Dr. Kiyoteru Tsutsui, who is the Henri H. and Tomoye Takahashi Professor and Senior Fellow in Japanese Studies at the Shorenstein APARC at Stanford University. He is also Director of the Japan Program, a Senior Fellow of FSI, and a Professor of Sociology.

The webinar can be viewed below:

Tsutsui has written extensively about human rights, including his latest book Rights Make Might: Global Human Rights and Minority Social Movements in Japan. In his talk, Tsutsui introduced the three most salient minority groups in Japan—the Ainu, an indigenous people in the northern part of Japan whose numbers range from 25,000 to 30,000; resident Koreans (Zainichi), a colonial legacy whose numbers have hovered around a half million; and the Burakumin, a former outcaste group whose numbers are approximately three million.

Tsutsui set the context for his talk by providing an overview of the global expansion of human rights dating from the UDHR in 1948 to the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social, and Cultural Rights—both adopted by the UN General Assembly in 1966 and came into force from 1976. Human rights are now established as one of the key principles in the international community. He noted that despite the wide recognition of human rights as an important international norm, whether the institutionalization of human rights in international society has done what it was intended to do still remains debatable.

Concerning the era of global human rights in Japan, Japan ratified the two International Covenants noted above in 1979 and has been a member of the UN Commission on Human Rights since 1982 and the UN Sub-Commission on the Promotion and Protection of Human Rights since 1984. These as well as participation in other forums have impacted ethnic minorities in Japan.

Tsutsui shared the historical backgrounds and key issues concerning the Ainu and resident Koreans. Concerning the Ainu, he underscored their lack of ethnic/indigenous pride—much less political activism—prior to the 1970s. This was largely because of their dependence on government welfare and strong pressure for assimilation. He then highlighted how Ainus’ self-perception changed after the 1970s as a result of their exposure to the Global Indigenous Rights Movement, which led to a reawakening of indigenous pride and the rise of Ainu activism.

Concerning resident Koreans, Tsutsui introduced their history prior to the 1970s as Japanese colonial era immigrants and their descendants who came to Japan or were brought to Japan by increasingly forceful means towards the end of World War II. He discussed issues concerning their loss of Japanese citizenship after World War II, resulting practices such as the fingerprinting of resident Koreans, and hurdles to mobilize for civil and human rights due to their non-citizen status and divided identities. Like the Ainu, things began to change from the 1970s with the beginning of the human rights era in Japan. For example, from the 1980s, encouraged by universal human rights principles, some resident Koreans refused to be fingerprinted, a practice they had previously resented but reluctantly complied with, and by 1985, over 10,000 resident Koreans joined in refusal. Resident Koreans made appeals to the UN Commission on Human Rights and other international forums to pressure the Japanese government. Amid mounting pressure domestically and internationally, the government terminated the fingerprinting practice for permanent residents in Japan (largely resident Koreans) in 1993, and for all alien residents by 2000.

Tsutsui summarized his talk by noting that global human rights galvanized minority social movements in Japan in four ways: (1) they empowered local actors with a new understanding about rights; (2) they provided political opportunities at the global level; (3) they increased international flows of mobilization resources; and (4) they provided vocabulary to frame their causes effectively. He closed his talk with a question, “Should we have hope or despair in terms of the future of human rights in the world?” and noted that the empowering capacity of global human rights is often overlooked, that reform takes time, that it is important to identify conditions conducive to improvement, and that contemporary backlash poses serious challenges.

In reflecting on the webinar with the educators, Tsutsui noted, “I was honored to present my work to the educators who can teach students in their formative years how important it is to continuously work to support human rights and how these efforts in the local context can change human rights practices not just locally but globally. This is a particularly important moment in the United States and in the world to reinforce the importance of human rights and democracy, as fundamental principles of democratic governance are challenged and protection of basic rights is in jeopardy. In these challenging times, I’d like to emphasize the importance of continuing grassroots-level work to support the principles of human rights and democracy. Ideas matter, and education shapes the future of our world.”

Teachers might consider some of the following as essential questions to raise with their students after viewing the lecture by Professor Tsutsui:

• How does the Ainu experience compare to the experience of Native Americans?
• How do textbooks in Japan cover ethnic minorities, and how is this similar and different to how ethnic minorities in the United States are covered in textbooks?
• How was ethnic minority participation in the Japanese military during World War II similar and different to ethnic minority participation in the U.S. military during World War II?
• What role can museums that focus on ethnic minorities play in educating the public, e.g., National Ainu Museum, National Museum of African American History and Culture?
• How is the backlash against ethnic minorities in Japan, e.g., being perceived as receiving special benefits, similar or different to that of ethnic minorities in the United States?
• Why is it important for young students to understand the significance of universal human rights?

The webinar was made possible through the support of the Freeman Foundation’s National Consortium for Teaching about Asia initiative. The webinar was a joint collaboration between SPICE and Stanford’s Center for East Asian Studies, and the Shorenstein Asia-Pacific Research Center. Special thanks to Dr. Dafna Zur, CEAS Director, and John Groschwitz, CEAS Associate Director, for their support; to Dr. Gi-Wook Shin, APARC Director, and Dr. Karen Eggleston, APARC Deputy Director, for their support; and to SPICE’s Naomi Funahashi for facilitating the webinar and Sabrina Ishimatsu for planning the webinar.

Over the past few years, I have heard concerns from teachers about how divided they feel the United States has become. Many have also echoed the same civil liberties-related concerns that their students have expressed. My hope is that the free educational website—“What Does It Mean to Be an American?”—will help students reflect upon their civil liberties during this challenging time. The lessons were authored by SPICE’s Rylan Sekiguchi for use at the high school and college levels, and the website was developed by the Mineta Legacy Project in partnership with SPICE. Inspired by the life and career of Secretary Norman Y. Mineta, the six themed lessons are: Immigration, Civil Liberties & Equity, Civic Engagement, Justice & Reconciliation, Leadership, and U.S.–Japan Relations.

Since the website launched in September, I have invited high school and college students to review and share their reflections on the lessons. Below are the reflections of eight students. These reflections do not necessarily reflect those of the SPICE staff. One of the students, Shintaro Aoi, is a Japanese student who was enrolled in SPICE’s Stanford e-Japan course, which introduces U.S. society and culture and U.S.–Japan relations to high school students in Japan. The other seven students are living in the United States.

Shintaro Aoi, Tokyo, Japan:
I was shocked to learn that during World War II, U.S. President Franklin Roosevelt issued an executive order that was applied to approximately 120,000 people of Japanese descent in the United States, most of whom were U.S. citizens. I came to understand that people of Japanese descent were specifically targeted and labeled as an enemy race. This was very surprising for me because President Roosevelt and General John DeWitt attacked people from their own country. This means they were not only engaging in war with Japan, but also dividing the United States at the same time. The lesson of Japanese American incarceration informed me of the danger of discrimination and political division, and it prompted me to think about the divisions in the United States today.

Kogen Brown, Oregon:
When people around the world hear the word “American,” I imagine they envision a range of different characteristics. However mixed the worldwide perceptions of the United States may be, I believe that there is a certain unique good woven into the American identity. For better or worse, many Americans feel the need to be very loud and outspoken about their ideals. I think, in many cases, that this is a good thing. Positive change doesn’t come quickly from people being passive. Americans, when petitioning for goals aimed to bring about what they believe is right, have never been passive. I believe that this American value has set the standard for much of the world and, for the most part, encouraged positive change across the globe.

Syerra Cabantac, California:
Typically, when you think of being an American, you’d think of freedom, liberty, and equality. However, from what I’ve seen recently, the “equality” part hasn’t been held up. Being African American and Filipino, I’ve seen that despite it being 2020, there are still people who have issues with my color. Although I haven’t personally experienced any discrimination, this is not the case for others. As a teenager today, I recognize that my incredibly diverse generation is the future. The presidential election of 2020 was huge for us, especially now that we will have a powerful Black and Asian woman as our vice president. I do believe that if people would just listen and think about my generation, we can do way better to come together as a nation.

Ilse Cruz, Florida:
What makes me an American is a set of ideals insisting that all of us are created equal and that we all share the freedom and an obligation to speak out and secure our most cherished values for the next generation. I am today a proud warrior with my handmade crown that was earned, not given. I raise my voice loud and proud for those whose families have migrated, for the minority, and for those in the margins who were discarded as another dismal statistic. I aspire to continue to fight for my hard-won American dream, yet to be fully realized. I am today a proud warrior in the American tradition. My handmade crown—like Liberty’s—was earned through tenacious struggle, not a birthright.

Kheira Sage Keams, Arizona:
I am a Navajo born and raised in Chandler, Arizona. Throughout my schooling, I have been identified as a Mexican, Hawaiian, or Filipino. I would correct them, and they are usually amazed. Teachers would normally question me and ask for clarification on lessons regarding Native Americans in Arizona, even though I had no clue about other tribes and knew little about my Navajo tribe. I would share what I learned from my father and Cheii (grandfather) with my teachers and fellow students. Being raised off the reservation gives me a far greater opportunity to learn about our multi-culturally diverse world. I share that with my cousins who live in the Navajo Nation and in return they share and teach me what they experience on the reservation.

Kalia Lai, California:
My identity as an Asian American has always felt complicated and isolating. When I was younger, it was the little things, like how hair chalk wouldn’t work in my black hair because it was designed with a white audience in mind. Now, after learning about discrimination against Chinese Americans in the past and how anti-Asian racism has surged during the COVID-19 pandemic, embracing my Americanness comes with the understanding that there’s still a lot of progress to make. I cannot and would not change my ethnicity, but being an Asian American woman certainly influences the way I live my life. Given the racism and inequity that still exist today, I think being an American means advocating for everyone to be treated justly.

Andrew Lamb, Oregon:
As Americans, it is really easy to ignore our privilege and forget how lucky we are to be born and raised in such a great country. Millions from all over the world have immigrated to America. Just imagine leaving your country, family, and home just for a shot at the American dream. That is what my great, great grandfather George Lambropoulous did. In 1946, during the Civil War in Greece, George, who was only 19 at the time, took only a suitcase and $600 dollars and made his voyage to Ellis Island where his last name was shortened to Lamb. He ended up in Salt Lake City, Utah with only $20. He started his own restaurant that still stands to this day, Lamb’s Grill.

Masako Yang, California:
Born in the San Francisco Bay Area, I fortunately grew up free of any outright racism and took my civil liberties for granted my whole life. When COVID-19 hit the United States in March, however, I became self-conscious of my black hair, dark eyes, and even my name. My Asian heritage, a constant source of pride, suddenly became a recipe for confusion, embarrassment, and guilt. If I walk down the street, would people judge or fear me for my appearance? I felt an inexplicable need to apologize for my family origin. However, I soon realized that the guilt was self-imposed and self-perpetuated. I will break away from my internally perceived racism. After all, I am a proud first generation Asian American in the land of equality.

Additional reflections will be shared in the months ahead.

Just over ten years after becoming the first U.S. ambassador to Japan to participate in the Hiroshima Peace Memorial Ceremony in 2010, Ambassador John Roos spoke about his experiences with 26 high school students in Stanford e-Japan from throughout Japan. In his October 16, 2020 online talk, Ambassador John Roos noted that his tenure in Japan—2009 to 2013—was defined by three major issues: (1) the 2011 Great East Japan Earthquake or 3/11; (2) Operation Tomodachi (“friend” in Japanese) during which the U.S. Armed Forces helped in disaster relief following the 3/11 crisis; and (3) the Hiroshima Peace Memorial Ceremony on August 6, 2010.

Regarding the first and second issues, Ambassador Roos recalled, “I was proud that the United States was there to help the people in Japan who obviously faced one of the biggest crises in your history… Vice President Biden came to Japan and the two of us traveled up to the Tohoku region because he wanted to see firsthand how he could help and how the United States could help, and I saw him interacting with not only the leaders but the people of the Tohoku region.” In addition to Operation Tomodachi, the youth-focused Tomodachi Initiative—a public-private partnership between the U.S.-Japan Council and the U.S. Embassy in Tokyo, with support from the Government of Japan—was born out of support for Japan’s recovery from the 2011 Great East Japan Earthquake. Regarding the third issue, Ambassador Roos shared, “I was the first United States ambassador to go to the Hiroshima commemoration ceremony. And I did that because I felt it was important to show respect for all of the victims of World War II and particularly obviously the victims of Hiroshima and Nagasaki. I did it because I felt that it was helping to promote President Obama’s agenda of the elimination of all nuclear weapons.”

During his talk, Ambassador Roos coupled his sharing of specific personal recollections with general insights on being the U.S. ambassador to Japan. For example, he explained that the role of the U.S. ambassador to Japan is twofold. First, the U.S. ambassador’s responsibility is to protect and look after the health and safety of the Americans that live in Japan—about 150,000 of them—including another 50,000 U.S. military personnel and their dependents. Second, nurturing and looking after the relationship between Japan and the United States, of course, is critical. He not only touched upon economic, political, and security relations but also emphasized the importance of student-to-student exchange. Concerning the latter, he is concerned that students from the United States are not spending enough time in Japan, and students in Japan are not spending enough time in the United States.

His insights profoundly connected to a student from Kyoto who commented, “When I am older, I hope to become a diplomat and maybe even an ambassador, so I’m really excited to get to talk to you today.” She continued, “What do you think makes a successful ambassador?” Ambassador Roos replied, “I hope you become the ambassador to the United States… Obviously, an ambassador needs to deal with all of the different policy issues and many difficult issues, but I think the most important thing is—and you may not expect this—but it is to listen… and to learn and to hear all sides of the equation… to show empathy.”

The current fall 2020 session of Stanford e-Japan is the 12th offering of the course since 2015. Stanford e-Japan is made possible by Mr. Tadashi Yanai, Chairman, President, and CEO of Fast Retailing Co., Ltd. Mr. Yanai and Ambassador Roos share a mutual concern for the need for students in Japan and the United States to spend more time in each other’s countries.

As a closing question, Stanford e-Japan Instructor Meiko Kotani asked Ambassador Roos what he expects from Japanese high school students and what role he thinks they should play to foster the U.S.–Japan relationship. Roos responded, “Well, first of all, let me tell you how impressed I am by this group of students. The reason I am doing this session at 9:00pm on a Friday night is because I think you are the future of the relationship. So I encourage you to find ways to connect with the younger generation of [the United States] because in the end, we need you. We need the best and brightest minds, not only in the United States but in Japan and the rest of the world to confront some pretty big challenges we have in the world right now… When I listen to you, it gives me a tremendous amount of hope, and so I’m just honored to have had the opportunity to talk with you.”

After Ambassador Roos signed off, the students shared some points that especially resonated with them. Among these were the deep respect that Ambassador Roos has for Japan and his visit to all 47 prefectures; the importance he placed upon the need for high school students in Japan to communicate with high school students in the United States; the importance he placed upon the leadership of the United States to be humble despite its power; and the importance of empathy. And since 2020 marks the 75th anniversary of the end of World War II, the following words that Roos stated seemed to especially resonate with the students: “President Obama said that we may not eliminate nuclear weapons in his lifetime or my lifetime. I hope in your lifetime.”

Valerie Wu, a student at the University of Southern California and an alum of SPICE’s Reischauer Scholars Program (RSP), Sejong Korea Scholars Program (SKSP), and China Scholars Program (CSP), recently interviewed Dr. Tanya Lee, instructor of CSP, for US-China Today, a publication of USC U.S.-China Institute.

In the September 26 interview, Lee shares insightful comments on her experiences teaching the CSP, including insights on the importance of studying China for everyone, regardless of their eventual career; and how she identifies topics for the course. In addition, Lee references SPICE’s newest course, Stanford e-China (SeC), which was developed for high school students in China and focuses on “Technologies Changing the World: Design Thinking into Action.” Lee and SeC instructor Carey Moncaster are engineering a collaboration between CSP and SeC students in November, in which they will work on a “green technology” project together, exploring practical solutions to sustainability issues they see in their own communities. The students will also be connecting informally over social media and are very eager to make contact with their counterparts overseas.

Looking back at her experience in the CSP, Wu commented, “The interdisciplinary, global thinking that I cultivated as a student at SPICE has become a fundamental aspect of my academic career. As a Narrative Studies and Law, History & Culture double major with an interest in China, the academic mentorship I received through the CSP highlighted the ways that intellectual study intersects with all these different ways of thinking about a certain topic. The way an issue is framed, specifically the way that we apply our own interpretation to it, reflects not only our understanding of culture, but also our place in it.” For Lee, witnessing students like Wu continue their study of China in college makes her feel more optimistic about future U.S.–China relations, despite the current tension between the two countries.

Wu’s interview of Lee can be accessed here.

The Stanford e-Japan Program provided me with the opportunity to take insightful lectures by front runners in various fields (for example, ambassadors, lawyers, and university professors), and to participate in absolutely riveting virtual classrooms, during which we could confer and raise questions about issues pertaining to the lectures.

It was my gateway to cross-cultural understanding and international studies, and it was the key to finding my passion, as I realized that law and business were my specific areas of interests. The program pushed me to seek further education in those fields and learn more intensively.

In high school, I conducted comparative research between India and Pakistan, analyzing honor killing court cases dating back to the late 19th century, judicial systems, etc. I realized how law can reinforce social norms by signaling approval and dissent through legal decisions, and how a revision of judicial systems can have massive social impact. I decided to major in Japanese law to gain knowledge and insight into these legal regimes domestically, and to pursue my dream of addressing social injustice.

Studying law at the University of Tokyo was both rewarding and invigorating. I had chances to engage in frank discussions with professors about civil procedures and criminal law, scrutinize documents, participate in seminars, and write a research paper about criminal prosecutions for defamation in Japan. Whilst taking classes, I also had internship opportunities to see how law was put into practice at a number of domestic and international law firms, and these experiences greatly assisted in developing my practical and theoretical expertise in law.

At the same time, having an interest in business, I launched a project with university peers to tackle food insecurity in Asia with the ultimate aim of reducing social injustice through social entrepreneurship. The idea was to produce an environmentally sustainable source of animal feed and provide a new source of income for the local population. We presented this plan and placed in the top six in the Asian Regional Hult Prize competition—one of the world’s largest international social entrepreneurship competitions for students—and took our project further.

Stanford e-Japan was much more than a virtual classroom, as it introduced me to so many caring and enthusiastic educators who encouraged me to go beyond my limits, and it equipped me with the skills that are essential for learning, such as problem-solving, research, and communication skills. With these skills and personal ties, I intend to keep challenging myself and carrying on my lifelong journey of learning.

Stanford e-Japan made my days in high school much richer. I attended the fall session of the course last year, and I am currently in the third and final year of high school.

For me, Stanford e-Japan was a “gate” to learn and understand the United States. I am truly glad that I had been able to listen to lectures offered by leading scholars in the United States. One of the most valuable parts of the course was that each topic contained views from the U.S. side. For example, in the class about World War II, we learned how the atomic bombing was taught in schools in the United States, and I was surprised to know that it illustrates more aspects of the bombing than Japan does.

Through learning about the U.S.–Japan relationship from the perspective of the United States, I gained many new thoughts about Japan as well. In particular, when I read about the role of the Japan–U.S. Security Alliance, I realized that many countries in Asia and their historical legacies continue to impact U.S.–Japan relations, making the alliance a very complicated topic. In addition, I learned the benefits and responsibilities of the alliance for the United States, in addition to those for Japan. During that module, I understood that it is crucial to see things from the side of both countries. 

Discussions with students from many different backgrounds was another great feature of Stanford e-Japan. I was often inspired by the views of my classmates that are based on their unique experiences. For instance, in a discussion about gender issues and equality, some students shared their own stories about finding inequality in their schools, and others brought research and data that countries around the world are introducing to solve the problem. In virtual classes, I was often stimulated by the questions posed by other brilliant students.

Through the classes, Stanford e-Japan gave me the “bridge” to connect the United States and Japan. Now, I think we will have to keep and strengthen the relationship. In the future, I would like to be a person who works globally. Stanford e-Japan underscored the importance of keeping a peaceful relationship, and the importance of understanding each other.

Finally, I would like to thank Stanford e-Japan Instructor Meiko Kotani, the lecturers, and the Yanai Tadashi Foundation who supported this amazing program.