SPICE has the honor of working closely with the Yanai Tadashi Foundation. The Yanai Tadashi Foundation’s mission is twofold. The first focuses on leader development by developing “leaders who can solve issues from a global perspective and drive the growth of Japan and the world.” The Foundation works towards this goal through its International Scholarship Program and the Ryugaku Fellowship, a study abroad support program. The recipients of the International Scholarship Program have the honor of carrying the title of Yanai Scholar. Since 2015, the Yanai Tadashi Foundation has funded very generous scholarships to Japanese students who enter top colleges and universities in the United States and the United Kingdom.

The second mission focuses on the promotion of mutual understanding. The Foundation “strives to create a society where people with diverse backgrounds develop mutual understanding and live in harmony.” The Foundation works towards this goal through Stanford e-Japan, a distance-learning course administered through SPICE with generous support from the Yanai Tadashi Foundation. First offered in Spring 2015, Stanford e-Japan enrolls exceptional high school students in Japan to engage in an intensive study of U.S. society and culture and U.S.–Japan relations. The Spring 2025 course marks the tenth year of Stanford e-Japan. The instructors of Stanford e-Japan are Waka Takahashi Brown, Manager and spring session instructor, and Meiko Kotani, fall session instructor. One of the goals of the course is to encourage Japanese students to consider applying to colleges and universities in the United States. Though many Japanese students have considered doing so, one major concern has been the cost.

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Meiko Kotani and I recently met four freshman Yanai Scholars at Stanford, and they offered to share their experiences at Stanford—as well as their gratitude to Mr. Tadashi Yanai and the Yanai Tadashi Foundation—in this article. Photo above: Gary Mukai, Mr. Tadashi Yanai, and Waka Takahashi Brown, courtesy the Yanai Tadashi Foundation.

Koichi Kimoto

I am a first-year student planning to study Aerospace Engineering/Electrical Engineering. As a Yanai Tadashi Foundation Scholar at Stanford, I feel very honored and grateful to be able to attend a university abundant of opportunities in terms of activities and network at virtually no cost. I know for a fact that my family would not have been able to support my college education costs in a university in the United States (especially a private school), so being a recipient of the Yanai Tadashi Foundation scholarship was the enabling part in realizing my goals of studying Aerospace Engineering at a school in the United States, where the field is most predominant.

Receiving the scholarship acceptance before college admissions was also a huge benefit both psychologically and admissions-wise, since it alleviated my worries about financial burden and kept me solely focused on just getting into a university. Moreover, not only does the YTF scholarship help me attend Stanford right now, but being a part of such a wonderful community of such diverse, talented people has made me a part of an amazing network full of potential collaborators in various fields ranging from engineering, computer science, and music, and I have accomplished so much with my fellow Yanai Scholars, and I hope to keep and learning and growing through this opportunity of a lifetime.

Chisa Ogaki

I am beyond grateful and honored to be able to study at Stanford as a Yanai Tadashi Foundation Scholar. Thanks to Mr. Yanai and the Foundation, I am able to immerse myself fully in my college experience and pursue a degree in Mechanical Engineering without any financial burden on my family. Beyond the generous financial support, what truly differentiates the Yanai Tadashi Foundation from other scholarship foundations in Japan is the community. It has been invigorating to connect with and learn from fellow Yanai Scholars who are all incredibly skilled in their respective fields. Our alumni are always willing to offer mentorship and many of us stay connected well after graduating college.

The Foundation also actively helps us build this sense of community by hosting annual retreats and events that bring us scholars together. One of the highlights of my Stanford experience so far is the weekly dinner I have with three other first-year Yanai Scholars at Stanford. After a long and eventful week, it is always refreshing to come together on the weekend to recap and share stories. Listening to each of their experiences refuels my motivation to work harder in the following week. The connections I have made with fellow Yanai Scholars have enriched my college experience and will continue to inspire me to make the most of my education at Stanford.

Issa Sadamoto

I am a freshman studying Computer Science, with an interest in other fields such as Classics, History, and International Relations. Being able to attend Stanford through the financial assistance granted by the Yanai Tadashi Foundation, I am most grateful for the chance to attend a university that allows me to explore my breadth of interest to the fullest extent, not constrained by a narrow four-year structure. Taking classes and being able to enjoy undergraduate life having the privilege not to worry about my financial situation, the Yanai Tadashi Foundation and Stanford enable me to dive into my interests and find my future passions.

The Foundation’s support extends beyond mere financial assistance. The community it has formed has helped to push and motivate me. The environment of highly motivated peers within the community motivates me daily to excel academically and engage meaningfully with campus opportunities. The diverse perspectives I have encountered have challenged my preconceptions and enriched my worldview in ways I never anticipated. Each conversation with fellow scholars introduces new ideas that complement my technical studies with humanistic insights. This integration of knowledge domains is precisely what I hoped to achieve in my education. I hope to keep leveraging this amazing chance to further grow and develop my interests, and to keep learning from the wonderful environment offered by Stanford!

Shodai Tanaka

Firstly, I love the violin. My dream was to study the physics of musical instruments at Stanford. The dream has come true with the support of the Yanai Tadashi Foundation scholarship and the great community of Yanai Scholars. Since coming here, I have been recognizing the history of the Japanese people anew, including the history of myself. As an international student who has spent almost the entirety of my life inside Hokkaido, Japan, it is not an easy workload to study abroad and be exposed to a different culture. However, in Stanford’s environment, with freedom and therefore requiring agency, I am gaining diverse thinking perspectives from intriguing teachers and friends.

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During a recent meeting at the Yanai Tadashi Foundation in Tokyo, I had the pleasure of meeting with Chikano Shiroma, SPICE’s former main liaison at the Yanai Tadashi Foundation; photo to the left courtesy the Yanai Tadashi Foundation. She has met with many Yanai Scholars at Stanford and other colleges and universities. Waka Takahashi Brown, Meiko Kotani, and I would like to express our heartfelt gratitude to her for her unwavering support of Stanford e-Japan and the chance to work with Yanai Scholars, several of whom are alumni of Stanford e-Japan. Two of Chikano Shiroma’s colleagues—Kano Sasaki, Masami Ueda—kindly joined the meeting as well, and we are looking forward to working closely with them as well as Ayako Tamura and Takatoshi Tanaka this year. 

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The following is a guest article written by Dr. Hideto Fukudome. He is a Professor of Higher Education and Chair of the Department of Integrated Educational Sciences, Graduate School of Education, and also Special Assistant to the President, the University of Tokyo.

In October 2024, the Graduate School of Education of the University of Tokyo celebrated a memorable and highly significant day. It was the signing of the Memorandum of Understanding (MOU) for mutual academic exchange between SPICE of Stanford University and the Graduate School of Education of the University of Tokyo. The ceremony was held on a beautiful autumn day at the Hongo campus of the University of Tokyo. We invited two guests from Stanford: Dr. Gary Mukai, Director of SPICE, and Professor Stephen Murphy-Shigematsu, a lecturer at Stanford and former professor at the University of Tokyo. Eight faculty members of the School of Education and several related staff members attended the ceremony. As participants looked on, Professor Masaaki Katsuno, Dean of the Graduate School of Education, and Dr. Mukai signed the document.

The MOU document between the two organizations has an official appearance. Nevertheless, contained in its formal content is an essential friendship. Furthermore, it is not only the members who attended the ceremony that day who are in the circle of friendship. After the ceremony, faculty and students who had participated in previous SPICE collaborations gathered to renew old friendships around Dr. Mukai and Dr. Murphy-Shigematsu, and new exchanges were born there. In the evening, Professor Miho Takahashi of the Graduate School of Education hosted a research seminar and reception with Dr. Murphy-Shigematsu. Everyone had a pleasant time.

Moreover, the exchange between the two organizations is supported by many SPICE friends. The exchange between the two organizations, which began in 2019, was affected by the impact of COVID-19 along the way, but we continued to interact with each other across distances using online resources. We have continued to organize a regular Lecture Series, in which many SPICE members have participated and supported. In the process, we have learned a lot from each other about international and cross-cultural education. SPICE members offered their breadth and depth of knowledge and experience. SPICE’s willingness to engage in exchanges with Japan and Asia has deepened our friendship. Above all, all of us share a passion for education!

Here are our exchanges so far. I invited Dr. Mukai to Japan for the first time in 2019. Professor Takeo Hoshi helped me. He is currently a professor of economics and vice president of UTokyo, and he was formerly a professor at the Stanford FSI, to which SPICE belongs. In the fall of 2022, I invited Dr. Mukai to UTokyo as a foreign researcher invited by the Japan Society for the Promotion of Science (JSPS). During his two-month stay, various exchanges were born between faculty members, students, and UTokyo’s affiliated middle school, and memories were made. Among them, I will never forget the graduate class Dr. Mukai and I offered. Enthusiastic students gathered to attend. With the help of Dr. Mukai, we also held various events, and many people participated, creating many new encounters and friendships.

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Since 2023, I have been taking graduate students from UTokyo to Stanford University every year to give intensive lectures. The photo above was taken after a presentation by SPICE’s Meiko Kotani (front row far left), Sabrina Ishimatsu (front row third from left), and Irene Bryant (front row fourth from left); photo courtesy Graduate School of Education of the University of Tokyo. Each time, 15 to 20 students join the program. I ask SPICE members and Stanford University faculty and staff to give lectures and workshops. Through these, students deepen their understanding of cross-cultural education and diversity and learn a lot about American higher education, education, and cultural history. When visiting Stanford University, we also visit nearby higher education institutions such as the University of California, Berkeley, Foothill College, and San Francisco State University, which are friendly universities. We also visit related facilities, such as the Japanese American Museum of San Jose, the Immigration Museum on Angel Island, the Consulate-General of Japan in San Francisco, and IT companies in Silicon Valley in order to broaden the students’ experiences. Appreciating art and watching sports are important parts of learning about American culture.

The highlight of our visits is the meeting with SPICE members, which is always the most enjoyable time. We are grateful to all the lecturers and staff who welcome and warmly host our visits. This special opportunity provided by SPICE has significantly contributed to the internationalization and quality of teaching and research in the School of Education.

Many Japanese and Japanese Americans are active in Silicon Valley, centered around Stanford University, and they are putting into practice cross-cultural exchange. Every time I visit the area, I am greatly stimulated and learn a lot from them and people interested in Japan and Asia. My perspective has broadened dramatically, and I can gain new ways of thinking. I am also interacting with UTokyo’s alumni group Akamon-kai, which has two local groups in the San Francisco Bay Area. I hope to further strengthen the relationship through more visits in the future.

Our MOU will be an opportunity for more people to participate in our exchanges and have scholarly exchanges as well as a fun time, and our mutual friendship will deepen and broaden. The MOU itself may be a formal document, but what is important is the friendly exchange rooted in mutual friendship and common interests, which now will have even more opportunities to blossom thanks to the MOU.

Applications for Stanford e-Entrepreneurship Japan (SeEJ) are now open. This all-English online program aims to develop Japanese students’ creative thinking and problem-solving abilities to tackle social challenges. SeEJ is offered twice a year, in the fall and spring, through a collaboration between SPICE and the non-profit organization e-Entrepreneurship in Japan. The course is led by Irene Bryant in the fall and Makiko Hirata in the spring. It is available to Japanese-speaking high school students, in or from Japan, in their first and second years. The spring 2025 session will take place from early April to August.

The application form is now available at https://forms.gle/T2tX6hW9kXwo9xzB9. The submission deadline is March 22, 2025, at 11:59 PM Japan Time.

SeEJ provides students with the chance to interact with entrepreneurs and scholars from California and beyond who are working to solve social challenges. The program features virtual classes (VCs) held twice a month on Sundays. Throughout the course, students will complete two research projects—one individually and one as part of a group. The group project will be presented to a panel of guest judges, who will assess each team’s social innovation in addressing real-world issues. Participants who successfully finish the course will be awarded a Certificate of Completion from SPICE and NPO e-Entrepreneurship.

Applicants need to be available and committed to attending VCs held on the following Sunday mornings, Japan Time: 4/20, 5/4, 5/18, 6/1, 6/15, 7/6, 7/20, 8/10, and 8/24. Most classes will be from 10AM to 12PM, except for VC#1 and VC#7 which will be from 10AM to 12:30PM. In addition to the VCs, students will have assignments that will require about 3–5 hours per week for class preparation, individual assignments, and group work.

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. To apply, submit the online application by March 22.

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

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3/13/25 EDIT: Application deadline updated from March 15 to March 22, 2025.

On November 8, 2024, a film screening of Instruments of a Beating Heart was held at Stanford University that was followed by a conversation between filmmaker Ema Ryan Yamazaki, Professor Kiyoteru Tsutsui, and Dr. Mariko Yang-Yoshihara. The film screening was sponsored by the Japan Program, Shorenstein Asia-Pacific Research Center. Erin Tsutsui shared her reflections of the film. Erin is a student at Gunn High School, Palo Alto, California.

The award-winning documentary short Instruments of a Beating Heart by Ema Ryan Yamazaki captures a core essence of Japaneseness—discipline in the name of contributing to the greater good for a harmonious society. Set in a regular elementary school in Tokyo, the film tracks a seemingly trivial event of a first grader’s performance in her school’s end-of-year ensemble. Through its portrayal of practice sessions, the film demonstrates how the Japanese school system instills Japan’s famous collectivist mindset from a young age with an emphasis on compliance and respect for others. Protagonist Ayame is reduced to tears when her school teacher points out her lack of practice in front of her peers. However, with encouragement from her mentors and a newfound motivation to practice her music, she nails her performance, thus bolstering her work ethic and penchant for a greater community good. This mindset makes Japan function so well as a society with its clean roads, low crime rates, and timely trains, but it also exerts pressure to conform and can lead to a loss of self-respect and individuality.

I grew up in the United States, where people commend individuality and free will and celebrate being different from others. I also attended Japanese elementary schools, though only for a couple of weeks each year, and noticed the stark contrast in the way students behave. I now realize that what I observed in those schools represent different social norms that govern each country. Japanese students mop the floors and serve the food to each other, carrying the responsibility of maintaining their space and learning the importance of combined efforts. In the meantime, American schools have custodians and lunch servers to shoulder all the burden while students tend to their own interests.

Personally, I remember my elementary school years in America to be freeing and unrestrained, where I learned the value of my uniqueness from the next person and celebrated our differences. These values continue to shape me today, as I hold a strong sense of selfhood and understand the power of my voice. On the other hand, during my brief time attending a Japanese school, I was struck by how disciplined my peers were, considering the tremendous amount of homework and tasks assigned to them. I remember working with my new friends to clean our classroom floors, serve lunch, and finish massive academic tasks in the classroom. At the beginning it was overwhelming and somewhat puzzling, but over time I found it rewarding knowing I contributed to the well-kept communal space and accomplished tasks with my young friends.

It is evident to me now, having experienced the contrasting school systems, that the cultural norms and ideals are integrated into the nations’ citizens early on. Though Ayame felt dejected in the beginning, her teachers’ scolding and nurturing helped improve her discipline, and she ultimately performed well. That discipline of hers, combined with that of her classmates, made the orchestra work. The instrumental orchestra is quite symbolic of the value of working together to create a masterpiece, as a slip-up from any one ensemble member can disrupt the balance of the ensemble. Writ large, Japanese society functions well because Japanese citizens exercise their discipline to work together toward a greater good. For all its other problems, such as overbearing societal pressures and suppression of individual expressions, Japan has much to offer to other societies in how to run a well-functioning society.

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On November 8, 2024, I attended a film screening of Instruments of a Beating Heart at Stanford University that was followed by a conversation between filmmaker Ema Ryan Yamazaki, Professor Kiyoteru Tsutsui, and Dr. Mariko Yang-Yoshihara. The film screening was sponsored by the Japan Program, Shorenstein Asia-Pacific Research Center. The following is a description of the film:

First graders in a Tokyo public elementary school are presented with a challenge for the final semester: to form an orchestra and perform “Ode to Joy” at a school ceremony. The film examines the Japanese educational system’s tenuous balance between self-sacrifice and personal growth as it teaches the next generation to become part of society.

Instruments of a Beating Heart is The New York Times Op-Docs version of Yamazaki’s longer film, The Making of a Japanese. Instruments of a Beating Heart was produced by Eric Nyari of Cineric Creative and co-produced by NHK (Japan Public Broadcasting).

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As I watched the 23-minute film, I felt emotional connections to and familiarity with many of the scenes at the elementary school in Tokyo; image above courtesy Cineric Creative / The New York Times Op-Docs. This is primarily because I used to teach in Japan for three years from 1977 to 1980—including many classes with elementary school students—and also taught first grade for many years in the 1980s at a public school in California. One of my major responsibilities in teaching first grade was helping students who were identified as dyslexic. My pedagogical training was heavily focused on engaging the students in multisensory ways.

I never taught music but could relate to the ways in which the teachers at the elementary school in the film engaged their students through multisensory ways—including kinesthetic engagement. Ayame, the featured student in the film, exhibited a range of emotions in Instruments of a Beating Heart, and this reminded me of the occasional sadness and tears from some of my first-grade students as well as their happiness and laughter.

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After the film screening, Professor Tsutsui facilitated a very engaging and emotional discussion of the film with Director Yamazaki and Dr. Yang-Yoshihara, and also facilitated a Q&A session with the members of the audience. Based on the questions and comments from the audience, it seemed obvious to me that people in the audience—like me—also related emotionally and personally to the film. Everyone, of course, had attended first grade, and many people in the audience were Japanese. Photo above courtesy Kana Igarashi Limpanukorn, Japan Program.

Stemming from the captivating discussion during which many personal school experiences were shared, I thought to myself that this film would be one that I would highly recommend for secondary school and college student audiences and teacher education programs. If I were to share this film with one or more of these audiences and were limited to perhaps a class period, I would suggest using a three-part format.

First, I think that it is important to set the context for the film by informing the audience of a summary of the film. For example, the summary of the film (above) could be read. It is also important to point out that this is a 2022 film about one elementary school in Tokyo, the most populated city in Japan, and that there is a tremendous diversity of schools in Japan. For example, I recently visited a school on an island in Japan that has fewer than 100 students. I would also recommend engaging the audience in a discussion using questions such as: What do you remember about your first grade (or elementary school) experience? What lessons or skills do you value today that date back to your first grade (or elementary school) experience?

Second, because there are many important themes and concepts depicted in the film, I would structure the viewing of the film by assigning one of the following prompts to small groups in the audience to consider while viewing the film. Hopefully, this would not only help to underscore the importance of the themes and concepts but also help to make the processing of the film—especially for young students—less overwhelming.

Prompts:

• Share your thoughts on how teamwork, discipline, and personal growth are emphasized in teaching at the elementary school. How have you personally experienced teamwork, discipline, and personal growth in or outside of classrooms?
• Share your thoughts on the emotions shown and lessons learned by students (like Ayame) following the selection of specific students to play specific instruments in “Ode to Joy.”
• What struck you about some of the comments and questions that the teachers raised in the film? Sample comments and questions: (a) “Even if you don’t get the part, don’t take it too hard. It is very kind of you to be sad for each other. What I want you to gain from the performance is first the strength not to give up. You might run into obstacles. I want you to persevere. Second, discover the joy of being useful for the next first graders.” (b) “Can someone who isn’t a good listener be a leader?” (c) “Have a strong heart and do your best.” (d) “Will crying help you improve?” (e) “You don’t have to be perfect. Just do your best.” (f) “Who thought practice was tough? Who did their best? Who thought I was strict?”
• How did the director’s decision to focus on a school performance impact the overall story or message of the film? What insights did you gain from watching the students’ experiences? Reflect on your own personal experiences with school performances—whether in music, sports, theater, or other activities. What valuable lessons did you learn from those moments, and how did they shape your perspective on education?

After viewing the film, I would suggest allowing the small groups to meet for 10 minutes to discuss their responses to their prompts and select spokespeople to share a short two-minute summary of their discussion. Additional discussions can focus on techniques that the filmmaker uses to engage the audience. How does she use B-roll footage? What other B-roll footage would you have considered using and why? Also, Dr. Yang-Yoshihara, who is originally from Japan, shared that viewing Yamazaki’s documentary “was like taking a walk down memory lane. It also touched on themes that made me deeply reflect on the current state of the country, particularly its struggle to find a balance between its cultural commitment to collective identity and the expression of individualism.” What are your thoughts on this balance?

Third, I would suggest that the following could be assigned as homework. Ask students to choose one of the following two sets of statements from the film (below) and (a) write their reflections on the statements; (b) design a visual art piece that captures the spirit of the statements; (c) develop a musical score or lyrics based on the statements; (d) design a dance movement that captures the spirit of the statements; (e) develop a poem based on the statements; (f) develop a diary-type entry based on something in your life that is reflective of the statements; or (g) propose another creative activity to share with the instructor.

Statements:

1. “Those of you practicing a lot are getting better. Your hearts are becoming one. I can hear it. But those who are not practicing are ruining that togetherness. What a shame.”
2. “We’re each a piece of a heart. If everyone is together this is our [heart] shape. If one of us is unbalanced, then the shape is broken. It’s no longer a heart. What unforgiving instruments we are.”

Importantly, I would suggest that these assignments be used for assessment purposes.

For those who would like to share this film, the link below has been provided by The New York Times: What a School Performance Shows Us About Japanese Education: A look into the delicate balance between teamwork, discipline, and personal growth. Comments on the film can be sent to Director Ema Ryan Yamazaki at ema@cinericcreative.com.

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I first learned about Sayama City, located in Saitama Prefecture, through its Sayama-cha—one of the three most famous teas in Japan. A thoughtful gift from an owner of a manufacturing company in Sayama City introduced me to this delightful tea, which quickly became a regular part of my daily life. Sayama’s vibrant tea culture, enriched by its lush plantations and lively festivals, reflects the city’s deep pride in this heritage. Never did I imagine that, a few years later, I would be working with a high school in this remarkable city.

In the spring of 2024, SPICE launched the Stanford e-Bunri course in partnership with Seibu Gakuen Bunri Junior and Senior High School (Seibu Bunri) in Sayama City. Under the leadership of the newly appointed principal, Dr. Pedro Marques, Seibu Bunri is dedicated to nurturing young Japanese leaders to be ready to thrive on the global stage. Principal Marques envisions the school as more than just a place for academic excellence; he sees it as a dynamic environment where students actively engage in their learning and tackle complex challenges. I was thrilled to contribute to this vision by bringing SPICE’s educational philosophy to Seibu Bunri by underscoring the importance of diverse perspectives, critical thinking, and innovation. Principal Marques commented:

In today’s rapidly changing world, education must go beyond the classroom and traditional academic boundaries. It is essential to provide students with real-world experiences that connect them deeply to the communities they live in and serve, while fostering their understanding and bonding with international communities. Partnerships like the one we have established with Stanford University’s SPICE program are critical to achieving this vision. They not only expose our students to global perspectives but also challenge them to apply their learning in meaningful ways that can make a difference locally and globally.

Modern education needs to equip students with the tools to navigate complexities and to build bridges between cultures, ideas, and communities. By integrating diverse topics such as diversity, women’s rights, and entrepreneurship into our curriculum, we aim to nurture empathetic leaders who are grounded in their heritage yet inspired to innovate and collaborate on a global scale.

This partnership is not just a program; it is a cornerstone of our mission to redefine education at Seibu Bunri. Through such initiatives, we are building a resilient community of learners and leaders who are prepared to face the challenges of tomorrow with confidence and a strong sense of purpose.

In September, we successfully concluded our inaugural Stanford e-Bunri course. Building on discussions with the school staff to address critical challenges in shaping a more inclusive, equitable, and innovative future in Japan, Stanford e-Bunri focused on three key topics: diversity, women’s rights, and entrepreneurship. Over the course of four months, 30 students participated in the virtual classrooms, completed reading and writing assignments, engaged in online discussions, and delivered group presentations on these topics.

Diversity

During our diversity-focused lessons, students were treated to lectures from Dr. Gary Mukai and Dr. Ignacio Ornelaz Rodriguez from Stanford University, focusing on diversity in the United States. Dr. Mukai explored the history of Japanese American experiences during World War II, while Dr. Ornelas shed light on the lives of Mexican workers through an overview of the Bracero Program. These topics, which represent significant yet often overlooked aspects of American history, provided students with valuable perspectives not typically covered in Japanese curricula.

The word “empathy” deepened my understanding of diversity. Both lecturers mentioned that empathy is really important in this diverse society; I felt that empathy will be the key point to building good relationships with people with different cultures and backgrounds.
—Rina Nishimori

In the last session of the diversity module, students considered the lessons learned about diversity in the United States and applied them to the issues in a Japanese context. They conducted research and delivered group presentations on various aspects of diversity, including race, gender, LGBTQ+ rights, socioeconomic status, disability, and age-related issues. These presentations offered valuable insights into the complex and multifaceted challenges surrounding diversity in Japanese society, encouraging students to recognize that diversity is not just a global concept but also deeply significant and relevant within Japan.

Women’s Rights

During the lessons on women’s rights, students learned from Dr. Mariko Yang-Yoshihara from Stanford University, who discussed the current state of STEAM education and her initiative to empower girls with STEAM education in Japan. Another lecture was given by Ms. Yukiko Kimura, former Founder and CEO at Genic Lab Inc. and Senior Product Manager at Amazon Web Services, who shared her personal journey as a female entrepreneur in Japan, including the challenges she faced and the resilience required to overcome them. Both sessions offered students a deeper understanding of the systemic and cultural barriers women encounter, while inspiring students to think critically about ways to foster equity.

Ms. Kimura’s quote made a lasting impression on me: “It is important to become the person you want to be, not the person others want you to be.” I will try to be who I want to be from now on, because limiting myself by other people’s expectations may change my life.—Seiji Yamakawa

In the final session of the women’s rights module, students researched gender-related issues and challenges in Japan and proposed solutions in group presentations. This exercise encouraged students to reflect on how they, too, could contribute to fostering greater gender equality in their own communities and beyond.

Entrepreneurship

The entrepreneurship module featured engaging and inspiring lectures from Mr. Kenji Niwa, Co-founder and CEO at Firstcard Inc., and Ms. Min Zhu, Co-founder and CTO at EnChannel Medical, both of whom shared their personal journeys and deep insights into the entrepreneurial mindset. Through their stories and expertise, the students gained a deeper understanding of the mindset needed to overcome challenges and failures, embrace innovation, and cultivate resilience—qualities that are essential not only for entrepreneurial success but also for thriving in any endeavor.

The lectures showcased inspiring stories of people who overcame obstacles to achieve their goals, highlighting the importance of resilience and continuous learning. I also realized that success is deeply personal, shaped by individual values rather than societal expectations. —Sora Ikeda

To conclude the entrepreneurship module and the entire course, students identified pressing social issues in Japan and proposed innovative solutions in a business pitch format. Their presentations received feedback from guest observer Mr. Christopher Chang, Strategic Advisor at Beenext Capital Management, providing students with valuable insights into real-world problem-solving. This interactive session not only encouraged creativity and critical thinking but also provided students with a glimpse into the practicalities of turning ideas into actionable solutions.

My experience working with Seibu Bunri and the students of the Stanford e-Bunri course has been both inspiring and rewarding. Through thought-provoking lectures, discussions, and hands-on projects, the students not only expanded their understanding of critical global topics but also delved deeply into examining key issues within their own society. This process challenged them to reflect on how they can actively contribute to creating positive changes.

I wish to express my heartfelt gratitude to my collaborators at Seibu Bunri for their amazing support and partnership. They are Dr. Pedro Marques, Mr. Toshiyuki Shijima, Ms. Tamaki Komaeda, Mr. Hiroshi Inoo, Mr. Joshua Moon, Mr. Opaon Cleo, Mr. Toshikazu Ishizaka, and Ms. Kayo Imanaga. I would also like to thank our guest lecturers who generously dedicated their time and expertise to speak for the Stanford e-Bunri course. Their contributions played a crucial role in bringing the course content to life, offering students a unique perspective on the topics of diversity, women’s rights, and entrepreneurship. Last but not least, I’d like to congratulate the dedicated students who participated in the course.

In closing, I have learned that Sayama-cha—compared to other tea plants—is characterized by its thick leaves. This is because the region’s cold climate sometimes causes frost in winter, making plants sometimes unable to survive without thick leaves. I am excited to see how the students will apply the insights and skills learned from Stanford e-Bunri to become resilient leaders who can thrive on the global stage despite inevitable “weather changes” in their lives.

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

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Nestled along the coast of Kumamoto Prefecture in southern Japan, the city of Minamata is a remarkable place in many ways. This September, I had the privilege of visiting for the first time to celebrate the launch of the Stanford e-Minamata Program, which is made possible by the support of the Minamata Municipal Government. As my trip came to an end, one word echoed in my mind: resilience.

A brief search into Minamata’s history reveals a poignant chapter from the 1950s and 60s, when the city became synonymous with Minamata disease—a devastating neurological condition caused by mercury poisoning due to industrial wastewater pollution from a group called Chisso Corporation. Visiting the Minamata Disease Municipal Museum with Mr. Hiroki Hara, Director General of the General Affairs Planning Department at Minamata City Hall, and Mr. Minoru Koga, Director General of the Minamata Environmental Academia, I gained a deeper understanding of the community’s struggles. What struck me most, however, was how Minamata has reclaimed this painful history, transforming it into a source of strength and a commitment to protecting human and environmental well-being.

Today, Minamata is a leader in sustainability, recognized by the Japanese government as an “SDGs Future City” in 2020. The launch of the Stanford e-Minamata Program, a new SPICE initiative in collaboration with Minamata High School, marks a pivotal step forward in the city’s ongoing revitalization efforts. Rooted in Minamata’s values of sustainability and local innovation, the program focuses on three key themes: the environment, emerging technologies, and U.S.–Japan relations. These themes aim to equip the next generation of leaders with the tools they need to address critical global challenges. 

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A student from Minamata High School providing opening remarks; photo courtesy Minamata High School. 

At the opening ceremony, Minamata City Mayor Toshiharu Takaoka shared words of inspiration with the students:

This is a very remarkable collaboration between Minamata City, located in the small island nation of Japan, and Stanford University, located in the state of California in the United States. We hope this course will share the international outlook and the atmosphere of a top American university with high school students, and contribute to the development of the next generation of Minamata City’s human resources.

For me, launching this program in Minamata is particularly meaningful. As the child of parents from rural Louisiana and the second person in my family to travel outside the United States, I often sought opportunities to experience the world as a young person, but didn’t know where to start. A life-changing moment came at age 16 when I received a scholarship to live with a host family in Hiroshima for six weeks. Speaking no Japanese and having never flown alone, I truly embraced the unknown. That experience profoundly shaped my life, leading me to minor in Japanese during my university years, study abroad at Kansai Gaidai University, and later complete a Fulbright research grant in Okayama Prefecture focused on rural revitalization.

Working with the students of Minamata High School now feels like coming full circle. Their curiosity and determination to learn about the world remind me of my own journey. Providing rural students with opportunities to engage with global challenges is more critical than ever, and I am inspired by their potential to lead.

I would like to express my deepest gratitude to Mayor Takaoka, Mr. Hiroki Hara, Dr. Minoru Koga, Secretary General Kayo Fuchigami, Principal Yasunori Takaki, Vice Principal Fumiko Niibu, Planning Manager Saho Yagyu, and many others whose tireless efforts brought the Stanford e-Minamata Program to life. It is an incredible honor to support this initiative, and I look forward to seeing how it will continue to inspire and empower the next generation of Minamata leaders.

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

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FC Imabari is a soccer team in Imabari City, Ehime Prefecture. “FC” stands for “football club.” Takeshi Okada—a former soccer player and the former head coach of the Japan National Team who led the Japan men’s national soccer team to its first-ever World Cup appearance in 1998—is the owner of FC Imabari and Masafumi Yano is the Chief Operating Officer. During my first visit to Imabari City in March 2024, I was invited to watch an FC Imabari game and met with Okada, Yano, and others affiliated with FC Imabari. During the game and while strolling around Imabari City, I could sense the excitement that the team has brought to the city. FC Imabari High School, a private school in Imabari, was conceptualized by Okada and enrolled its inaugural classes this year. In a May 13, 2023 article, “Ehime: Ex Japan Soccer Coach Okada Tackles New Challenge in Field of Education,” in The Yomiuri Shimbun, he stated, “I want to foster autonomy and independence that survive an era that humanity has never experienced.” (Photo of Takeshi Okada below; courtesy FC Imabari.)

With Okada’s educational priorities in mind, FC Imabari Advisor Yukari Hara took the initiative to discuss the possible development of Stanford e-FC Imabari to support the mission of FC Imabari High School. Stanford e-FC Imabari was launched in fall 2024 to help encourage students at FC Imabari High School and from three public schools in Imabari City to not only consider the importance of autonomy and independence but also their roles in the local community and the world at large. Stanford e-FC Imabari focuses on the three key themes of (1) diversity, equity, & inclusion (DEI); (2) entrepreneurship; and (3) community building. During conversations with FC Imabari High School teachers Nozomi Echigo (social studies) and Yoshikazu Nakashima (English), I came to highly value the importance that the FC Imabari teachers place upon engaging students through their multiple intelligences, including kinesthetic, artistic, musical, interpersonal, and intrapersonal intelligences as well as linguistic and quantitative intelligences. I have had the privilege of visiting many schools in Japan, and FC Imabari High School is the only high school that I have visited that was inspired by how lessons—like teamwork, collegiality, and cooperation—in team sports such as soccer are critical to the education of youth.

Stanford e-FC Imabari is taught by SPICE instructor Alison Keiko Harsch, who used to be an Assistant Language Teacher (ALT) on the Japan Exchange and Teaching (JET) Program in Kagawa Prefecture, a neighboring prefecture to Ehime Prefecture on Shikoku, one of the four main islands of Japan. Harsch will be returning to Shikoku later this year to make her first visit to FC Imabari High School. She reflected,

My years as an ALT on Shikoku significantly shifted the course of my life. It was in Shikoku that I fell in love with teaching, and in particular became passionate about engaging students in rural areas of Japan. The opportunity to work with students through Stanford e-FC Imabari has been hugely rewarding as it brings my work full circle back to my second home, Shikoku. It is an honor to contribute to the mission of FC Imabari High School.

During a recent visit to Imabari City on October 7 and 8, 2024, I had the opportunity to meet Stanford e-FC Imabari students not only at FC Imabari High School (Principal Shota Tsuji) but also at the three public high schools that have students who are participating in Stanford e-FC Imabari. These public high schools include Imabari West High School (Principal Teruo Koike), Imabari West High School, Hakata Branch (Branch Principal Hiroki Yano), and Imabari East High School (Principal Hiroyasu Watanabe). SPICE and FC Imabari High School are grateful to Ehime Prefecture’s Board of Education for its support of the engagement of these three public schools. Through my four meetings with students, I could see the bonds that have already developed between the four schools.

Principal Tsuji noted that “Through Stanford e-FC Imabari, we hope to not only provide unique learning opportunities for FC Imabari High School but also to build synergy between our school and local public schools. As the FC Imabari soccer team has strengthened our sense of community in Imabari, I would like to see greater community building between FC Imabari High School and local public schools.” Also, Hinako Tamai, English teacher at Imabari West High School, Hakata Branch, commented, “Being on a remote island, Hakata Island, in the Inland Sea, I feel fortunate that our students have this opportunity to work with Stanford University. Hakata Island now not only has physical bridges with Shikoku but also intellectual bridges with Stanford University and other schools in Imabari City.”

SPICE looks forward to continuing its work with Stanford e-FC Imabari to help cultivate students’ autonomy and independence—Mr. Okada’s goal—and underscore the importance of their roles in the local community and the world at large.

Importantly, SPICE would like thank Yoshihisa Ozasa, the founder and Chairman of Link & Motivation, Inc., for generously providing the necessary funding to make Stanford e-FC Imabari possible. 

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

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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 nine regional programs in Japan. Six programs are prefectural programs (Fukuoka, Hiroshima, Oita, Tottori, Wakayama, Yamaguchi), and three are municipal programs (Kagoshima, Kawasaki, and Kobe). SPICE’s newest course, Stanford e-Yamaguchi, was just launched last month.

In August 2024 SPICE held four award ceremonies for honorees of the 2023–2024 regional programs in Japan. Two honorees from each program were recognized.

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The first ceremony was held virtually on August 6, 2024 for Stanford e-Hiroshima’s top students. Inspirational opening comments were delivered by Consul Mayu Hagiwara, Director of the Japan Information and Culture Center, Consulate General of Japan in San Francisco. Hagiwara’s comments were followed by remarks by course instructor Mia Kimura and the honorees’ presentations. (Student honorees with their instructor Mia Kimura and Consul Hagiwara and Board of Education representatives). The honorees are:

Stanford e-Hiroshima (Instructor Mia Kimura)

Student Honoree: Aika Ono
School: Kindai University Fukuyama High School
Project Title: Navigating the Barrier: Immigrant Children in Japan

Student Honoree: Wakana Tsukuda
School: Fukuyama Akenohoshi High School
Project Title: How to Move Upstream: What Japan Can Learn from the U.S. About Mental Health

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In the second ceremony, four top students from Fukuoka and Oita were honored on August 12, 2024 at Stanford University. Following opening comments, instructor Kasumi Yamashita introduced her honorees. (Student honorees from Fukuoka and Oita with their instructor Kasumi Yamashita and Board of Education representatives). The honorees are:

Stanford e-Fukuoka (Instructor Kasumi Yamashita)

Student Honoree: Niko Ito
School: Hakata Seisho High School
Project Title: Sustainable Fashion: Thrifty Ideas from 1000 Years Ago

Student Honoree: Nanako Shimura
School: Yame High School
Project Title: Sharing War Stories: What My Grandmother Taught Me About Peace

Stanford e-Oita (Instructor Kasumi Yamashita)

Student Honoree: Chiko Kawashima
School: Oita Hofu High School
Project Title: Language Access During Natural Disasters: How Can We Help Foreigners?

Student Honoree: Rintaro Tokumoto
School: Takada High School
Project Title: Let’s Change How We See Our Food, One Vegetable at a Time!

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During the third ceremony, six top students from Kawasaki, Kobe, and Wakayama were honored on August 21, 2024 at Stanford University. The ceremony began with insightful opening comments by Yuriko Sugahara, Advisor for Cultural and Educational Affairs at the Consulate General of Japan in San Francisco. Sugahara’s opening comments were followed by remarks by the instructors of the courses and student presentations. (Student honorees with their instructors Dr. Makiko Hirata, Maiko Tamagawa Bacha, and Alison Harsch, and Board of Education representatives). The honorees are:

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

Student Honoree: Rio Enomoto
School: Tachibana High School
Project Title: Is K-Pop Necessary in America?

Student Honoree: Kaede Suyama
School: Kawasaki High School
Project Title: What Do You Think About the Homeless Program?

Stanford e-Kobe (Instructor Alison Harsch)

Student Honoree: Moeka Urata
School: Kobe Municipal Fukiai High School
Project Title: Problems of the School Counselor System in Japan

Student Honoree: Mayuko Hara
School: Kobe Municipal Fukiai High School
Project Title: Problems that Voters with Intellectual or Developmental Disabilities Face in Japan and the U.S.

Stanford e-Wakayama (Instructor Makiko Hirata)

Student Honoree: Sumire Inaba
School: Touin High School
Project Title: Solutions to Global Hunger

Student Honoree: Niina Ohashi
School: Touin High School
Project Title: Self-Management Skills

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During the fourth ceremony, four top students from Kagoshima City and Tottori were honored on the Stanford campus on August 23, 2024. The ceremony began with stimulating opening comments by Yuriko Sugahara, Advisor for Cultural and Educational Affairs at the Consulate General of Japan in San Francisco. Sugahara’s comments were followed by remarks by the instructors of the courses and student presentations. (Student honorees with their instructors Jonas Edman and Amy Cheng and Board of Education representatives). The honorees are:

Stanford e-Kagoshima City (Instructor Amy Cheng)

Student Honoree: Keima Kawagoe
School: Kagoshima Gyokuryu High School
Project Title: Revitalizing Kagoshima with the Power of Bamboo

Student Honoree: Kenshiro Matsunaga
School: Kagoshima Gyokuryu High School
Project Title: “Omotenashi” Has a Dark Side

Stanford e-Tottori (Instructor Jonas Edman)

Student Honoree: Funa Bannai
School: Yonago Higashi High School
Project Title: Same-Sex Marriage: Reducing Inequality Within and Among Countries

Student Honoree: Soichiro Takagi
School: Tottori Nishi High School
Project Title: Thinking About the Importance of Reading in Education

Following each of the three in-person ceremonies, the students enjoyed a luncheon, a campus tour, and a dinner. Many students commented that one of the highlights of their visit to Stanford was having the chance to meet high school students from other regions of Japan. Many guests commented on how impressed they were with the student presentations and the poise that the students exhibited in particular during the question-and-answer periods.

Importantly, SPICE is grateful to the Board of Education representatives who accompanied the students to Stanford. They are Hiroshi Suzuki (Fukuoka Prefecture); Takayuki Nishinakamura and Chiemi Hamada (Kagoshima City); Kei Sakamoto and Miho Anraku (Kobe City); Hironori Sano and Toshiyuki Yamamoto (Oita Prefecture); Tomoya Minohara (Tottori Prefecture); and Rika Katsumoto (Wakayama Prefecture). Also, SPICE wishes to thank Sabrina Ishimatsu, SPICE Event Coordinator, for planning all four ceremonies.

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan) and on entrepreneurship (Stanford e-Entrepreneurship Japan).

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Stanford e-Japan enrolls exceptional high school students from Japan to engage in an intensive study of U.S. society and culture. The Reischauer Scholars Program (RSP) enrolls exceptional high school students from the United States to engage in an intensive study of Japanese society and culture. Both courses underscore the importance of U.S.–Japan relations. The Yanai Tadashi Foundation is the current supporter of Stanford e-Japan, and the Japan Fund at the Freeman Spogli Institute for International Studies (FSI) is the current supporter of the RSP.

On August 5, 2024, an award ceremony was held at Stanford University to honor SPICE’s Spring and Fall 2023 Stanford e-Japan student honorees and the 2024 RSP student honorees. The honorees performed at the highest levels of their courses as determined by Stanford e-Japan Instructors Waka Takahashi Brown (spring course) and Meiko Kotani (fall course), RSP Instructor Naomi Funahashi, and the research paper review committees. The honorees are:

Spring 2023 Stanford e-Japan 
Asumi Kato, Matsumoto Fukashi High School; home prefecture: Nagano
Luna Kihara, Osaka Jogakuin High School; home prefecture: Osaka
Satoshi Yamamura, Tokyo Metropolitan Fuji High School; home prefecture: Tokyo

Honorable Mentions:
Takuma Kawaguchi, Tokyo Gakugei University International Secondary School; home prefecture: Tokyo
Kanako Miyazaki, Saikyo Municipal High School; home prefecture: Kyoto

Fall 2023 Stanford e-Japan 
Hisataka Kadota, Okayama Prefectural Okayama Asahi Senior High School; home prefecture: Okayama
Shoma Nishida, Canadian Academy Kobe; home prefecture: Hyogo
Rei Ozawa, Keio Girls Senior High School; home prefecture: Tokyo

Honorable Mentions:
Mayu Anzai, Seiun High School; home prefecture: Hyogo
Rihito Kotani, Tokyo Gakugei University International Secondary School; home prefecture: Tokyo

2024 Reischauer Scholars Program
Sophie Ankeles, Polytechnic School; California
Annamika Konkola, West Linn High School; Oregon
Vivian Luo, Mt. Lebanon High School; Pennsylvania

Honorable Mentions:
Maya Swaminathan, Lynbrook High School; California
Catherine Fisher, The Nueva School; California

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The program began with welcoming comments from the Honorable Yo Osumi, Consul General of Japan in San Francisco. He commented that the Reischauer Scholars Program and Stanford e-Japan are very important for our two nations and noted that the education of youth has been one of his highest priorities since he assumed his post at the Consulate General of Japan in San Francisco. He extended high praise to the honorees.

Also in attendance from the Consulate General of Japan in San Francisco were Mayu Hagiwara, Director and Consul, Japan Information and Culture Center; Asumi Chikae, Consul for Education, Science, and Technology; and Yuriko Sugahara, Advisor for Cultural and Educational Affairs.

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Following the welcoming and opening comments, Brown, Kotani, and Funahashi gave overviews of their courses. The student honorees made engaging presentations based on their research papers and were very poised while fielding questions from the audience. Each honoree received a plaque from their instructor. (Photo above: student honorees and their instructors taken at Frances C. Arrillaga Alumni Center; Consul General Osumi, seventh from the right.)

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Among the audience members were Stanford student Anna Matsumoto (photo above), a Yanai Tadashi Scholar from Tokushima Prefecture, and Keio Girls High School English Teacher and Global Partnership Coordinator Leon Mueller. Mueller commented,

It was such an honor to see the amazing presentations by this elite group of high school students. The Stanford e-Japan program provided them the opportunity to apply their drive and intellect in a highly academic environment, resulting in a stronger understanding of the U.S.–Japan partnership. It was also encouraging to see the many friendships being forged among the Japanese and American students and the desire to take what they had learned and share it with their peers back in their communities. I think this type of ripple effect is what makes the program so inspiring and unique.

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Also in the audience were SPICE supporters, Adrian and Monica Yeung Arima. SPICE is grateful to them all for their unwavering support of SPICE. (Photo above: Mueller standing next to Kotani.)

The RSP is about to enter its 22nd year and Stanford e-Japan is currently in its 10th year. Many of the alumni are engaged in various fields related to U.S.–Japan relations and continue to give back to both programs by being guest speakers or mentors to the current students.

Following the formal event, the student honorees—most having just met each other in person for the first time—had the chance to enjoy lunch and a Stanford campus tour together. It is the hope of Brown, Kotani, and Funahashi that the Japanese and American student honorees will continue to strengthen their budding friendships and ensure that the U.S.–Japan relationship remains strong.

SPICE is grateful to President Tadashi Yanai for his generous support of Stanford e-Japan and to Chikano Shiroma of the Yanai Tadashi Foundation for her regular correspondence and encouragement. SPICE is also thankful to the Japan Fund committee at FSI for its generous support of the Reischauer Scholars Program. These courses and the ceremony would not be possible without them.

The Reischauer Scholars Program is currently accepting applications until October 18, 2024. Stanford e-Japan’s spring 2025 application period will be from November 15 to December 31, 2024.

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