Authors
Erin Tsutsui
News Type
Blogs
Date
Paragraphs

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.

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.

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.

To stay informed of SPICE news, join our email list and follow us on FacebookX, and Instagram.

Read More

Three panelists discussing.
Blogs

“Instruments of a Beating Heart,” a Film by Ema Ryan Yamazaki

Reflections on the film and recommendations for its use in U.S. schools
“Instruments of a Beating Heart,” a Film by Ema Ryan Yamazaki
screenshot of two speakers
Blogs

Top Students in SPICE’s 2023–2024 Regional Programs in Japan Are Recognized

Congratulations to the 2023–2024 student honorees from Fukuoka, Hiroshima, Kagoshima, Kawasaki, Kobe, Oita, Tottori, and Wakayama.
Top Students in SPICE’s 2023–2024 Regional Programs in Japan Are Recognized
Students holding plaques standing on staircase on Stanford campus.
Blogs

Highest Performing Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University

The Honorable Yo Osumi, Consul General of Japan in San Francisco, makes opening comments.
Highest Performing Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University
Hero Image
All News button
1
Subtitle

Different mindsets taught at American and Japanese schools

Date Label
Authors
Gary Mukai
News Type
Blogs
Date
Paragraphs

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).

Image
instruments_of_a_beating_heart_poster


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.

Image
audience in a conference room


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 TimesWhat 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.

To stay informed of SPICE news, join our email list and follow us on FacebookX, and Instagram.

Read More

view of a mountain from an airplane
Blogs

Mariko Yang-Yoshihara Empowers Girls in Japan with STEAM Education

SPICE’s Yang-Yoshihara aims to level the playing field and raise self-efficacy for all genders.
Mariko Yang-Yoshihara Empowers Girls in Japan with STEAM Education
group photo of students and instructor
Blogs

Resilience and Renewal: The Official Launch of the Stanford e-Minamata Program

SPICE instructor Natalie Montecino reflects on her recent visit to Minamata City, Kumamoto Prefecture.
Resilience and Renewal: The Official Launch of the Stanford e-Minamata Program
screenshot of Zoom class
Blogs

SPICE’s New Course Aims to Develop Students’ Autonomy and Independence

SPICE’s Alison Harsch offers a class with the newly established FC Imabari High School in Imabari City, Ehime Prefecture.
SPICE’s New Course Aims to Develop Students’ Autonomy and Independence
All News button
1
Subtitle

Reflections on the film and recommendations for its use in U.S. schools

Date Label
Authors
Meiko Kotani
News Type
Blogs
Date
Paragraphs

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.

To stay informed of SPICE news, join our email list and follow us on FacebookX, and Instagram.

Read More

Alexandra Arguello (far left, front row) and fellow students with Dr. Ignacio Ornelas Rodriguez.
Blogs

Unlocking the World

SPICE alum Alexandra Arguello reflects on her educational journey from Salinas, California, to Harvard University and on discovering her passion for international relations.
Unlocking the World
view of a mountain from an airplane
Blogs

Mariko Yang-Yoshihara Empowers Girls in Japan with STEAM Education

SPICE’s Yang-Yoshihara aims to level the playing field and raise self-efficacy for all genders.
Mariko Yang-Yoshihara Empowers Girls in Japan with STEAM Education
Headshot of a high school girl
Blogs

Stanford e-Entrepreneurship Japan: Fueling Positive Change Through Empowerment, Purpose, and Connection

High school student Aylie Guyodo Oyama reflects on her transformative educational experience in Stanford e-Entrepreneurship Japan, and on connecting entrepreneurship with her passion for helping others.
Stanford e-Entrepreneurship Japan: Fueling Positive Change Through Empowerment, Purpose, and Connection
Hero Image
All News button
1
Subtitle

Instructor Meiko Kotani reflects on Stanford e-Bunri, SPICE’s collaboration with Seibu Gakuen Bunri Junior and Senior High School in Sayama City, Saitama Prefecture.

Date Label
Authors
Natalie Montecino
News Type
Blogs
Date
Paragraphs

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. 

Image
student giving a speech at a podium

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.

To stay informed of SPICE news, join our email list and follow us on Facebook, X, and Instagram.

Read More

screenshot of two speakers
Blogs

Top Students in SPICE’s 2023–2024 Regional Programs in Japan Are Recognized

Congratulations to the 2023–2024 student honorees from Fukuoka, Hiroshima, Kagoshima, Kawasaki, Kobe, Oita, Tottori, and Wakayama.
Top Students in SPICE’s 2023–2024 Regional Programs in Japan Are Recognized
Minamata Mayor Toshiharu Takaoka and Gary Mukai
Blogs

A Visit to Minamata City, Kumamoto Prefecture

50+ years after seeing a Life magazine photo essay about Minamata disease
A Visit to Minamata City, Kumamoto Prefecture
Yoshino Dake and Haruka Koga with instructor Rylan Sekiguchi
News

SPICE Honors Top Students in Stanford e-Hiroshima

Congratulations to Yoshino Dake and Haruka Koga, the 2022–2023 student honorees.
SPICE Honors Top Students in Stanford e-Hiroshima
Hero Image
All News button
1
Subtitle

SPICE instructor Natalie Montecino reflects on her recent visit to Minamata City, Kumamoto Prefecture.

Date Label
Authors
Gary Mukai
News Type
Blogs
Date
Paragraphs

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.)

image of SPICE director Gary Mukai and Principle Takashi Okada at 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.

To stay informed of SPICE news, join our email list and follow us on Facebook, X, and Instagram.

Read More

Gary at Sendai Ikuei
Blogs

SPICE Collaboration with Sendai Ikuei Gakuen High School

Cultivating international mindedness and perspectives to navigate an increasingly globalizing world.
SPICE Collaboration with Sendai Ikuei Gakuen High School
memorial church sabrina
Blogs

Reaching Students at Takatsuki Jr. and Sr. High School, Osaka, Japan

SPICE is currently offering the ninth year of the SPICE/Stanford e-Course on Global Health.
Reaching Students at Takatsuki Jr. and Sr. High School, Osaka, Japan
Gary Mukai with Principal and Chair of the Board of Directors Akiko Takagi standing in front of busts of her great-grandparents, Suguru Takagi and Kimi Takagi, founder of Takagi Girls’ High School
Blogs

Yokohama Eiri Girls’ High School

Cultivating global citizens since the early 20th century.
Yokohama Eiri Girls’ High School
All News button
1
Subtitle

SPICE’s Alison Harsch offers a class with the newly established FC Imabari High School in Imabari City, Ehime Prefecture.

Terms
Date Label
Authors
Gary Mukai
News Type
Blogs
Date
Paragraphs

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.

Image
screenshot of zoom ceremony


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

Image
a group photo taken at staircase


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!

Image
a group photo taken at staircase


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

Image
a group photo taken at staircase


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).

To stay informed of SPICE news, join our email list and follow us on Facebook, X, and Instagram.

Read More

group photos of student honorees
News

SPICE Honors Top Students in 2022–2023 Regional Programs in Japan

Congratulations to the 2022–2023 student honorees from Fukuoka, Kawasaki, Kobe, Oita, Tottori, and Wakayama.
SPICE Honors Top Students in 2022–2023 Regional Programs in Japan
Students holding plaques standing on staircase on Stanford campus.
Blogs

Highest Performing Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University

The Honorable Yo Osumi, Consul General of Japan in San Francisco, makes opening comments.
Highest Performing Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University
Honorees of SPICE’s 2021–2022 regional programs in Japan
News

SPICE Honors Top Students from 2021–2022 Regional Programs in Japan

Congratulations to the student honorees from Fukuoka Prefecture, Hiroshima Prefecture, Kawasaki City, Kobe City, Oita Prefecture, and Tottori Prefecture.
SPICE Honors Top Students from 2021–2022 Regional Programs in Japan
All News button
1
Subtitle

Congratulations to the 2023–2024 student honorees from Fukuoka, Hiroshima, Kagoshima, Kawasaki, Kobe, Oita, Tottori, and Wakayama.

Date Label
Authors
Gary Mukai
News Type
Blogs
Date
Paragraphs

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

Image
conference room full of participants and a speaker on a podium


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.

Image
student honorees with Consul General Osumi and Stanford instructors


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.)

Image
participants engage in conversation


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.

 

Image
participants having a conversation outside of a conference room


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.

To stay informed of SPICE news, join our email list and follow us on FacebookX, and Instagram.

Read More

a student with a plaque standing in front of a staircase
Blogs

Reflections on My SPICE Journey

The following reflection is a guest post written by Asumi Kato, an alumna and honoree of the spring 2023 Stanford e-Japan course.
Reflections on My SPICE Journey
Yanai Tadashi Foundation President Tadashi Yanai with SPICE Director Gary Mukai and Stanford e-Japan instructor Waka Brown
News

Yanai Tadashi Foundation and SPICE/Stanford University

The Yanai Tadashi Foundation is the current supporter of Stanford e-Japan, an online course about U.S. society and culture and U.S.–Japan relations.
Yanai Tadashi Foundation and SPICE/Stanford University
Students, their family members, and their instructors posing in a group.
News

Top Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University

Congratulations to the 2022 Stanford e-Japan and 2023 RSP honorees.
Top Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University
Hero Image
All News button
1
Subtitle

The Honorable Yo Osumi, Consul General of Japan in San Francisco, makes opening comments.

Date Label
Authors
Asumi Kato
News Type
Blogs
Date
Paragraphs

The Stanford University Scholars Program for Japanese High School Students or “Stanford e-Japan” is an online course sponsored by the Yanai Tadashi Foundation and the Stanford Program on International and Cross-Cultural Education (SPICE), Stanford University. This online course teaches Japanese high school students about U.S. society and underscores the importance of U.S.–Japan relations. Through Stanford e-Japan, ambassadors, top scholars, and experts throughout the United States provide web-based lectures and engage Japanese high school students in live discussion sessions called “virtual classes.” Stanford e-Japan is now in its 10th year and about to begin its 19th session overall.

SPICE courses almost felt like my high school entrance and graduation ceremonies: I joined Stanford e-Entrepreneurship right after entering high school and started Stanford e-Japan just before graduating. It’s perhaps no surprise that my journey with SPICE reflects my growth as an English learner and an aspiring researcher.

Four years ago, the first SPICE course turned out extremely challenging for me at the time. I still remember, after the first session of Stanford e-Entrepreneurship, I sent a message to the course organizer with tears that the program was too difficult for me to keep up. My English skills were just very poor back then. It might be only natural, as I grew up in the countryside of Nagano Prefecture, Japan and rarely had opportunities to practice English.

Time flew by fast, and in the winter of 2022, I saw the website where Stanford posted an application form for the spring 2023 Stanford e-Japan course. As I was about to graduate from high school, it was my last chance to apply. I knew my English had improved, and I had a feeling that I could do significantly better than the last time. “Well, there’s no harm in trying,” I thought and submitted my application, not knowing it was going to bring me many new opportunities.

In the e-Japan course, I felt much more comfortable with learning and discussing something in English. Still, when I received the email that I was selected as one of the award winners, I felt as if I were dreaming. An overwhelmed 10th grader crying about the e-Entrepreneurship course would have never imagined such a plot twist.

In early August of 2024, I traveled to California for a week to participate in the Japan Day ceremony. I had the chance to present my final paper and explore the beautiful campus of Stanford. I met so many amazing people too, including the SPICE director Dr. Gary Mukai and the e-Japan manager Ms. Waka Takahashi Brown. Also, I was fortunate enough to meet Consul General Yo Osumi and other consuls and staff from the Consulate-General of Japan in San Francisco and my sempai Anna Matsumoto, who is currently studying at Stanford.

The e-Japan course was also the first time I shared my academic interests with others. As a final assignment, I wrote a research paper titled “The United States and Capitalism: How the U.S.-Led Economic System Has Affected the Planet.” It described the environmental impacts of capitalism and how it is intertwined with American history, ultimately suggesting the need to search for more sustainable economic models. Such research themes are something I’m truly interested in, and I aim to explore more of this in academia in the future.

As an advocate for sustainability, I honestly have mixed feelings about praising individual material success like winning an award. Related to my research, I don’t think materialism in general leads to human and planetary well-being. But this whole experience with SPICE is worth sharing, as it holds enormous intrinsic value to me regardless of any outside factors. It symbolises my personal growth and the new meaningful connections I made.

I’m glad that I kept pushing myself to improve my English and taking new opportunities. At the same time, I couldn’t be more grateful for the people who helped me with this journey. I’m excited for more opportunities to come and can’t wait to dive deeper into my academic interests in my undergraduate studies and beyond. 

For more information about the Stanford e-Japan Program, please visit stanfordejapan.org. The application period for the spring 2025 session will begin November 15, 2024.

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.

Read More

Japanese cherry blossoms
News

Winners Announced for the Spring 2023 and Fall 2023 Stanford e-Japan Awards

Congratulations to the 10 students who have been named our top honorees and Honorable Mention recipients for 2023.
Winners Announced for the Spring 2023 and Fall 2023 Stanford e-Japan Awards
buildings on Stanford University campus
News

Spring 2024 Session of Stanford e-Japan Now Underway

Stanford e-Japan is made possible by the Yanai Tadashi Foundation.
Spring 2024 Session of Stanford e-Japan Now Underway
Students, their family members, and their instructors posing in a group.
News

Top Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University

Congratulations to the 2022 Stanford e-Japan and 2023 RSP honorees.
Top Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University
Hero Image
All News button
1
Subtitle

The following reflection is a guest post written by Asumi Kato, an alumna and honoree of the spring 2023 Stanford e-Japan course.

Date Label
Authors
Gary Mukai
News Type
Blogs
Date
Paragraphs

On May 24, 2024, Satoshi Yamaguchi, drummer (RADWIMPS) and Visiting Researcher at Keio University, gave an inspiring talk to alumni and students of all of SPICE’s 2023–2024 courses in China, Japan, and the United States. This was the first time that a special online session was held for all of SPICE’s courses. Rylan Sekiguchi facilitated the session, and Dr. Makiko Hirata served as an interpreter.

Drummer Satoshi Yamaguchi joined the rock band RADWIMPS as a freshman in college. When he was 20 years old, the band made its major label debut and quickly grew in popularity, earning multiple #1 hits, awards, and recognitions. According to Satoshi, “Everything was smooth sailing.” However, in 2009 Satoshi began to suffer from musicians’ dystonia, a condition that made it increasingly difficult for him to play the drums. According to Satoshi, “in 2015, in the middle of creating music for the megahit anime movie Your Name that would catapult RADWIMPS to worldwide fame, I made the difficult decision to leave the band on an indefinite hiatus. It was an extremely emotional and painful time for me.” Today Satoshi is a small business owner in a town called Hayama in Kanagawa Prefecture, Japan—growing rice and running an ice cream factory—and is also a Visiting Researcher at Keio University, where he conducts research on musicians’ dystonia with Dr. Shinya Fujii, Director of Neuromusiclab at Keio University Shonan Fujisawa Campus. He is also collaborating with Dr. Takako Fujioka, Professor of Music at Stanford University, who is a neuroscientist investigating brain functions related to music. Together they work on a research project that focuses on physical and psychological health issues in drummers in the United States. Satoshi hopes to understand his condition better and eventually return to the stage.

In the special online session, Satoshi shared his unique life experiences—both successes and setbacks—and how they have shaped his attitude and perspectives on life. In his opening comments, he noted, “I would be very happy if I could share with you some insights that I have gained through my experiences and words that have supported me during difficult times, and if they could provide some hints for your future life.” As students and alumni of SPICE’s courses reflected upon his talk, multiple insights that he shared especially stood out and are important lessons for youth. These insights are shared below through eight excerpts from his talk.

First, while reflecting on his youth, Satoshi noted,

Not long before I joined RADWIMPS, when I was in high school, I formed a metal rock band with my music-loving friends in my hometown of Yokohama and played the drums. I was so busy with my band and part-time job that I didn’t study much, especially English, which I was very bad at. It is hard to believe that I am speaking in English in front of you today.


Satoshi’s presentation in English to the biggest audience of students SPICE has ever convened was an inspiration for students who are studying English in Japan and China, and English language learners in the United States.

Second, while reflecting upon a band competition as a high school student, he noted,

… our [metal rock] band’s goal was to participate in a national high school music festival held once a year at Yokohama Arena! How fascinating to have the chance to perform on a stage big enough to hold 10,000 people, isn’t it? Of course, the auditions were tough, and we were unsuccessful in our first and second years, but in our third year, we finally made it to the finals. On the day of the show, we were full of confidence. After successfully completing our performance as the first band, we listened to our rivals, saying “None of the other bands were that good.” However, when I heard the last band’s song, I was shocked beyond belief. It was RADWIMPS. Some of the lyrics of one of their songs made me think that someone else seemed to know my heart better than I. RADWIMPS won the competition, my band lost.


Satoshi ended this segment of his talk by noting that “Perhaps the day will come when your biggest rival today will become your best friend.” This statement really seemed to have resonated in students, as they all knew that Satoshi eventually joined RADWIMPS.

Third, Satoshi reflected upon a life-long lesson that he learned from one of his fellow RADWIMPS band members. Satoshi recalled,

Toward the end of my first year of college, my [metal rock] band broke up and RADWIMPS was looking for a new drummer, which led to me joining. We were creating new songs, but at the time I could only hit a simple 8-note beat, which is often played in rock music. One day, Yojiro, the songwriter, said to me, “Satoshi, you are not allowed to play an 8-note beat without a reason.” When I was confused, he said, “We are going to make music that has never been made before. We are aiming for a future where a genre called RADWIMPS will be born, just like rock, pop, and jazz. To do that, you can’t just play the beats that have been around before, can you? You have to pursue your own new beat.” At another time, he said, “Your children and grandchildren will one day listen to the beats you play. Are you sure that’s the best beat?” It is embarrassing to look back now, but at the time I did not have his kind of vision at all.


Throughout his talk, Satoshi underscored the importance of creativity. I believe that his statement, “You have to pursue your own new beat,” has remained in the minds of many students. Another insight that he shared was that “Out of limitations come innovations. Being forbidden to play the 8-note beat, which I was most familiar with, allowed me to use my imagination, which had been dormant inside me, to ask, ‘What can I do then?’” One beat that was created at that time became the basis for the theme song of Your Name.

Fourth, while Satoshi openly shared his experience with musicians’ dystonia, I witnessed the very serious looks on the faces of the students and alumni. He reflected,

… when I was 24 years old, my right foot suddenly stopped moving while playing the drums. This was a symptom called musicians’ dystonia, as I later found out. The bass drum, played with the right foot, is the foundation of music. The dystonia made it impossible for me to express myself musically as I had imagined. For the next six years, I continued to perform, trying to do the best I could. However, the symptoms gradually became worse, eventually spreading to my left foot, and I no longer found pleasure in playing music. Then in 2015, I made the decision to give up being the drummer of my favorite band in the world and take an indefinite hiatus. It was one of the heaviest and most painful moments of my life.


I am confident that Satoshi’s reflections prompted many students to think about the “heaviest and most painful moments” in their lives and ask themselves, “What can we learn from these moments, and how can we use these lessons as we go through our lives?”

Fifth, Satoshi reflected upon the continued success of RADWIMPS and noted,

When I was exhausted both mentally and physically, I came across this town, Hayama…[with a view of] Mt. Fuji over the sea. When I saw this scenery, for the first time in a long time, I felt a sincere emotion. I loved the state of mind I was in when I was looking at this mountain. I felt that this town was calling me. Trusting this intuition, I decided to move to Hayama with my family. Shortly after I started living in Hayama, I encountered these rice terraces… as I deepened my relationships with local farmers, I learned that rice terraces were facing a number of difficulties and their survival was at risk. I began to wonder if I could do something about this place that had saved my life.


Hayama’s rice terraces are visited by Silicon Valley Keio International Program (SKIP), an international exchange program between Keio and Stanford students. Through such programs, Satoshi is giving back to his community by “respecting tradition while innovating it,” and Satoshi hopes that all students will consider this as well for communities that have made a difference in their lives.

Sixth, 20 years later, RADWIMPS has become one of Japan’s leading bands, and Satoshi commented that “my three sons sing our songs every day! I am now once again feeling the amazing power of having a vision.” Satoshi urged the audience to “imagine what the future looks like, and then truly believe that it can be realized,” which is such a powerful message for youth. Also, about half a year into his farming life, the film Your Name was released in September 2016. Satoshi was impressed with the film but felt that,

… the whole world was telling me, “You made the wrong choice.” And I couldn’t even listen to the past songs of RADWIMPS anymore. I was also disappointed in myself for not being able to honestly be happy about the success of a band without me. But it was also music that saved me from such feelings…. If success is all there is to life, then it might mean that I, who could not share in the worldwide success of Your Name, would be unhappy for the rest of my life. But is that really true? There might be other ways to find happiness. That’s how I came to think of it.


Following this reflection, Satoshi decided to seek his “own kind of honest enjoyment” and encourages students to seek theirs as well.

Seventh, during a recent research visit to Stanford University, he was introduced to Stanford Taiko through a student whom he met through SKIP, and also met Roy and PJ Hirabayashi, founding directors of San Jose Taiko. Sekiguchi, who moderated the seminar by Satoshi, used to be a performer with both Stanford Taiko and San Jose Taiko. Reflecting on a San Jose Taiko performance, Satoshi stated,

I have seen many shows in my life, but this was the first time I had ever seen an encore that not only involved all of the performers but the audience as well dancing in a circle. It made me rethink the essence of what music is. And as I played with people who truly love taiko and music, I gradually remembered the joy of playing instruments. After all, I want to play drums again… [While observing taiko and talking with PJ, Satoshi realized that] It is ‘using the voice to make the real bass drum sound.’ It happened while I was learning a new beat for taiko. In the taiko community, there is no musical score, and rhythmic patterns are taught orally.


He commented to students that “singing and the voice are the most fundamental instruments that humans have,” and that “other instruments are an extension of them.” He is currently working on the research and development of a new instrument using the voice. He believes that he will find his own “new sound” and the day will come when he will once again stand on stage as the drummer of RADWIMPS.

Eighth, Satoshi concluded his talk with two reflections on his life. The first was “Difficulties can be a catalyst to create new value.” He stated, “In life, difficulties are inevitable… No one in this world can live alone. Don’t be afraid to ask for help. Likewise, if someone asks you for advice, please listen intently with the attitude, ‘What can I do for you?’” The second was “What has been does not determine what will be, but what will be gives meaning to what has been.” He stated, “In the future, when you are choosing a career path, a place of employment, or anything else, you may be wondering, ‘Is this really the right choice?’ Or, after you have made your choice, you may feel that ‘This is not how it was supposed to be.’ I believe that the important thing is not what you choose, but what you do after you choose. I was on the verge of great global success but was unable to witness it. But I have been valuing what I enjoy, what I like, what I want to do, and as a result, I am living very happily now. If you ever lose your way in the future, I would be happy [if you] remember that there is someone living life like this.”

SPICE is grateful to Sabrina Ishimatsu for organizing this special online session. SPICE hopes to feature another musician in a second special online session in 2025.

To stay informed of SPICE news, join our email list and follow us on Facebook, X, and Instagram.

To learn more about SPICE’s student programs, visit our Student Programs page.

Read More

Yo-Yo Ma and Kinan Azmeh
Blogs

Kinan Azmeh and Yo-Yo Ma: Art in a Time of Crisis

On April 6, 2022, Silkroad will be performing at Stanford University.
Kinan Azmeh and Yo-Yo Ma: Art in a Time of Crisis
Jake (with colorful aloha shirt) with Graduate School of Education students and Professor Hideto Fukudome (next to Jake) at the University of Tokyo
Blogs

Ukulele Virtuoso Jake Shimabukuro Gives Lecture at the University of Tokyo

Students are also treated to a performance of several of his hits.
Ukulele Virtuoso Jake Shimabukuro Gives Lecture at the University of Tokyo
Makiko Hirata speaking at the TEACH Conference on May 5, 2023
Blogs

SPICE Instructor Dr. Makiko Hirata Offers Workshop on “Sound Communication: How Musicality Can Enhance Your Teaching”

The workshop was part of the Spring 2023 TEACH Conference, which explored the theme of belonging and wellness in teaching and learning.
SPICE Instructor Dr. Makiko Hirata Offers Workshop on “Sound Communication: How Musicality Can Enhance Your Teaching”
Hero Image
All News button
1
Subtitle

Satoshi Yamaguchi inspires students to overcome setbacks.

Date Label
Authors
Maiko Tamagawa Bacha
News Type
Blogs
Date
Paragraphs

The year 2024 is a milestone year for Kawasaki City as the city celebrates its 100th anniversary. Mayor Norihiko Fukuda kindly shared the following comment about the Stanford e-Kawasaki Program on this special occasion. (Photo below: 100th Anniversary Commemorative Ceremony at MUZA Kawasaki Symphony Hall on July 1, 2024; photo courtesy City of Kawasaki.)

Stanford e-Kawasaki, jointly offered by Kawasaki City and the Stanford Program on International and Cross-Cultural Education (SPICE) at Stanford University, aims to empower the youth in Kawasaki City to take on a new challenge towards their dreams and goals. Given that Kawasaki City’s remarkable growth has been driven by diversity and entrepreneurship, students in this course learn about these two important topics in depth. July 1, 2024, marks Kawasaki’s 100th anniversary, and I believe that diversity and entrepreneurship will continue to be the key to Kawasaki City’s further progress. It is my hope that Stanford e-Kawasaki will continue to equip students with knowledge and skills, and help them grow to become agents of change. I look forward to our continued cooperation with SPICE to achieve this goal.

 

Image
representatives standing in the center of the stage in front of an orchestra


As reflected in Mayor Fukuda’s comment, Kawasaki City highly values diversity. The city’s logo uses the Chinese character for 川 or “kawa” (river) for 川崎 (Kawasaki), and it is colored in red, green, and blue, symbolizing the commitment of Kawasaki City to creating new values, opportunities, and possibilities by embracing diversity. 

Image
logo of Kawasaki city in English and Japanese


I have visited this vibrant city to see my relatives and friends who live there, but I never knew why Kawasaki places such an importance on diversity. This made me curious about the city’s history.

Kawasaki first became an important place in the 17th century as a station on the Tokaido route connecting Kyoto with Tokyo (then “Edo”) where people from near and far gathered. Later in 1924, Kawasaki City was born with a population of approximately 50,000. Although the city suffered extensive destruction during World War II due to heavy air raids by the U.S. military targeting industrial facilities, Kawasaki developed rapidly after the war as one of the major industrial cities in Japan, attracting people not only from across the country but also from overseas. Today, its population is over 1.55 million, making it Japan’s sixth most populous city. Its neighboring city, Tokyo, is the most populous. Kawasaki is also one of Japan’s most ethnically diverse cities. More than 50,000 foreign residents live in Kawasaki, making up 3.3 percent of the city’s population.

With people constantly coming from across and outside of Japan, it is not hard to imagine what Kawasaki has experienced in terms of both the benefits and challenges of diversity. I admire Mayor Fukuda’s commitment to valuing diversity as the city’s strength and his efforts to encourage young people in Kawasaki to learn about this core value. I feel honored to support this important mission through the Stanford e-Kawasaki Program. As I prepare for the sixth year of the program, I took another look at my students’ reflections from last year’s course. Two students noted the following:

When I wrote my thoughts on the discussion board, other students who had the same or opposite opinions gave me some comments. It was very rewarding for me because some comments had the power to change my opinion or make my thinking deeper.

 

I still remember the time we talked on the discussion board. We talked about many topics, and I can’t count how many times I was impressed and inspired by my friends. I enjoyed the moment every time.


Every year students surprise me with how willing they are to share their thoughts and listen to different opinions. Although conformity is often described as a central feature of Japanese society, I learned from e-Kawasaki students that they feel joy and excitement when they learn something new. As one of my colleagues, Mia Kimura, mentioned in her article on e-Hiroshima, students are hungry for diversity. Therefore, one of my goals in this program continues to be providing a space where students see each other as unique individuals and feel encouraged to express themselves. Like the logo of Kawasaki City, I look forward to what shades of color each student will bring to future courses, and how they will change as they influence and learn from each other.

Two other students described their feelings at the end of last year’s course as follows.

‘I feel in my heart / That it’s the start of something new.’ This is a line from the song ‘Start of Something New’ in High School Musical. I feel that I can unlock my potential thanks to this program!

 

Thanks to the Stanford e-Kawasaki program, I realized that the future is hopeful, and we are free to take on a challenge and achieve our dreams to make a better world!!!!!


I hope that Stanford e-Kawasaki will continue to help empower students who will build the next 100 years of Kawasaki City.

To stay informed of SPICE news, join our email list and follow us on FacebookX, and Instagram.

Read More

Mayor Norihiko Fukuda and Maiko Tamagawa Bacha at the opening ceremony for Stanford e-Kawasaki, September 30, 2023
Blogs

Reflections on Stanford e-Kawasaki

Mayor Norihiko Fukuda delivers inspiring remarks during the fifth opening ceremony.
Reflections on Stanford e-Kawasaki
Students with Mayor Fukuda; photo courtesy Kawasaki City
Blogs

Kawasaki City Mayor Norihiko Fukuda Delivers Inspirational Comments to Students

Stanford e-Kawasaki closing ceremony held.
Kawasaki City Mayor Norihiko Fukuda Delivers Inspirational Comments to Students
group photos of student honorees
News

SPICE Honors Top Students in 2022–2023 Regional Programs in Japan

Congratulations to the 2022–2023 student honorees from Fukuoka, Kawasaki, Kobe, Oita, Tottori, and Wakayama.
SPICE Honors Top Students in 2022–2023 Regional Programs in Japan
All News button
1
Subtitle

Mayor Norihiko Fukuda underscores the importance of diversity and entrepreneurship in Kawasaki City’s remarkable growth over the past century.

Date Label
Subscribe to Japan