In March 2022, SPICE released Introduction to Issues in International Security, an online lecture series that was developed in consultation with the Center for International Security and Cooperation (CISAC). Four CISAC scholars are featured in accessible video lectures that aim to introduce high school students to various global security issues.

Dr. Ignacio Ornelas Rodriguez, high school educator, historian, and researcher, was an advisor to the first cohort of high school students to engage with the lectures. Ornelas guided students from San Jose and Salinas through the video lectures and accompanying curriculum. Students took the initiative to complete the series and assignments on top of their regular schoolwork.

Ornelas’s efforts culminated in the inaugural International Security Symposium that was held on May 26, 2022. The four CISAC scholars gathered online with the first cohort of students. The objectives of the symposium were to offer students a chance to interact with leading scholars in the field of international security and to learn from the scholars about careers in the field.

The scholars, who are featured in the lecture series and who were present during the symposium, are:

Dr. Martha Crenshaw, Senior Fellow, Freeman Spogli Institute for International Studies (Terrorism and Counterterrorism)

The Honorable Rose Gottemoeller, former Deputy Secretary General of NATO and Frank E. and Arthur W. Payne Distinguished Lecturer at Freeman Spogli Institute for International Studies (International Security and North Korea’s Nuclear Program)

Dr. Norman Naimark, Professor of History and Senior Fellow, Hoover Institution and the Freeman Spogli Institute for International Studies (Ethnic Cleansing and Genocide)

Dr. Megan J. Palmer, Executive Director of Bio Policy and Leadership Initiatives at Stanford University, Adjunct Professor in the department of Bioengineering, and Affiliate of the Center for International Security and Cooperation (Biosecurity)

During the symposium, the scholars shared key turning points in their careers and how they came to be in their fields of expertise. This was followed by student presentations in breakout sessions, where the students were given the opportunity to present on one of the four topics covered in Introduction to Issues in International Security.

In the breakout session on ethnic cleansing and genocide, Professor Naimark was impressed by how the students had absorbed the most important lessons of the material on mass atrocities: 1) that ethnic cleansing and genocide are an important part of human history, and 2) that these are phenomena that need to be studied and understood in order to prevent them from repeating in the future.

The student participants from Salinas were recently featured in an article in The Salinas Californian. Alisal High School student Ashley Corral commented that the series “brought awareness to COVID, mass atrocities and weapons,” and “it was really helpful that students from Salinas Valley could have that opportunity.” Another student, Bilha Piceno said, “It lets me see if this is something that I’m interested in."

The lecture series encourages students to think about international security not only on a broader level, but also how they can contribute to the safety of the world as global citizens starting with their own communities. Given the success of the first symposium, CISAC and SPICE hope to expand on the lecture series, which is part of their DEI-focused efforts, and reach more underrepresented minority students.

SPICE continues to expand its regional programs for high school students in Japan. This year marked the launch of the Stanford e-Kobe program, which joins the previously established programs, Stanford e-Hiroshima, Stanford e-Kawasaki, Stanford e-Oita, and Stanford e-Tottori.

These online courses are a collaboration between SPICE and local government and school officials in Japan and challenge students to think critically about global themes related to U.S. society and culture and U.S.–Japan relations.

All five courses have now finished their 2021–2022 term. This summer, two top students from each program will present their final research projects and be honored at a virtual event hosted by SPICE, Stanford University. Congratulations to the ten honorees below on their excellent academic achievement!

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

Student Honoree: Minori Imai
School: Hiroshima Prefectural Kuremitsuta High School
Project Title: All Lives Are Important

Student Honoree: Yui Miyake
School: Hiroshima Prefectural Hiroshima High School
Project Title: U.S. Prison System: How the Country’s History of Racial Inequality Drives the High Rate of Incarceration in America

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

Student Honoree: Sayaka Kiyotomo
School: Kawasaki High School
Project Title: How Can We Improve Junior and Senior High School English Education in Japan?

Student Honoree: Anne Fukushima
School: Tachibana High School
Project Title: How Are Invisible Disorders Accepted in the United States and Japan?

Stanford e-Kobe (Instructor Alison Harsch)

Student Honoree: Nonoha Toji
School: Kobe University Secondary School
Project Title: How to Foster Entrepreneurship in School Days: Between U.S. and Japan

Student Honoree: Cullen Hiroki Morita
School: Kobe Municipal Fukiai High School
Project Title: The Different Work-Life Balance in Japan and America

Stanford e-Oita (Instructor Kasumi Yamashita)

Student Honoree: Rina Imai
School: Usa High School
Project Title: Learn About War and Peace Through the Naval Air Base Bunkers in Oita

Student Honoree: Yuki Nojiri
School: Hofu High School
Project Title: I Want to Live in the Second House of the Three Little Pigs

Stanford e-Tottori (Instructor Jonas Edman)

Student Honoree: Sakurako Kano
School: Tottori Keiai High School
Project Title: Being Proactive

Student Honoree: Yuki Yamane
School: Tottori Nishi High School
Project Title: The Effect of Collectivism and Individualism on Education

The SPICE staff is looking forward to honoring these ten students in a virtual ceremony on August 9, 2022 (August 10 in Japan). Each student will be given the opportunity to make a formal presentation to members of the Stanford community, the Consulate General of Japan in San Francisco, and the Japanese community in the San Francisco Bay Area.

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).

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In 2015, SPICE launched Stanford e-Japan, an online course for high school students in Japan that is generously supported by the Yanai Tadashi Foundation, Tokyo, Japan. The two key objectives of Stanford e-Japan are to introduce the students to U.S.–Japan relations and to also encourage the students to consider studying in the United States. Since then, many Stanford e-Japan alumni have spent time or are spending time studying at U.S. colleges as exchange students and as four-year undergraduates. The two Stanford e-Japan instructors are Waka Brown (spring course) and Meiko Kotani (fall course). On May 13, 2022, Brown organized and facilitated a session that introduced her students to opportunities to study abroad.

The session began with comments by Chizuru Sasada, Senior EducationUSA Advisor of Fulbright Japan; Vincent Flores, EducationUSA Regional Educational Advising Coordinator for Northeast Asia and the Pacific; and Kaede Ishidate, an intern at EducationUSA and student at Harvard University. EducationUSA is a U.S. Department of State network of international student advising centers in many countries and territories that provides free advice and comprehensive information to prospective students wishing to study at U.S. colleges and universities. Sasada and Flores offered advice on studying abroad and noted, “There’s nothing like ‘being there!’” and fielded questions from the Stanford e-Japan students on topics such as college application essays, balancing extracurricular activities, and letters of recommendation.

After the comments by Sasada, Flores, and Ishidate, the Stanford e-Japan students were offered the opportunity to meet with Japanese students who are currently studying at colleges abroad in breakout groups. The breakout groups were led by the following college students:

• Ryusei Best Hayashi (University of California, Berkeley) is majoring in Business Administration and Political Science and was a participant in the Stanford e-Japan Spring 2020 course. He is half-Mexican and half-Japanese, and was born in Mexico. He studied at Aoba-Japan International School, Tokyo.
• Anna Matsumoto (Stanford University) is studying Mechanical Engineering. She is a Yanai Tadashi Scholar and is from Tokushima, Japan. She attended Tokushima Bunri High School, Tokushima. The New York Times featured her in an article in 2021.
• Ayano Shirakawa (University of British Columbia, Canada) participated in the Stanford e-Japan Spring 2019 course and is studying at UBC Sauder School of Business majoring in Commerce and minoring in Law & Society. She was born and raised in Kobe, Japan, and attended the Canadian Academy.
• Keilyn Tai (Brigham Young University) grew up in Hong Kong before moving to Japan to attend high school at Shibuya Makuhari Senior High School, Chiba, Japan. She participated in the Stanford e-Japan Fall 2020 course. She is considering Computer Science as a major.
• Hannah Tauchi (University of California, San Diego) is majoring in Bioengineering with a focus on biotechnology. She participated in the Stanford e-Japan Spring 2017 course and was a student at Futaba High School, Tokyo. She is a Yanai Tadashi Scholar.
   

Reflecting on the breakout sessions, the Stanford e-Japan students shared takeaways from their discussions about the college admission process. These included:

• Scholarship opportunities such as the Yanai Tadashi Foundation International Scholarship Program
• Extracurriculars and internship programs
• Mental health and life-study balance
• Initiative-taking
• English abilities
• Liberal arts colleges vs. research universities
   

In closing, Brown underscored the importance of the takeaways, encouraged her students to explore new opportunities, and also reassured them that it is okay if they as high school students do not yet know what they want to do in their lives. She also noted the importance of a good “college fit.” Reflecting upon the session, she noted, “I am so grateful to Sasada-san, Vincent, Kaede, the Yanai Scholars, and Stanford e-Japan alumni for the insight that they provided my students. I wish that I had such invaluable advice when I was a high school student.”

Reflecting on the session, Ishidate noted, “I was very impressed by the students from the Stanford e-Japan program who were all highly motivated and eager to ask questions about study abroad opportunities in the U.S. It was encouraging to see that they have access to the right resources and even more, that they have the mindset to expand their horizons and pursue their goals. While I was only able to speak with them for a short amount of time, I myself felt inspired by the students to continue my own academic journey!”

This press release was originally published by the University of Tokyo. It discusses a new study, published by Lancet Public Health and co-authored by researchers from the University of Tokyo along with FSI Senior Fellow Karen Eggleston, director of the Asia Health Policy Program at APARC, and Jay Bhattacharya, Professor of Health Policy and director of the Center for Demography and Economics of Health and Aging at Stanford.

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A new detailed microsimulation, using a database of 40 million people, has examined the future of Japan’s aging population up to 2043. It projects that more people will live longer, and that overall years spent living with dementia will decrease. However, the model highlighted the diversity of impacts on different segments of the population, as Japanese women with a less than high school education aged 75 and over may be disproportionately affected by both dementia and frailty. Better understanding where health gaps like this exist can help inform public health planning, to minimize future economic costs and support those most in need.

Taking care of the older members of society is a common concern around the world. Japan is famous for its long-lived residents, the number of which continues to rise. In 2020, almost 30% of the Japanese population was aged 65 years or older, and this age group is not projected to peak until 2034. Caring for people with age-related ailments, such as dementia and frailty, poses a challenge both to individuals and public health care systems.

Microsimulation models, which are computer models that can provide detailed analysis on an individual basis, are currently used to project future population health in some countries, such as the U.K. and the U.S. Professor Hideki Hashimoto and researchers at the University of Tokyo, along with researchers from Stanford University in the U.S., wanted to create a new microsimulation model for Japan, which would take into account more diverse conditions than had been considered before.

“We developed a new Japanese microsimulation model that accounts for 13 chronic conditions (including heart disease, stroke, diabetes, depression and dependency), as well as frailty and dementia,” explained Hashimoto. “Using an ultralarge data system, we were able to ‘follow’ a virtual cohort of more than 40 million people aged 60 and over from 2016 to 2043.”

According to Hashimoto, projections of aging in Japan usually rely on the “average” status of older people and so don’t consider the diversity of the population. “I believe that problems of aging are a matter of health gaps over the course of people’s lives,” he said. “Our projection brings attention to a widening health gap among older people. It highlighted that women with a less than high school education aged 75 or over are more likely to be affected.”

Identifying where health gaps like this exist could be used to better inform public policy, not only about health care but other influential aspects of life. “Japan’s case may suggest that improvement in educational attainment, as well as population health, could be a key to making a healthier and more manageable aging society,” said Hashimoto.

Positively, this study shows hope for a future where many people live longer and more healthy lives. “People might believe that an increase in cases of dementia is inescapable, given population aging. However, in this study we found that in Japan, despite an aging population, the number of people with dementia is expected to decrease over the next two decades,” said Hashimoto. “Population aging does not necessarily mean an increase of social burden for care, but it does bring a diversity of problems that requires careful study and science-based policy attention, to close the health gap.”

Mayor Norihiko Fukuda of Kawasaki City—the sixth most populous city in Japan—spoke during the closing ceremony of Stanford e-Kawasaki on March 29, 2022. The ceremony marked the end of the third-year offering of Stanford e-Kawasaki, which is taught by Instructor Maiko Tamagawa Bacha. Nineteen students representing Kawasaki High School and Tachibana High School successfully completed the course and each received a certificate from Mayor Fukuda as Bacha announced each student’s name.

Stanford e-Kawasaki focuses on two themes, entrepreneurship and diversity. In Mayor Fukuda’s comments to students, he noted that with people coming from across and outside of Japan to Kawasaki, the city has developed to become a city of 1.54 million people and one of the most diverse cities in Japan. Given this, Fukuda underscored the importance of having students value diversity, and stated, “I want young people in Kawasaki to appreciate this core value.” He continued,

This year’s course featured a diverse group of speakers, including a panel of Japan Exchange and Teaching (JET) Program alumni who spoke about diversity in the United States. The panelists included Jeffrey Fleischman, Cerell Rivera, and Kai Wiesner-Hanks, who spoke on topics such as ethnic diversity, gender equality and identity, religious diversity, and cultural diversity. Bacha is a former Advisor for Educational Affairs at the Consulate General of Japan in San Francisco and one of her major responsibilities was overseeing the JET Program. She commented, “It was particularly gratifying for me to provide a platform for JET alumni to continue to offer their support to students in Japan.” Other sessions were led by Dr. Stephen Murphy-Shigematsu who addressed the central question, “What is diversity?,” and also discussed diversity issues in Japan, and Stanford graduate student Alinea Tucker, who spoke on “Black Lives Matter.”

In the area of entrepreneurship, Miwa Seki, General Partner, M Power Partners, provided perspectives as an investor, and Sukemasa Kabayama, Founder and CEO of Uplift Labs, shared his journey as an entrepreneur in Japan and in the United States.

A highlight of the closing ceremony was the announcement of the two honorees of Stanford e-Kawasaki. They are Sayaka Kiyotomo from Kawasaki High School and Anne Fukushima from Tachibana High School.

Reflecting on the three years of teaching the course, Bacha noted, “Since the inception of Stanford e-Kawasaki, Mayor Fukuda’s unwavering commitment has without a doubt contributed greatly to the success of the course. The students and I have always felt his support.” After the ceremony, Mayor Fukuda brought the students to one of his meeting rooms and engaged them in informal discussions. His formal and informal comments were very inspirational to the students.

I am most grateful to Mayor Norihiko Fukuda for his vision and for making this course possible. I would also like to express my appreciation to Mr. Nihei and Mr. Katsurayama from the Kawasaki Board of Education; and Mr. Abe, Mr. Tanaka, Mr. Kawato, and especially Mr. Inoue from Kawasaki City for their unwavering support. Importantly, I would like to express my appreciation to Principal Iwaki and his staff of Kawasaki High School and Principal Takai and his staff from Tachibana High School for their engagement with Stanford e-Kawasaki. An article in Japanese about the closing ceremony that was published by Kawasaki City can be found here.

U.S.-based donors and international organizations have long dominated the development sector, but their Asian peers are increasingly challenging Western hegemony in the field, argues APARC Postdoctoral Fellow in Contemporary Asia Mary-Collier Wilks.

Wilks is currently at work on a book project that examines variation in ‘aid chains,’ or the links through which programs travel from donors to international nongovernmental organizations (INGOs), and finally to implementing partners. Her ethnographic research examines two aid chains focused on the delivery of women’s health services in Cambodia. After completing her residency at APARC this summer, she will head to the University of North Carolina Wilmington to start a tenure track position at the Department of Sociology.

In the following Q&A, Wilks discusses her research and fellowship experience at Stanford. The interview was slightly edited for length and clarity.

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Your research centers on meaning-making and power dynamics in international organizations. What drew you to this topic?

Before going to graduate school, I worked at a Cambodian NGO, Social Services of Cambodia, that implemented social welfare programs for women and children. While there, I observed conversations between the foreign director, local staff, donors, and beneficiaries, and noticed how these interactions shaped SSC’s work. I was particularly struck by how differently donors from various nations defined gender empowerment. These questions evolved into a desire to go to graduate school and study how donor differences impact international development programs in Southeast Asia.

You are working on your first book. Can you tell us a bit about what to expect from it?

During my postdoctoral fellowship at APARC, I’m focusing on transforming my dissertation into a book. Learning to write a book is a difficult, unique, and rewarding process in and of itself! It’s still a work in progress, but the book argues that the global development sector is shifting. Donors and international organizations based in the United States, Europe, and Australia have long been dominant actors, producing prevailing global norms around “good development.” However, East Asian nations are increasingly vying for influence and offering new, alternative models for development. As a case study of these transformations, I conduct a multi-sited ethnography of two INGOs, one from the United States and the other from Japan, that implement development programs in Cambodia.

I see Cambodian practitioners render the above geopolitical transformations meaningful in their own lives by discussing two “development imaginaries” or narratives about the best way for society to develop, one “Asian” and the other “Western.” Consequently, I contend Cambodia is a case of a larger phenomenon in which Asian donors and development organizations are playing a more prominent role, challenging Western hegemony in the development sector and producing new development norms. This book is therefore trying to tell a dual story about the macro-level geopolitical transformations taking place in the development space in Cambodia, and Asia more generally, and the micro-level meanings, practices, and contradictions that these changes create in the lives of the people living through them.

You have mentioned your interest in how people encounter international development and foreign aid in their everyday lives. What are some aspects of those encounters that you find revealing about the dynamics of global development?

Cambodia is a nation where international donors have a lot of power. But, that’s never the whole story. Development is never just donor-driven. In my work, I try to center the ways Cambodian practitioners make sense of, adapt, or resist donor visions of their nation’s development.

For instance, during my fieldwork, I met an NGO director who I’ll call Rith and whose career trajectory can provide us with some insights. Rith was born in 1979, at the very end of the Khmer Rouge regime. In his twenties, he decided to become a monk to bring merit to his family. In the late 1990s, Rith started noticing the influx of foreign aid funding and the proliferating numbers of international and local NGOs in his country. In 2000, he decided to quit being a monk to open an NGO. He turned out to be a savvy fundraiser, securing funding for his NGO to implement multiple health, education, and economic empowerment projects. However, when I met him in 2019, Rith told me he thought “it might be time to change paths” because NGO funding from Western donors “is not like it was ten years ago.” Two years later, he became the co-CEO of a private construction and sourcing company that takes advantage of the numerous infrastructure development loans China provides to Cambodia.

You can therefore observe how the larger geopolitical changes Cambodia undergoes play out in a micro-way in Rith’s strategic career choices as he shifts from being a monk to an NGO director to a CEO.

What do you see as some of the biggest challenges to delivering aid via INGOs?

There are several answers to this question floating around in my data. One that immediately comes to mind is synchronization. Despite a shared aim of improving women’s health, INGOs from the United States and Japan implement very different kinds of programs in Cambodia. Japanese INGOs focus on strengthening government-provided maternal health services in Cambodia. In contrast, U.S. organizations are more likely to promote a diverse maternal and reproductive healthcare sector, including private providers and civil society advocacy. I’ve also found that INGOs that originate in the United States and Japan are unaware of each other’s distinctive projects. Often, U.S. INGO directors and donors don’t even know Japanese NGOs exist!

While they work with different stakeholders, I believe that projects that support a strong state and those that encourage the market and nonprofit actors could be synchronized for more effective aid. To start with, U.S.-based INGOs sometimes try to upgrade private clinics, provide education, and refer beneficiaries to women’s health services in the same regions where Japanese INGOs support public clinics. On a basic level, if you could just get the INGO directors from Japan and the U.S. organizations that are working in the same areas to sit down together, U.S. INGO health educators might be able to do things like referring to improved private and public clinics if they know which public clinics the Japanese INGO works with, or collaborate on healthcare provision training for private and public clinic doctors.  

Beyond your book project, what are you working on while at APARC? How has your time here advanced your research?

The main thing a postdoctoral fellowship affords is the privilege of time to read and write. Outside of the book project, I have been able to work on two other papers while here at Stanford. One article proposes to theorize the process of “script decoupling” and why INGOs might formally adopt the same global script but enact it very differently in implementation. The second paper investigates how the meanings of aid money in NGOs is shaped by the business cultures of donor and recipient nations. I plan to have both papers under review before I leave APARC at the end of July.

Being at APARC has provided me with numerous opportunities to discover insightful, new perspectives on my research projects and career prospects from my postdoctoral advisor, Kiyoteru Tsutsui, as well as various other faculty, fellows, and associates here. For instance, Kiyo is starting a Japanese studies lunch-and-learning session where fellows get to meet and discuss their research. I’m particularly interested in the policy-oriented lectures and learning how to articulate that side of my research since that’s something I wasn’t taught to do in graduate school. Overall, my time at Stanford has been invigorating for my research and writing process. I’ve enjoyed being part of the learning community at FSI and the university at large, and have greatly benefited from connecting with different scholars and working groups across campus.

Has the Covid-19 pandemic affected your ability to travel and do research? How have you adapted?

I was incredibly lucky because I completed my international fieldwork in the fall of 2019. So I was able to collect all the data I needed for my dissertation before the pandemic hit us hard. But, due to Covid, I was not able to do the follow-up field visits that I wanted to do in order to find out what happened when the two INGOs I studied completed their projects. Also, continuing connections in the field for new ideas and the next research project is important for an ethnographer. I have done what I could to catch up with Cambodian friends and practitioners over Zoom. Now that Cambodia has lifted its quarantine requirements, I may be able to return this summer. 

What is on the horizon for you? What's next?

As I have wanted to be a college professor since I was 19 (after I gave up my dream of being a pop singer), I’m extremely happy to share I was offered a tenure track position in the Department of Sociology at the University of North Carolina Wilmington! I’ll be starting there in the fall and continuing my research on international development and Southeast Asia.

On March 22, 2022, APARC's Japan Program welcomed a delegation from the Embassy of Japan in the United States and the Consulate-General of Japan in San Francisco, including Ambassador Koji Tomita and Consul-General Hiroshi Kawamura, who met with a joint panel of scholars and administrators from Stanford and the University of California, Berkeley for a discussion about fostering a greater understanding of Japan studies in the United States.

APARC Deputy Director and Japan Program Director Kiyoteru Tsutsui presented data on enrollment and employment statistics for Japanese studies in higher education. According to the report, Japanese studies have been in a slow state of decline since the late 1980s, when many in the United States viewed Japan as an economic threat and the country was not as well-understood as it is today. Despite this decline, students today are still very interested in studying Japan and are eager to visit the country.

Naomi Funahashi, Manager of the Reischauer Scholars Program and Teacher Professional Development at the Stanford Program on International and Cross-Cultural Education (SPICE), presented outcomes from SPICE's outreach efforts and promotion of Japanese studies in the K-14 context. Funahashi indicated strong interest in and engagement with SPICE curricular units focused on Japan and with its local student programs in six regions, one university, and two high schools in Japan.

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Professor Junko Habu, Chair of the Center for Japanese Studies (CJS) and Professor of Anthropology at UC Berkeley, along with Kumi Sawada Hadler, Program Director of CJS, described logistical challenges Japan scholars have faced during the COVID-19 pandemic, including the inability to access the country under lockdown, and indicated that, across the board, universities are not providing as much support for Japanese studies as they used to, especially in terms of endowed faculty positions and departmental "slots" specifically for Japan specialists.

Ambassador Tomita and Consul-General Kawamura agreed that more support was needed to bolster scholarships of Japan. Ambassador Tomita stated that over his long career, he has seen the theoretical focus of Japan studies in the United States shift away from bilateral relations between the two countries toward the region at large. He noted that the public discussion is increasingly directed at Japan as part of a broader complex of nations in East Asia. Consul-General Kawamura indicated that the pandemic has posed a host of challenges for his office but that Japan will continue to open its doors to scholars in the future. 

The meeting concluded with a reaffirmation of the longstanding and crucial relationship between the two nations and of the importance of Japan studies in the United States in fostering fruitful collaboration between the two nations. 

Stanford e-Fukuoka is an online course that SPICE offers to high school students in Fukuoka Prefecture. Taught by Kasumi Yamashita, Stanford e-Fukuoka was launched this year with the support of the Fukuoka Prefectural Government and the U.S. Consulate Fukuoka. SPICE is grateful to Governor Seitaro Hattori and Principal Officer John C. Taylor for their vision and leadership. SPICE is grateful to Yuki Kondo-Shah, Public Affairs Officer, U.S. Consulate Fukuoka for her initiative and dedication to make this course a reality. SPICE is also appreciative of Chie Inuzuka, Director, Fukuoka American Center, who serves as a liaison between Fukuoka and SPICE for her unwavering support.

The Japanese proverb, 見ぬが花 (minu ga hana) or “Not seeing is a flower,” is sometimes translated as “Reality is never as good as one’s imagination.” This proverb crossed my mind during the lead-up to the opening ceremony for Stanford e-Fukuoka because the synergy leading up to the opening ceremony seemed almost too ideal.

Since 2019, Yuki Kondo-Shah has served as a guest speaker for SPICE’s Stanford e-Japan, a national online course for Japanese high school students that is supported by the Yanai Tadashi Foundation. When Kondo-Shah and I spoke a year ago about the possibility of launching Stanford e-Fukuoka, we spoke not only about Fukuoka as a breeding ground of new startups and innovation with ties to Silicon Valley, but also about the fact that many thousands of early immigrants to the United States in the late 19th and early 20th centuries trace their roots to the prefecture—thus, establishing a unique historical link between Fukuoka and the Japanese American community.

As Kondo-Shah and I spoke about the possibility of launching Stanford e-Fukuoka, my colleague, Kasumi Yamashita, was the instructor whom I had in mind from the outset. Yamashita had been on the Japan Exchange and Teaching (JET) Program in Fukuoka Prefecture for several years and I knew of her strong emotional ties to the prefecture. Once the course was approved by Governor Seitaro Hattori, Yamashita immediately accepted the position as instructor.

The opening ceremony was held on March 4, 2022 and moderated by Kondo Shah, and three dignitaries made welcoming remarks. First, Governor Hattori stated, “As Governor of Fukuoka, I take on the challenge set before me to foster the next generation of Fukuoka’s leaders who can compete in the global marketplace and be called upon by the international community. To ensure Fukuoka’s engagement in the global arena, we must gain multicultural competence and exchange ideas with people of diverse backgrounds. We must nurture our students to become global citizens.”

Second, Principal Officer Taylor noted the vision to make Fukuoka “an international hub” and how Stanford e-Fukuoka students “will become young leaders who will contribute to the growth and internationalization of the city… I believe that this Stanford program is a wonderful investment of your time and a way to gain those important skills.”

Third, Ambassador Emanuel expressed that “Throughout the last two and a half years, many of you have faced incredible challenges. But, here you are today, taking advantage of this exceptional international exchange program with one of America’s greatest universities that’s known worldwide… Through this program, you will learn about how important the United States and Japan are to each other. My hope is that you become future leaders to bridge our countries and build bridges of friendship.”

Following these comments, Yamashita shared fond remembrances of her JET Program years in Fukuoka and as she mentioned the schools with which she worked, one could see many nodding heads and smiles among the 30 students. She mapped out her vision for Stanford e-Fukuoka. This was followed by each student sharing his or her ambitions with the course and these prompted nodding heads and smiles among the adults in attendance.

In reality, seeing the ceremony unfold turned out to be even better than I had imagined. The proverb, “Not seeing is a flower,” was disproven on this occasion. In fact, taking part in the ceremony was like seeing 30 cherry blossoms begin to bloom—just as cherry blossom season begins in Fukuoka. With Yamashita’s mentorship and the continued support of the Fukuoka Prefectural Government and U.S. Consulate Fukuoka, I trust that each one will fully bloom during the course itself.