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Webinar recording: https://youtu.be/sQBR-NZBWks

 

Webinar Description:

On March 18, 2021, the California Department of Education adopted the Ethnic Studies Model Curriculum. Chapter 3 of the Model Curriculum includes a section on “Native American Studies.” Three Native and Indigenous educators will reflect on this and the state of ethnic studies in their regions. The educators are Dr. Harold Begay, Dr. Sachi Edwards, and Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano. Kasumi Yamashita will serve as the moderator of the panel. She is an Instructor for SPICE and was trained as a cultural anthropologist at Harvard University and was a Fulbright Scholar to Brazil.

Some of the topics that will be addressed include (1) the various academic field names of the study of Native and Indigenous people; (2) the complexity and diversity of Native and Indigenous people’s experiences, highlighting key concepts like indigeneity, settler colonialism, diaspora, social justice and activism; and ontological and epistemological philosophy; and (3) recommended resources for K–12 educators.

These topics are not only relevant to teachers in California but to teachers in other states as well. K–12 educators and administrators are encouraged to sign up at https://bit.ly/3z4kxtc.

This webinar is a joint collaboration between the National Consortium for Teaching about Asia (NCTA), Center for East Asian Studies, and SPICE.
 

Featured Speakers:

Dr. Harold Begay

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Harold headshot

Dr. Harold Begay, Superintendent of Schools, Navajo Nation, was raised on the Navajo Nation in northern Arizona, amid a deep bicultural chasm irrevocably bound by his traditional Dine’ (Navajo) culture upbringing and mainstream Western Greco-Roman education in the United States. He completed his Ph.D. in school finance/economics, concentrating his advanced studies in educational administration, bilingual education, and social foundations of education from the University of Arizona. Dr. Begay has worked in several Native American school districts in different teaching and administrative capacities over a span of 25 years. Has been a Visiting Scholar at U.C. Berkeley and is currently doing transnational educational work with Stanford University.


Dr. Sachi Edwards

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Dr. Sachi Edwards is a Faculty Member at Soka University in Tokyo, Japan, and also a Lecturer in the Educational Foundations department at the University of Hawaiʻi, Mānoa. Her areas of research include higher education, internationalization, and religious identity, diversity, and oppression. Dr. Edwards received a Ph.D. in higher education from the University of Maryland, College Park. She teaches classes about higher education, international and intercultural education, educational theory/philosophy, qualitative research methods, and academic writing. She was recently featured with Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano in discussion on “Ainu in Diaspora: Rising from Shame, Honoring Ainu Resilience,” hosted by the Japanese American Memorial Pilgrimages.


Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano

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Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano is Vice Principal of the Hawaiian language immersion school, Ke Kula Kaiapuni ʻo Ānuenue, Honolulu, Hawaiʻi. She is an Ainu-Hawaiian scholar and educator who works in the field of indigenous language and culture restoration. She did her doctoral work at the University of Hawaiʻi, Mānoa. Dr. Hayashi-Simpliciano recently gave a talk on “Ainu in Diaspora History,” hosted by the Japanese American Memorial Pilgrimages.

Via Zoom Webinar. Registration Link: https://bit.ly/3z4kxtc.

Dr. Harold Begay Superintendent of Schools, Navajo Nation
Dr. Sachi Edwards Faculty Member at Soka University in Tokyo, Japan
Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano Vice Principal, Ke Kula Kaiapuni ʻo Ānuenue, Honolulu, Hawaiʻi
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SPICE currently runs four regional programs for high school students in Japan: Stanford e-Hiroshima, Stanford e-Kawasaki, Stanford e-Oita, and Stanford e-Tottori. These online courses are coordinated in collaboration with school and government officials at the city and prefectural levels, with the goal of presenting creative and innovative approaches to teaching Japanese high school students about U.S. society and culture and global themes.

All four courses recently finished their 2020–21 term. This summer, two top students from each course will be honored through a virtual event hosted by SPICE, Stanford University. Congratulations to the eight honorees below on their academic excellence!

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

Student Honoree: Sara Arakawa
School: Hiroshima Prefectural Hiroshima Kokutaiji Senior High School
Project Title: Silicon Valley: Secrets Behind Success

Student Honoree: Chika Isone
School: Hiroshima Prefectural Hiroshima Senior High School
Project Title: Making Innovation by Design Thinking in Silicon Valley

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

Student Honoree: Eric Silang
School: Kawasaki High School
Project Title: Humor and America

Student Honoree: Shunya Tani
School: Kawasaki High School
Project Title: Possible Ways to Promote Renewable Energy in Japan and the U.S.

Stanford e-Oita (Instructor Kasumi Yamashita)

Student Honoree: Hana Burkart
School: Hofu High School
Project Title: Social Discrimination Against Foreigners in Japan

Student Honoree: Yayano Okuda
School: Usa High School
Project Title: Environmental Education

Stanford e-Tottori (Instructor Jonas Edman)

Student Honoree: Eri Tamura
School: Tottori Nishi High School
Project Title: Teachers’ Treatment in the U.S.

Student Honoree: Hinata Yonemura
School: Yonago Higashi High School
Project Title: Veganism: How Japanese Society Can Promote It


The SPICE staff is looking forward to honoring these eight students in a virtual ceremony on August 23, 2021 (August 24 in Japan). Each student will be given the opportunity to make a formal presentation to members of the Stanford community 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).

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

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Congratulations to the eight student honorees from Hiroshima Prefecture, Kawasaki City, Oita Prefecture, and Tottori Prefecture.

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Please note that the event end time has changed to 1 PM (PT) due to a last-minute schedule conflict for our speakers.


This is a virtual event. Please click here to register and generate a link to the talk. 
The link will be unique to you; please save it and do not share it with others.

 

Kurt Campbell, Deputy Assistant to the President and Coordinator for Indo-Pacific Affairs, United States National Security Council (NSC); and Laura Rosenberger, Special Assistant to the President and Senior Director for China and Taiwan, NSC, will discuss President Biden’s China strategy, how it might differ from that of the Trump administration, and how the US can best pursue its values and interests amidst China’s rise in the Indo-Pacific. 

The Oksenberg Conference, held annually honors the legacy of the late Professor Michel Oksenberg (1938–2001) who was a senior fellow at Shorenstein APARC and the Freeman Spogli Institute for International Studies. Professor Oksenberg also served as a key member of the National Security Council when the United States normalized relations with China, and consistently urged that the United States engage with Asia in a more considered manner. In tribute, the Oksenberg Lecture recognizes distinguished individuals who have helped to advance understanding between the United States and the nations of the Asia-Pacific.

 

Speakers 
 

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Portrait of Kurt Campbell
Kurt M. Campbell serves as Deputy Assistant to the President and Coordinator for Indo-Pacific Affairs on the United States National Security Council. He was previously Chairman and CEO of The Asia Group, LLC, a strategic advisory and capital management group. From 2009 to 2013, he served as the Assistant Secretary of State for East Asian and Pacific Affairs, where he is widely credited as being a key architect of the “pivot to Asia.” For advancing a comprehensive US strategy that took him to every corner of the Asia-Pacific region, Secretary Hillary Clinton awarded him the Secretary of State’s Distinguished Service Award (2013) — the nation’s highest diplomatic honor. Campbell was formerly the CEO and Co-Founder of the Center for a New American Security and concurrently served as the Director of the Aspen Strategy Group and Chairman of the Editorial Board of the Washington Quarterly. He is the author or editor of ten books including Difficult Transitions: Why Presidents Fail in Foreign Policy at the Outset of Power and Hard Power: The New Politics of National Security. He received his BA from UC San Diego and his Doctorate in International Relations from Brasenose College at Oxford University.
 

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Portrait of Laura Rosenberger
Laura Rosenberger serves as Special Assistant to the President and Senior Director for China and Taiwan on the United States National Security Council (NSC). Rosenberger was most recently the director of the Alliance for Securing Democracy and a senior fellow at The German Marshall Fund (GMF) of the United States. Before she joined GMF, she was foreign policy advisor for Hillary for America, where she coordinated development of the campaign’s national security policies, messaging, and strategy. Prior to that, she served in a range of positions at the State Department and the NSC. As chief of staff to Deputy Secretary of State Anthony Blinken and later as then-Deputy National Security Advisor Blinken’s senior advisor, she counseled on the full range of national security policy. In her role at the NSC, she also managed the interagency Deputies Committee, the U.S. government’s senior-level interagency decision-making forum on our country’s most pressing national security issues. Rosenberger also has extensive background in the Asia-Pacific region, particularly Northeast Asia. She served as NSC director for China and Korea, managing and coordinating U.S. policy on China and the Korean Peninsula, and in a variety of positions focused on the Asia-Pacific region at the Department of State, including managing U.S.–China relations and addressing North Korea’s nuclear programs. She also served as special assistant to Under Secretary of State for Political Affairs Bill Burns, advising him on Asia-Pacific affairs and on nonproliferation and arms control issues. Rosenberger first joined the State Department as a presidential management fellow.
 

Portrait of Michael McFaulMichael McFaul is Director at the Freeman Spogli Institute for International Studies, the Ken Olivier and Angela Nomellini Professor of International Studies in the Department of Political Science, and the Peter and Helen Bing Senior Fellow at the Hoover Institution. He joined the Stanford faculty in 1995. McFaul also is an International Affairs Analyst for NBC News and a columnist for The Washington Post. He served for five years in the Obama administration, first as Special Assistant to the President and Senior Director for Russian and Eurasian Affairs at the National Security Council at the White House (2009-2012), and then as U.S. Ambassador to the Russian Federation (2012-2014). He has authored several books, most recently the New York Times bestseller From Cold War to Hot Peace: An American Ambassador in Putin’s Russia. Earlier books include Advancing Democracy Abroad: Why We Should, How We Can; Transitions To Democracy: A Comparative Perspective (eds. with Kathryn Stoner); Power and Purpose: American Policy toward Russia after the Cold War (with James Goldgeier); and Russia’s Unfinished Revolution: Political Change from Gorbachev to Putin.

Via Zoom. Register at: https://bit.ly/3vWF2Wa

Kurt M. Campbell <br><i>Deputy Assistant to the President and Coordinator for Indo-Pacific Affairs, National Security Council</i><br><br>
Laura Rosenberger <br><i>Special Assistant to the President and Senior Director for China and Taiwan, National Security Council</i><br><br>
Michael McFaul, moderator <br><i>Director, Freeman Spogli Institute for International Studies; Ken Olivier and Angela Nomellini Professor of International Studies, Department of Political Science, Stanford University</i><br><br>
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Applications are open for the China Scholars Program, an intensive, college-level online course on contemporary China for U.S. high school students. The China Scholars Program (CSP) is offered by the Stanford Program on International and Cross-Cultural Education (SPICE), Stanford University, and is open to rising 10th, 11th, and 12th graders. Due to the pandemic, for 2021 only, students who are taking a “gap year”—who have graduated from high school but are not yet enrolling in college—are also eligible to apply.


Stanford University China Scholars Program for high school students
Fall 2021 session (late August through December)
Application period: April 28 to June 15, 2021

 

The CSP’s goal is to offer high-achieving high school students across the United States a comprehensive distance-learning course on contemporary China, with an emphasis on how the United States and China have influenced and understood each other in recent history. Current issues are placed in broader historical and cultural contexts, and both American and Chinese viewpoints are represented.

Accepted applicants will explore China from different disciplinary perspectives, spanning politics, economics, social issues, culture, and the arts. In real-time conversations with leading scholars, experts, and diplomats from Stanford University and other institutions, participants will be exposed to the cutting edge of U.S.–China relations and scholarship. Students who complete the online course will be equipped with a rare degree of expertise about China and international relations that may have a significant impact on their choice of study and future career.

“The CSP has opened up my eyes to China and its role in the world,” says Angela Li, a recent alum of the program. “While we were examining multiple facets of China from experts in the field, we were also encouraged to make connections and think critically. The class structure forced me to take the basic facts and examine them to create my own conclusions in ways I had never experienced in the classroom before.”

The Fall 2021 cohort of China Scholars will comprise high school students from across the United States. The diversity of student backgrounds and experiences will create an especially rich exchange of ideas and perspectives among the young scholars—a crucial and invaluable component of the learning experience.

“My classmates were truly brilliant students who brought various perspectives I would not have seen anywhere else,” reflects Li. “I thoroughly enjoyed the CSP and hope other students can too learn about the wonders of China.”

More information on the China Scholars Program is available at http://chinascholars.org. Interested high school students can apply now at https://spicestanford.smapply.io/prog/china_scholars_program/. The deadline to apply is June 15, 2021.

To be notified when the next China Scholars Program application period opens, join our email list or follow us on Facebook, Twitter, and Instagram.


The China Scholars Program is one of several online courses for high school students offered by SPICE, Stanford University, including the Reischauer Scholars Program (on Japan), the Sejong Korea Scholars Program, the Stanford e-Japan Program (on U.S. society, offered to high school students in Japan), and the Stanford e-China Program (on technologies changing the world, offered to high school students in China).

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On April 21, 2021, the APARC China Program hosted Professor Erin Baggott Carter, Assistant Professor in the Department of Political Science and International Relations, University of Southern California, and Visiting Scholar at the Stanford Center on Democracy, Development and the Rule of Law. Her program, "When Beijing Goes to Washington: Autocratic Lobbying Influence in Democracies," explored how lobbying from China and China-based companies can affect policy in the United States. Professor Jean Oi, William Haas Professor of Chinese Politics and director of the APARC China Program, moderated the event.

Professor Baggot Carter based her talk on a dataset drawn from the public records of the US Foreign Agents Registration Act, which includes over 10,000 lobbying activities undertaken by the Chinese government between 2005 and 2019. According to Baggot Carter, the evidence suggests that Chinese government lobbying makes legislators at least twice as likely to sponsor legislation that is favorable to Chinese interests. Moreover, US media outlets that participated in Chinese-government sponsored trips subsequently covered China as less threatening. Coverage pivoted away from US-China military rivalry and the CCP’s persecution of religious minorities and toward US-China economic cooperation. These results suggest that autocratic lobbying poses an important challenge to democratic integrity. Watch now: 

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Dr. Thomas Wright examines the recent history of US-China relations and what that might mean for the new administration.
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Professor Erin Baggot Carter tells us how autocratic lobbying affects political outcomes and media coverage in democracies.

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The Instructor of the Reischauer Scholars Program (RSP) is Naomi Funahashi.


When Tai Young Whang, an ambitious high school graduate from Pyongyang, stepped onto the dock in Tokyo in 1933 to attend Hitotsubashi University, he never could have imagined that his personal dream of building economic bridges between Korea and Japan would fuel his great-grandson’s desire to follow in his footsteps almost a century later.

***

At the end of my first year of middle school, I chose to study the Japanese language for the first time. What started out as a curiosity of the language and some of Japan’s popular cultural exports (such as Pokémon games) gradually blossomed into a deeper passion for Japan’s culture and history. During my eighth-grade world history class, I turned my focus to researching the intricate sankin kōtai system and skilled political maneuverings underlying the Tokugawa shogunate’s iron grip on power during the 17th century. I even found myself at Eiheiji Temple in Fukui Prefecture that May meditating towards a blank wooden wall at four in the morning. Yet, I was not satisfied. These brief historical vignettes, like still frames in the film reel of humanity, remained fragments of a larger narrative that I was increasingly eager to discover.

As my school did not offer courses in East Asian or Japanese history, I was excited to apply during my sophomore year to Stanford’s Reischauer Scholars Program (RSP), an online program on Japan offered to high school students across the United States. By providing its students with the ability to comprehensively explore Japanese history, economics, society, and more, the program presents a unique opportunity to delve into these topics alongside similarly motivated peers. While the course taught me a lot about Japan proper, I also gained a much deeper understanding of the U.S.–Japanese relationship.

During the course of the 20-week program, we spent the first 14 weeks on a series of in-depth readings and comprehensive seminars led by government officials, business leaders, and scholars. As actual practitioners of the fields we were studying, these visiting experts brought their worldviews and inspiring insights to life. During one of the virtual seminars, for example, we had the opportunity to meet Rachel Brunette-Chen, the then-Principal Officer for the U.S. Consulate General in Sapporo, and learn about both the U.S.–Japan Security Alliance and her own foreign service experience bolstering the ties that connect the two countries. Hearing from an actual foreign service officer provided a tangible sense of the dedication and importance of those who work to link American and Japanese interests on the ground.

Starting from week one, we unpacked what we had learned from our readings and virtual classrooms through weekly discussion boards. These online forums continued throughout the week, often filled with thought-provoking perspectives, respectful rebuttals, and witty banter. We debated the efficiency of Abenomics, the impact of textbook revisions on Japanese history education, and the societal strains of modernization on early 20th century Japan, among other topics. Each new post became another thread weaving our different ideas together into a tapestry of cross-cultural connections that we all grew to treasure. Even today, many of us remain connected both online and by our shared experience.

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Brandon Cho’s great-grandparents, Tai Young Whang and Bong Soon Whang, Seoul Brandon Cho’s great-grandparents, Tai Young Whang and Bong Soon Whang, Seoul; photo courtesy Brandon Cho
In 1956, Tai Young Whang founded the first private commercial television broadcasting company in South Korea, based on the knowledge he had gained from working in Japan. Like my great-grandfather 88 years ago, I’ve come to appreciate the intercultural bonds that tie us all together. Truly, learning from others builds empathy and understanding. I am grateful to the RSP for providing such a comprehensive learning experience and strengthening my own aspiration to pursue further studies and contribute positively to the U.S.–Japanese relationship.

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Brandon Cho at Tōdai-ji Temple, Nara; photo courtesy Brandon Cho
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The following reflection is a guest post written by Brandon Cho, an alumnus of the Reischauer Scholars Program.

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Stanford e-Japan is an online course that teaches Japanese high school students about U.S. society and culture and U.S.–Japan relations. The course introduces students to both U.S. and Japanese perspectives on many historical and contemporary issues. It is offered biannually by the Stanford Program on International and Cross-Cultural Education (SPICE). Stanford e-Japan is currently supported by the Yanai Tadashi Foundation.

In Summer 2021, top students of the Spring 2020 and the Fall 2020 Stanford e-Japan courses will be honored through an event at Stanford University.

The three Spring 2020 honorees—Minami Matsushima (Senri & Osaka International Schools of Kwansei Gakuin), Yuna Naoi (Tokyo Metropolitan Hibiya High School), and Kenta Yoshii (Shukutoku Junior and Senior High School)—will be recognized for their coursework and exceptional research essays that focused respectively on “The Price We Pay for Men to be Men: Toxic Masculinity in the United States,” “Online Secondary School Education in Japan and the U.S. Amid the COVID-19 Crisis,” and “In Search of a Realistic Substitute for U.S. Extended Deterrence for Japan.”

Risako Nomura (Yokohama Senior High School of International Studies) received an Honorable Mention for her research paper on “How Untranslatability Between Japanese and English Fosters the U.S.–Japan Relationship.”

The three Fall 2020 honorees—Coco Kawaguchi (Keio Girls Senior High School), Sotaro Kunieda (Suwa Seiryo High School), and Yun-Tzu (Allison) Lin (Canadian Academy)—will be recognized for their coursework and exceptional research essays that focused respectively on “To Infinity and Beyond! National Survival in the Era of Venture Space Development,” “Fostering Social Enterprises in Japan: Lessons from the United States,” and “Nuclear Deterrence Theory: An Evaluation of Its Effectiveness in Preventing Future Deployment of Nuclear Weapons.”

Satoru Uchida (Tokyo Metropolitan High School) received an Honorable Mention for his coursework and research paper on “What the Japanese Government Should Do Immediately to Protect Children’s Human Rights.”

In the Spring 2020 session of Stanford e-Japan, students from the following schools completed the course: Aoba Japan International School (Tokyo); Clark Memorial International High School (Osaka); Hiroshima Jogakuin Senior High School (Hiroshima); Hiroshima Prefectural Junior/Senior High School (Hiroshima); Kaijo High School (Tokyo); Kamakura Gakuen High School (Kamakura); Katoh Gakuen Gyoshu Senior High School (Shizuoka); Keio Girls Senior High School (Tokyo); Kurume University Senior High School (Fukuoka); Meikei High School (Ibaraki); Municipal Urawa High School (Saitama); Musashino University Chiyoda High School (Tokyo); Nirayama High School (Shizuoka); Okayama Prefectural Okayama Asahi High School (Okayama); Seigakuin High School (Tokyo); Senior High School at Komaba, University of Tsukuba (Tokyo); Senior High School at Otsuka, University of Tsukuba (Tokyo); Senri & Osaka International Schools of Kwansei Gakuin (Osaka); Shibuya Makuhari Senior High School (Chiba); Shukutoku Junior and Senior High School (Tokyo); Tokyo Gakugei University International Secondary School (Tokyo); Tokyo Metropolitan Hibiya High School (Tokyo); Tokyo Metropolitan Ryogoku High School (Tokyo); Urawa Minami High School (Saitama); Waseda University Senior High School (Tokyo); Yokohama Senior High School of International Studies (Kanagawa); Yonezawa Kojokan High School (Yamagata); and Zero High School (Fukushima).

In the Fall 2020 session of Stanford e-Japan, students from the following schools completed the course: Canadian Academy (Hyogo), Doshisha International High School (Kyoto), Fukushima Prefectural High School (Fukushima), Hamamatsu Nishi High School (Shizuoka), Hiroo Gakuen High School (Tokyo), Hiroshima Prefectural Hiroshima Senior High School (Hiroshima), Fukuoka Prefectural Kaho High School (Fukuoka), Kaichi Junior/Senior High School (Wakayama), Kamakura Jogakuin (Kanagawa), Keio Girls Senior High School (Tokyo), Kyoto Prefectural Rakuhoku Senior High School (Kyoto), Miyagi Prefectural Sendai Nika High School (Miyagi), Musashino University Chiyoda High School (Tokyo), N-High School (Okinawa), Otaru Choryo High School (Hokkaido), Seikei High School (Tokyo), Seisho High School (Nara), Senior High School at Otsuka, University of Tsukuba (Tokyo), Shibuya Makuhari Senior High School (Tokyo), Suwa Seiryo High School (Nagano), Takada Senior High School (Mie), Tokyo Gakugei University International Secondary School (Tokyo), Tokyo Metropolitan Hitotsubashi High School (Tokyo), Tokyo Metropolitan Ryogoku High School (Tokyo), Tsurumaru Senior High School (Kagoshima), and Waseda University Senior High School (Tokyo).

For more information about the Stanford e-Japan Program, please visit stanfordejapan.org.

To stay informed of news about Stanford e-Japan and SPICE’s other programs, join our email list and follow us on FacebookTwitter, and Instagram.


SPICE offers separate courses for U.S. high school students. For more information, please see the Reischauer Scholars Program (online course about Japan)Sejong Scholars Program (online course about Korea), and China Scholars Program (online course about China).

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Stanford e-Japan: A Turning Point in My Life

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Congratulations to the eight students who have been named our top honorees and Honorable Mention recipients for 2020.

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BERLIN — Over the past week, Russia has reinforced its military presence on the Crimean peninsula, moved military units close to the Russia-Ukraine border and announced military “readiness checks.” Most likely, this is just a ploy to unnerve the government in Kyiv and test the West’s reaction. 

But it could be something worse. If the Kremlin is weighing the costs and benefits of a military assault on Ukraine, Europe and the United States should ensure that Moscow does not miscalculate because it underestimates the costs. 

Read the rest at Politico

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Europe and the United States must ensure that Moscow does not underestimate the costs of a military assault.

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The agenda for nuclear arms control and related issues in the 2020s is a broad one. As the United States, Russia and others figure out how to maintain and enhance strategic stability in a multi-player, multi-domain world, Washington and Moscow will continue to have a central role, writes Steven Pifer, a fellow at the Robert Bosch Academy and a retired US Foreign Service officer.

The Biden administration sees arms control as a tool that can advance security and stability. It will seek to engage Russia on further nuclear arms reductions and other measures. Arms control in the 2020s will reflect continuity with earlier efforts—nuclear arms reductions will remain a bilateral matter between Washington and Moscow—but also contain new elements. That reflects the fact that strategic stability has become a more complex concept.

Start with Strategic Stability

Donald Trump was the first American president in 50 years to reach no agreement in the area of nuclear weapons. President Biden sees arms control as an important policy tool. On his first full day in office, he agreed to extend the 2010 New Strategic Arms Reduction Treaty (New START) for five years. His administration plans to do more. On February 3, Secretary of State Blinken said Washington would “pursue with the Russian Federation, in consultation with Congress and US allies and partners, arms control that addresses all of its nuclear weapons.”

This will not happen immediately. The administration needs to get its team in place. It will conduct a review of US programs and doctrine, which may be broader than the nuclear posture reviews conducted by past administrations.

The first serious US-Russian engagement on nuclear arms issues will likely occur in strategic stability talks. The classic definition of strategic stability is a situation in which neither side has an incentive, in a severe crisis or conventional conflict, to use nuclear weapons first. For five decades beginning in the 1960s, strategic stability was based largely on comparing US and Soviet strategic offensive nuclear forces. If each side had the ability, even after absorbing a massive first strike, to retaliate with devastating consequences, neither had an incentive to use nuclear weapons.

Today’s strategic stability model is more complex. Instead of a two-player model based just on strategic nuclear forces, today’s is multi-player and multi-domain. Third-country nuclear forces such as China need to be factored in. In addition to nuclear weapons, the model should take account of missile defense, precision-guided conventional strike, space and cyber developments.

US-Russian strategic stability talks should address all these factors. They should also address doctrine. Case in point: escalate-to-deescalate. Most Russian experts assert that this never became official Russian doctrine. However, the Pentagon believes it has, and that influenced the 2018 US nuclear posture review. At the least, each side appears to believe that the other has lowered the threshold for using nuclear weapons. That should leave no one comfortable.

Nuclear Arms

Formal nuclear arms negotiations will, for the foreseeable future, remain a bilateral US-Russian matter. That is due to the disparity in numbers. According to the Federation of American Scientists, the United States has about 3,600 nuclear warheads in its active stockpile, while Russia has about 4,300. No third country has more than about 300.

The Trump administration tried to bring China into a US-Russia negotiation, but it never articulated a plan for doing so. That is no surprise. Washington and Moscow would not agree to reduce to China’s level, nor would they agree to legitimize a Chinese build-up to their levels, and China would not accept unequal limits.

New START caps the United States and Russia each at no more than 700 deployed intercontinental ballistic missiles (ICBMs), submarine-launched ballistic missiles (SLBMs) and nuclear-capable bombers and no more that 1,550 deployed strategic warheads. Those limits will remain in force until February 2026.

However, New START’s limits do not cover 60-65 percent of the active nuclear stockpiles of the two countries. Reserve (or non-deployed) strategic nuclear warheads, and non-strategic nuclear warheads—whether deployed or non-deployed—are unconstrained.

After the Cold War, the United States dramatically reduced its non-strategic nuclear weapons, eliminating all sea-based and land-based systems. Today, the only US non-strategic nuclear weapon is the B61 gravity bomb. Russia, on the other hand, maintains a large number and variety of non-strategic nuclear warheads—close to 2,000 for land-, sea- and air-based delivery as well as for defensive systems. This raises concern that Russia might be postured to use such weapons in a conflict.

The US military maintains more reserve strategic warheads. This reflects a desire to hedge against technical surprises or adverse geopolitical developments. The US military has implemented New START reductions in a manner that would allow it, should the treaty collapse, to add or “upload” warheads on ICBMs and SLBMs that now carry fewer than their capacity. As Russia modernizes its strategic ballistic missiles, it also is expanding its upload capacity.

The logical next step for the United States and Russia would entail negotiation of an agreement with an aggregate limit covering all their nuclear warheads. (Retired but not yet dismantled warheads could be dealt with separately.) An aggregate limit could offset reductions in Russia’s numerical advantage in non-strategic nuclear warheads with reductions in the US numerical advantage in non-deployed strategic warheads.

For a notional agreement, assume an aggregate limit of no more than 2,500 total nuclear warheads. Within that aggregate, there could be a sublimit of no more than 1,000 deployed strategic warheads on deployed ICBMs, SLBMs and any new kinds of strategic systems with deployed warheads—the weapons most readily launched. This approach would treat bomber weapons as non-deployed, since they are not maintained on board aircraft. Ideally, all nuclear weapons other than those on deployed strategic delivery systems would be kept in storage. A new agreement could also lower the New START limits on deployed delivery systems and deployed and non-deployed launchers.

This would be ambitious. That said, it would leave each nuclear superpower with eight times as many nuclear weapons as any third country. Even if the agreement did not entail such dramatic reductions, the structure would, for the first time, capture all US and Russian nuclear warheads.

Such an agreement could enable the United States and Russia to begin to deal with third-country nuclear weapons states, and here is where nuclear arms control in the 2020s might get into new territory. Washington and Moscow could ask China, Britain and France to undertake unilateral commitments not to increase their nuclear weapon numbers as long as the United States and Russia were reducing theirs and agree to limited transparency measures to provide confidence that they were abiding by those commitments.

This US-Russian agreement would require new verification measures to monitor numbers of nuclear weapons in storage. That likely will make both sides’ militaries uncomfortable. But both have adjusted to uncomfortable monitoring measures in the past.

Some arms control experts assess that an agreement limiting all nuclear weapons, particularly non-strategic nuclear arms, is too ambitious and have suggested alternative approaches. One would expand New START’s limits to capture systems such as intercontinental ground-launched boost-glide missiles and nuclear-powered torpedoes, ban other new kinds of strategic systems, and reduce the ratio of deployed strategic warheads to deployed strategic delivery systems, but would not attempt to constrain non-strategic nuclear weapons.

Another alternative would require that non-strategic nuclear weapons be relocated away from bases with associated delivery systems to a small number of storage sites, with monitoring activities designed to verify the absence of nuclear weapons at the bases housing delivery systems, not at confirming or monitoring the number of weapons in storage. While originally suggested for Europe only, it could be broadened to apply on a global basis.

A third alternative would simply seek to lower New START’s limits. Hopefully, however, the US and Russian governments will demonstrate greater ambition.

Other Possible Issues on the US-Russia Agenda

Arms control may enter new territory in the 2020s on issues and types of weapons that, while not nuclear arms, still affect strategic stability. They could be discussed in US-Russian strategic stability talks. If a mandate were agreed, they could be spun off into separate negotiations.

One set of issues concerns missile defense. The US ground-based mid-course defense (GMD) system is designed to defend against rogue states, such as North Korea, not against a Russian or Chinese ballistic missile attack. Russian officials in the past have nevertheless indicated an interest in constraining missile defenses. Whether they will insist on negotiating on missile defense in connection with a next round of nuclear arms negotiations remains to be seen.

US missile defenses now and for the foreseeable future pose no serious threat to Russian strategic ballistic missiles, a point Russian officials sometimes appear to acknowledge. (China, with a much smaller strategic force, has greater grounds for concern, though the performance of GMD system has not been particularly good.) On the other hand, it would not seem difficult to craft an agreement covering strategic missile defenses such as the GMD system and Moscow missile defense system that would apply constraints but still leave the United States room for capabilities to defend against a North Korean ICBM attack. What would prove difficult would be the Washington politics, where Republicans oppose any limits on missile defense.

Another issue is precision-guided conventional strike weapons. In some cases, these can fulfill missions that previously required nuclear weapons. Air- and sea-launched cruise missiles have been in the US inventory for decades and now in the Russian inventory. Both sides are developing hypersonic weapons. With the demise of the 1987 Intermediate-range Nuclear Forces Treaty, there is the 9M729 ground-launched cruise missile and likely other future intermediate-range missiles. It would be difficult to devise an arrangement that constrained all such weapons, but US and Russian officials might consider whether a subset poses a particular threat to strategic stability and should be subject to negotiation.

One possibility would seek to ban nuclear-armed intermediate-range missiles. Another possibility, though it has drawbacks, would build on the Russian idea for a moratorium on the deployment of intermediate-range missiles in Europe, provided that it would mean relocation of 9M729 missile systems out of Europe.

Operations in space—used for early warning, command, control and communications and other purposes—also can affect strategic stability. A broad agreement banning the militarization of space is difficult to envisage. However, US and Russian officials might explore more limited measures, such as keep-out zones around certain declared satellites, a ban on anti-satellite tests that generate orbital debris and a ban on emplacing weapons in space designed to strike targets on the Earth.

As for the cyber domain, traditional arms control measures appear ill-suited. Washington and Moscow might pledge not to interfere in the other side’s nuclear command, control and communication systems, but neither could be certain the pledge was being observed.

In contrast to nuclear arms reductions, which will remain a US-Russia issue in the 2020s, some related issues might be considered on a broader basis. For example, China increasingly appears a peer competitor with the United States and Russia in space operations. Moreover, China has many intermediate-range missiles. It remains in the US interest to engage China in strategic stability talks. At some point, trilateral or multilateral discussions might be appropriate.

The agenda for nuclear arms control and related issues in the 2020s is a broad one. As the United States, Russia and others figure out how to maintain and enhance strategic stability in a multi-player, multi-domain world, Washington and Moscow will continue to have a central role. There is much that could be done to enhance stability and strengthen global security. Washington and Moscow will have to overcome the mistrust created by violations of earlier arms control agreements and take an innovative approach, even if certain problems prove insoluble, at least in the near term. But they have an opportunity, and an obligation, to try.

 

Originally for Valdai Discussion Club

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As the United States, Russia and others figure out how to maintain and enhance strategic stability in a multi-player, multi-domain world, Washington and Moscow will continue to have a central role, writes Steven Pifer, a fellow at the Robert Bosch Academy and a retired US Foreign Service officer.

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