Two key challenges facing Northeast Asia are how to tame the power of nationalism and create shared memories of history, Stanford professor Gi-Wook Shin wrote in The Diplomat. 

Shin, director of the Shorenstein Asia-Pacific Research Center (APARC), urged action on the 70^th anniversary of the end of World War II. Northeast Asians should use the commemoration as an “opportune occasion to reflect on their unfortunate past to learn lessons,” only then can the region become more peaceful and prosperous.

Shin and Daniel Sneider, Shorenstein APARC’s associate director for research, lead the Divided Memories and Reconciliation research project which examines memories of the wartime experience in Northeast Asia and what steps can be taken to reconcile disputes over history.

One of their latest outcomes is the book Confronting Memories of World War II: European and Asian Legacies (April 2015), edited with University of Washington professor Daniel Chirot, that studies how wartime narratives are interpreted, memorialized and used in Europe and Asia.

The full article in The Diplomat can be accessed by clicking here.

Japan has been actively pursuing internationalization of its higher education, and recruiting foreign students has been a major part of this endeavor. In 1983, Japan announced its plan to recruit 100,000 foreign students by the year 2000, and in 2008 instituted a plan to recruit 300,000 foreign students by 2020. Subsequent government-led projects such as the Global 30 (2009-2014) and the Top Global University (2014-2023) projects have also stipulated international student recruitment as a major requirement.

As a result, the number of foreign students in Japanese universities has increased significantly from 10,428 in 1983 to 139,185 in 2014. Likewise, foreign faculty numbers have grown from just 418 (0.8% of total faculty) in 1994 to 6,034 (6.8%) in 2014. Although the figures are still relatively low compared with those in Europe and North America, they bring a potentially powerful force for social change to a country marked by high ethnic homogeneity.

In particular, the influx of foreign students and faculty to Japanese universities creates more culturally diverse campuses, often cited as a desirable result of and a key motive for pursuing internationalization. In the U.S. and Europe, such changes have led to significant discursive and programmatic efforts to create a culture of respect for diversity and inclusion. For example, Europe has, despite its critics, consistently articulated the value of "interculturality," diversity, and respect for cultural differences as a broader discourse for European higher education.

However, this is not the case with Japan and most other Asian nations. One major reason is that Japanese universities primarily attract foreign students as a means to particular ends, such as enhancing university prestige, creating "education hubs," filling the gap in the declining college student population and improving international higher education rankings. As a result, Japanese campuses have become much more diverse than in the past. However, appreciation of the intrinsic educational value of a culturally diverse student and faculty body has not been embraced.

Our study shows a noticeable disjuncture between structural, educational and interpersonal levels of diversity. That is, Japanese universities have accepted more and more students of varying racial and ethnic backgrounds (structural diversity), but the curriculum still offers limited opportunities for students to think more deeply about assumptions concerning race, ethnicity and other individual/group differences (educational diversity).

However, despite the politeness of the Japanese, many of the respondents indicated that making friends with Japanese students is difficult, with some pointing this out to be "the hardest part about being in Japan." One foreign student seemed puzzled: "Making real friends is hard. But I don't know why." One South Korean student we interviewed provided a clue: "People here are very individualistic and very independent, I think. In my laboratory, I will be the one who will approach my lab mates, especially the Japanese. They are very helpful but I have to be the one who starts the conversation."

The Japanese government and universities have worked closely to attract foreign students but due to the lack of interpersonal interaction between Japanese and foreign students, Japan is missing out on crucial opportunities in its higher education internationalization efforts.

First, international students gain many opportunities to interact with each other and learn intercultural skills for global citizenship while Japanese students much less so. As one foreign student said, "It's a very diverse environment because we all come from different countries. We can communicate different ways of thinking and share different ideas." Yet, most Japanese students are hesitant to interact with foreign students, missing the chance to learn intercultural skills. As the number of young Japanese going abroad to study has been on the decline in recent years (82,945 in 2004 to 60,138 in 2012), the contribution of foreign students to global education in Japanese colleges will be all the more important.

Second, diversity is instrumental in promoting innovation, and Japan should take advantage of the diversity that foreign students bring to its society. Much research demonstrates the positive effects of diversity on various academic and social outcomes (ability to form out-group friendship networks, increased cultural awareness, acquiring global citizenship skills, improving the campus climate, innovation, etc.). Facilitating diversity and recognizing their long-term effects for innovation and development should be a major goal of higher education in Japan.

Finally, foreign students can be valuable social capital for Japan, especially playing the role of transnational bridges between Japan and their home countries. Many come to Japan to learn about Japanese society and economy, with plans to become a bridge between Japan and their home countries after graduation. However, due to the lack of interpersonal interaction with Japanese students, foreign students often end up interacting primarily among themselves. Thus, they are also likely to bridge among themselves, rather than with Japanese, and that is a loss, given that Japan has invested so much in attracting foreign students.

Japan wants to make its top universities "super global," but they should first realize that this requires more than simply recruiting foreigners. What is most urgent is producing "global citizens" with inter-cultural skills and that can be achieved through the creation of a campus environment and culture that appreciates and respects diversity. It should also better appreciate the value of foreign students as transnational bridges with Japan.

To achieve such goals, Japanese universities need to establish institutional frameworks or programs to promote interaction between Japanese and foreign students. For example, they should offer more courses that both Japanese and foreign students can take together. Rather than just focusing on teaching Japanese languages and cultures to foreign students, Japanese students should be encouraged to take more courses in English and also those on other cultures and societies, ideally together with foreign students. These courses can instill values of cultural diversity in higher education in Japan. Japanese universities also need to ensure that structural segregation, either between programs, courses, dormitories and campuses, isn't an obstacle for promoting greater interaction between foreign and local students.

Our focus group interviews with Japanese students show that foreign and Japanese students misunderstand each other to a great extent. Foreign students are disappointed that not many Japanese are willing to approach them, but Japanese students are afraid to inconvenience their foreign visitors with their "poor" English. Foreign students are tired from guessing what their Japanese counterparts really feel and think, or their honne, but Japanese students think it is impolite to be too frank and direct even with other Japanese, let alone towards foreign students. To reduce these and other misgivings and gaps in cultural understanding, Japanese universities need to put in place more cross-cultural programs and opportunities for both sides to come into natural contact.

In short, internationalization efforts by Japanese universities should not stop at recruiting foreigners to their campuses. Rather, fostering a tolerant, inclusive university culture where foreigners are considered full, valued members should be considered an important step toward making Japanese universities truly international.

Stanford professor Gi-Wook Shin and Yonsei University professor Rennie J. Moon lead the research project, Diversity and Tolerance in Korea and Asia. This Nikkei Asian Review article was originally carried on July 16 and reposted with permission.

Joon Nak Choi will be the 2015-16 Koret Fellow in the Korea Program at Stanford University’s Walter H. Shorenstein Asia-Pacific Research Center (APARC), effective Jan. 1, 2016.

A sociologist by training, Choi is an assistant professor at Hong Kong University of Science and Technology. His research and teaching areas include economic development, social networks, organizational theory, and global and transnational sociology, within the Korean context.

Choi, a Stanford graduate, has worked jointly with Stanford professor Gi-Wook Shin to analyze the transnational bridges linking Asia and the United States. The research project explores how economic development links to foreign skilled workers and diaspora communities.

Most recently, Choi coauthored Global Talent: Skilled Labor as Social Capital in Korea with Shin, who is also the director of the Korea Program. From 2010-11, Choi developed the manuscript while he was a postdoctoral fellow at Shorenstein APARC.

Mark Granovetter, a professor and chair of Stanford’s sociology department, praised Choi for his work in academia.

“Joon Nak’s dissertation on social influences on hedge fund managers’ success broke important ground in our understanding of financial markets. His recent book Global Talent sheds critical new light on the challenges of Korea and other economies facing high-level labor shortages, and the potential of foreign workers to meet them. As the 2015-16 Koret Fellow, he will bring his considerable talents to bear on the study of Korean society,” Granovetter said.

During his fellowship, Choi will study the challenges of diversity in South Korea and teach a class for Stanford students. Choi’s research will buttress efforts to understand the shifting social and economic patterns in Korea, a now democratic nation seeking to join the ranks of the world’s most advanced countries.

Supported by the Koret Foundation, the fellowship brings leading professionals to Stanford to conduct research on contemporary Korean affairs with the broad aim of strengthening ties between the United States and Korea. The fellowship has expanded its focus to include social, cultural and educational issues in Korea, and aims to identify young promising scholars working on these areas.

“It will be my pleasure and honor to spend the next year at Shorenstein APARC, and have the opportunity to engage in the vibrant research community there," Choi said.

Choi holds a bachelor’s degree in economics, international relations and urban studies from Brown University, and a master’s degree and doctorate in sociology from Stanford University.

For Matthew Kohrman and his students, the war against tobacco needs a new communications strategy.

After all, he noted, three times as many cigarettes are currently manufactured and sold worldwide than were in the 1960s. And the global cigarette industry is the greatest cause of preventable death on the planet today.

That’s why the Stanford associate professor of anthropology decided to teach an introductory seminar this spring, Anthro 182N, titled Smoke and Mirrors in Global Health. Kohrman led his 10 students on a journey into the “strange optics” that the global tobacco industry uses – and what to do about them.

As noted in the syllabus, “entrenched challenges” to global health require society to develop “new methods” to communicate the real truth about tobacco.

Just what are those “new methods?” At the culmination of the class, the students presented some variations on that theme. Their end-of-the-quarter projects were web-based efforts profiling various features of global tobacco. They included exposés on how academicians in China assist the industry in that country, humorous parodies and critiques of Philip Morris, and flawed approaches to tobacco control in South Korea.

They tackled big-picture questions, Kohrman said. For example, they asked what exactly constitutes cigarette manufacturing and how new strategies could help slow the spread of tobacco-related diseases worldwide.

Kohrman, the director of Stanford’s Cigarette Citadels project, envisioned his class as a way for students to offer some thought-provoking and original ideas grounded in solid data. After viewing the student projects, he was astounded – and proud.

“My overall impression has been a feeling of awe,” he said. “Mostly freshmen and sophomores, the students who enrolled in this new course quickly synthesized complex intellectual concepts introduced early in the quarter, conceived their own innovative project ideas, collected relevant data, generously worked with each other, designed apt strategies for evocatively visualizing their messages, and chose and implemented strong interactive media tools – most of which were utterly new to me.”

One of those students was Minkee Sohn, a communication major, who created a video, “Fresh Recruits,” to highlight what he believes is the hypocrisy in the language of some cigarette manufacturers’ recruitment efforts.

“While cigarette manufacturers,” Sohn said, “often frame smoking as an act of free choice, that choice is just an illusion. Free choice is denied to people in all stages of cigarette manufacturing and consumption.”

For example, he explained that children in the African country of Malawi are coerced to work with their families in tobacco fields. “It’s deeply disturbing to hear companies associate freedom with high-paying jobs in cigarette manufacturing.”

For biology major Annabel Chen, the most important thing she learned was to analyze information skeptically. “Industries like big tobacco have influences in unexpected places, so you always need to do sleuthing to find out the truth,” she said.

She chose to examine the links between tobacco and academic research in China. “Seeing as China is the biggest tobacco market in the world, this was a problem we needed to address.”

Kohrman appreciates how students like Sohn and Chen were willing to try an experimental course, never taught before, and which for many was outside of their comfort zone. He said the course will be taught again in 2015-16.

“Looking back, it was the perfect-size group for all the work and one-on-one teaching we did,” he said.

The course was a classic collaboration, according to Kohrman, who also credits Claudia Engel, a lecturer in the Anthropology Department who helped with the technology and his own experiences mentoring undergraduate research, all of which proved instrumental to designing Smoke and Mirrors in Global Health.

“It was a great success today,” he said after seeing the student projects on the last day of class. Tom Glynn, a top adviser to the American Cancer Society, was on hand to see the presentations.

Kohrman added, “Students got tremendous feedback, and there was lots of enthusiasm about how this experimental course unfolded.”

Clifton Parker is a writer for the Stanford News Service.

This year marks both the 150th anniversary of the end of the Civil War and the 14th year that U.S. troops have been engaged in conflict since 9/11. How have American writers portrayed the face of battle? What lessons have they learned from their writings about how humans remember or forget the past, and how do the controversies about these wars continue to haunt us still?

Courtesy Stanford Live

Poet Natasha Trethewey will read from her Pulitzer Prize-winning Native Guard as part of the Writing About War program.

On Tuesday, June 30, award-winning authors Natasha Trethewey and Phil Klay – both known for their acclaimed war-related works – will explore these topics in an evening of readings and conversation. The free program, titled Writing About War, is co-presented by Stanford Live and the Center for International Security and Cooperation (CISAC) at Stanford, and is part of a workshop on New Dilemmas of Ethics, Technology and War sponsored by the American Academy of Arts and Sciences.

Writing About War begins at 6 p.m. in Bing Concert Hall, with opening remarks by Jonathan Fanton, president of the Academy.

"One of the traditions of the American Academy, from its earliest days in the 18th century, is to bring together scientists, social scientists and humanists to address pressing issues of national importance," says Stanford political science Professor Scott Sagan, a senior fellow at CISAC and at the Freeman Spogli Institute for International Studies. Sagan will moderate the discussion.

"Political scientists and historians often study how the evolution of military technology influences politicians and generals who decide to go to war," Sagan adds. "But it is the novelists, the poets and the short story writers whose work helps us better understand how changes in military technology influence the soldiers and the noncombatants on the battlefield and after wars end."

Courtesy Stanford Live

Veteran Phil Klay will read from his short story collection Redeployment, which won the 2014 National Book Award for fiction, at the event.

Klay, a U.S. Marine Corps veteran who Sagan calls "a remarkable new voice in American literature," will read from his 2014 National Book Award-winning Redeployment, a collection of short stories that portray war and its aftermath through the memories of ordinary soldiers and officers fighting in Iraq. The characters in these stories struggle to make meaning out of chaos in tales interwoven with themes of brutality and faith, guilt and fear, helplessness and survival.

Born in Gulfport, Mississippi, on April 26, Confederate Memorial Day, Trethewey could hardly have escaped learning about what the American Civil War represented. The 19th U.S. Poet Laureate will read from her 2007 Pulitzer Prize-winning book, Native Guard, which was inspired by a real diary of a Union Army officer. Trethewey's "haunting poems about the experiences of black Union soldiers," Sagan describes, "open our eyes to an important part of our nation's history that is too often forgotten."

The event on June 30 also speaks to the larger idea of using art to communicate veterans' trauma, loss and healing – one of the core themes that will be explored through Live Context: Art + Ideas during Stanford Live's 2015-16 season.

"As America's foreign military involvements stretch on seemingly without end, our country's returning veterans are in our consciousness more and more, as they are for the artists with whom Stanford Live has relationships," says Wiley Hausam, executive director of Stanford Live. "The War: Return and Recovery theme emerged from this convergence."

It's a theme that will be anchored by two new works planned by Hausam: the concert premiere of Stanford faculty composer Jonathan Berger's My Lai on Oct. 10, based on the tragic 1968 massacre during the Vietnam War; and a dance creation by choreographer Joe Goode titled to go again for the Oakland-based AXIS Dance Company on April 23, featuring the stories of several American veterans who have recently returned home from war told through a combination of movement, music and text. Additional related events will be announced in the fall.

Writing About War is free and open to the public. For more information or to make advance reservations, visit Stanford Live online.