The Stanford Program on International and Cross-Cultural Education (SPICE) honored two of the top students of the 2015 Reischauer Scholars Program (RSP) at a Japan Day event at Stanford University on August 13, 2015. The two 2015 RSP Japan Day honorees were Meera Santhanam and Katie Goldstein.

Japan Day commenced with welcoming comments by Dr. Gary Mukai, SPICE Director, and opening remarks by Consul General Jun Yamada, Consulate General of Japan in San Francisco. Praising Meera, Katie, and their fellow RSP students for their dedication to the study of Japan and U.S.–Japan relations, Consul General Yamada noted, “The U.S.–Japan relationship is one of the most important bilateral relationships in the world today. Without a doubt this is due to past generations’ tireless efforts to understand each other and build the kind of mutual trust that has made this relationship so durable and successful. To assure the future vitality of the U.S.–Japan relationship, it is therefore our joint responsibility to prepare the future generation for continuing this task. Through the Reischauer Scholars Program which has been instrumental in fostering future leaders who have acquired a deep and broad understanding of Japan, a solid foundation for this purpose has been established.” 

Mukai recognized Naomi Funahashi, RSP Manager and Instructor, for her tenth year of teaching the RSP. Funahashi has empowered over 250 Americans with not only subject matter content knowledge on Japan and U.S.–Japan relations but also tools of critical analysis and perspective taking. Reflecting on her ten years of teaching the RSP, Funahashi commented, “While advancements in distance-learning technology over the past ten years have eased the logistical challenges of the RSP, the students remain at the heart of why I continue to love teaching this course. I have the unique privilege of guiding some of the most talented high school students in the United States through an exploration and examination of Japan, and I am confident that many of them will comprise the leadership of future U.S.–Japan relations.”

Funahashi gave an overview of the RSP to the Japan Day audience of over 30 people, which included Professor Indra Levy, RSP advisory board member, and Maiko Tamagawa, Advisor for Educational Affairs, Consulate General of Japan in San Francisco. Named in honor of former U.S. Ambassador to Japan Edwin O. Reischauer, a leading educator and noted scholar of Japanese history and culture, the RSP is an online course on Japan and U.S.–Japan relations that is offered annually to 25–30 high school sophomores, juniors, and seniors across the United States.

Meera Santhanam (junior, The Nueva School, CA) and Katie Goldstein (senior, Crystal Springs Uplands High School, CA) were recognized for their coursework and exceptional research essays. They articulately presented their research that focused on women in the Japanese workforce and equity-related issues concerning LGBTQ people in Japan, respectively; and skillfully answered provocative questions from the audience. 

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Since 2003, the RSP has provided a creative and innovative approach to teaching high school students about Japan and U.S–Japan relations. The program provides American students with unique opportunities to interact with diplomats and top scholars affiliated with Stanford University, the University of Tokyo, the University of Hawaii, and other institutions through online lectures and discussions, and introduces both American and Japanese perspectives on many historical and contemporary issues.

The 2015 Japan Day honorees were reflective of the introduction of varied topics and perspectives in the RSP curriculum. When asked to comment on her RSP experience, Santhanam remarked, “With exposure to a wide array of perspectives and in-depth content alike, participating in this program is a decision I would make a thousand times over again. This rare, interdisciplinary opportunity allowed me to connect with my topic on not just an academic, but personal level as well.” Goldstein shared a similar sentiment, also noting the scholarly, yet congenial atmosphere of Japan Day: “The speakers—Dr. Gary Mukai, Naomi Funahashi, and Consul General Yamada—wonderfully set the formal yet fun tone of the academic event. The conversation, while centered around Japan, revolved around a myriad of topics: literature, current events, policies, you name a topic and it was talked about.”

For the first time in the history of the RSP, several RSP alumni introduced high school life in the United States to Japanese students enrolled in SPICE’s inaugural Stanford e-Japan course, which introduces U.S. society and culture and U.S.–Japan relations to Japanese high school students.

Stanford e-Japan students indicated early on in the course their desire to interact with students from the United States, and as a result, Waka Takahashi Brown, Stanford e-Japan Manager and Instructor, invited RSP alumni to comment on the discussion boards and guest speak at the virtual classroom on “U.S. High Schools and Education” on August 14, 2015. Brown noted, “The response from both the e-Japan students and Reischauer Scholars has been overwhelmingly positive. Not only have students been more engaged in the discussion boards, but the Stanford e-Japan students also seemed very eager to know what about Japan interested the U.S. students to participate in the Reischauer Scholars Program. I would not be surprised if the RSP and e-Japan students strike up a friendship from these initial brief exchanges.”

The distinguished RSP advisory committee members are Consul General Jun Yamada; Professor Emeritus Nisuke Ando, Doshisha University and Kyoto University; Ambassador Michael Armacost, Shorenstein Asia Pacific Research Center, Stanford University; Professor Indra Levy, Stanford University; Professor Phillip Lipscy, Stanford University; and Professor Emeritus Daniel Okimoto, Stanford University.

SPICE has received numerous grants in support of the RSP from the United States-Japan Foundation, the Center for Global Partnership (The Japan Foundation), and the Japan Fund, which is administered by the Freeman Spogli Institute for International Studies at Stanford University.

The RSP will be accepting applications for the 2016 program in September and October 2015. For more information about the RSP, visit www.reischauerscholars.org or contact Naomi Funahashi.

Video of A career in Economics...it's much more than you think

Marcella Alsan, an assistant professor of Medicine and CHP/PCOR core faculty member, shows how economics is a broader field than most people realize in this video produced by the American Economic Association (AEA).  Along with other top economists, she discusses the interdisciplinary nature of economics, specifically as it relates to global health.  Alsan states that "without understanding economic principals and economic forces, [there is] a real gaping hole in actually practicing medicine."  Understanding economics can help us to understand policy decisions and to tackle the broad problems of society.

Karl Eikenberry, a distinguished fellow at Stanford’s Freeman Spogli Institute for International Studies, will serve on the Commission on Language Learning at the American Academy of Arts and Sciences (AAAS). The new commission is part of a national effort to examine the state of American language education.

The commission will work with scholarly and professional organizations to gather research about the benefits of language instruction and to initiate a national conversation about language training and international education.

Eikenberry joins eight other commissioners, including: Martha Abbott, executive director of the American Council on the Teaching of Foreign Languages; Nicholas Dirks, chancellor of the University of California at Berkeley; and Diane Wood, chief judge, of the 7^th U.S. Circuit Court of Appeals. The group is led by Paul LeClerc, director of Columbia University’s Global Center in Paris.

Eikenberry, who is also a member of the AAAS Commission on Humanities and Social Sciences, contributed to “The Heart of the Matter,” a 2013 report that aims to advance dialogue on the importance of humanities and social sciences for the future of the United States.

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.

Mike McFaul's public talk at SCPKU July 6, 2015

FSI Director and SCPKU Mingde Distinguished Faculty Fellow Mike McFaul shares with SCPKU intern Nathalie Chun key insights during his month-long academic residence at the Stanford Center at Peking University (SCPKU) this summer.

What is the purpose of your current visit? Could you tell us about your experiences and findings?

Michael McFaul: My main intellectual interest was to understand more about Chinese foreign policy and in particular the bilateral relationship between China and the US but also the bilateral relationship between China and Russia. I’m thinking of writing something, a new project, about this trilateral relationship. And so I spent the most of my time over the last several weeks speaking to two sets of people that are very different: those that focus on United States and those that focus on Russia. In addition, I have an interest in the politics of economic reform and the politics of political reform so I’ve also been speaking to academics, business people, and a few journalists to talk about the change that is going on here in China both on the political and economic dimensions

Is there in particular that you’ve learned about here in China that has surprised you? You’ve mentioned that you’ve talked to many different people so I was wondering if there was anything in particular that made you go ‘Oh that’s really interesting!’

MM: That’s good question. In terms of my subject matter, the thing that was most interesting to me as a concept of dual rising powers. So, the conventional wisdom is that China is rising and the rest are fading. But one academic, and it actually came up more than once, reformulated that idea. It’s not that China is rising and everybody else is fading, it’s actually that the United States is rising with China, just at a slower pace. And so maybe eventually they catch up, but it’d be incorrect to say that one is declining and that one is rising, and vis-á-vis the rest of the countries in the world. I also think that’s a better formulation because actually the United States continues to grow at a higher rate. It still has the largest military in the world; in terms of soft power [it still] has great reach and that has not been declining, that’s still rising. It’s just that when we look at this rate of change relative to the rate of change in China, the United States feels like it’s falling behind. Or China is catching up is a better way to put it. I thought that was interesting.

Second interesting point is, you know I just spent two years as Ambassador to Russia from the United States, and there I would say there is a feeling of… envy towards the United States. Like we have wronged them or that we are guilty for some of the difficult periods that they have had, kind of like a chip on their shoulder. Here I don’t feel that. Here I see a kind of self-confidence that people have, wanting to work with United States. Most certainly when I met with officials there was a very strong sense of wanting to have cooperative relations with the United States and in particular it jumped out at me when I was at the Ministry of Foreign affairs yesterday, they kept using the phrase ‘win-win outcomes’ for China and the United States. Well that’s exactly what we’re trying to do with Russia when I was in the government; during the early period of the Obama administration we used that phrase too. And I find it interesting that here the bilateral relationship with China, the Chinese still talk about that, and most certainly do the Americans too. I met with Ambassador Baucus and his team, and they most certainly talk that way. I find it kind of tragic that in the bilateral relationship with Russia, we no longer talk that way.

You’ve just mentioned the whole idea of zero-sum perspective of looking at the world and I guess in IR theory that would be a more realist perspective, as opposed to a liberalist perspective. So do you think that this sort of liberalist perspective should the future of looking at and that this ‘win-win’ perspective is one that future diplomats should hold?

MM: I worked on the Obama campaign in 2008 and one time on a flight with him when I was briefing him, I started to talk about these two camps, realist and liberal camps, as a way to understand foreign policy and you know how he responded to me? He said “Come on, the real world, requires you to use both of those theories depending on the issue and the country and the bilateral relationship” and when I was in the government, I most certainly felt that way. These are useful paradigms to kind of clarify arguments but I wouldn’t want to be labeled in one camp or the other and I think it’s analytically distorting, not revealing, to say the world is either realist or liberal. That said, I lean towards liberalism personally. I do believe in the 21^st Century, maybe not early centuries it was possible, but in the 21^st Century it is possible to construct outcomes that are good for both countries especially through the use of treaties and institutions. And I come away from my month here in China feeling that there are real challenges in the bilateral relationship, complicated issues, but they’re not irreconcilable issues. Even South China sea right, even Taiwan, I see the possibility, with smart diplomacy, that we can find ways to manage these issues so that it doesn’t lead to conflict between the United States and China

While you were here at SCPKU you have given talks on both the upcoming US elections and current US-Russia relations. Putting those two themes together, what do you think are the implications of the current US-Russia relations on the upcoming elections in 2016 and the way the next president will tackle these issues?

MM: I would say, I predict continuity, more or less. That is to say, that the policy that you see now was a reaction to Russia annexation of Ukraine, of Crimea, and intervention in Eastern Ukraine, is one of deterrence and punishment. There are three dimensions to it: sanctions to punish Putin’s bad behavior, strengthening of NATO to deter him from going further and third, shoring up Ukraine to try and make the economy there recover from this very difficult period. And I basically think those three main policy trajectories will continue, I don’t see a change. But in each one of them, you might see more or less the same paths. I predict that if a Republican candidate is elected, the ones who’s policies I know, or even Secretary Clinton, you would see for instance maybe military assistance to Ukraine, which is something the Obama administration has so far been reluctant to do, but I don’t foresee major change. And that disappoints people here in China. When I say that they are disappointed, it is because they are hopeful after an election there might be a new president that may try to reset relations with Russia again. I’m not optimistic.

What roles, in your opinion, is SCPKU playing in China, and what do you hope the Center will achieve in the future?

MM: Well what I hope the Center will achieve for the future is to create greater connectivity between hundreds of Stanford scholars working in all fields. This is an incredible place, I’ve never seen it before until this trip, absolutely beautiful, 21^st century technology, and the second thing is, Peking University is an incredible university, beautiful campus, really all of my interactions with scholars here have been very positive, they’ve been very warm in greeting me as a fellow scholar and I’ve been impressed by the students as well. So that is my hope, over the coming years and decades, that this serves as a bridge between PKU, but also all of China, and Stanford University because there are many difference issues in all different fields of study where there’s room to cooperate. In my field, I also see a very concrete role to help develop what we call Track II dialogues, with China scholars, in terms of helping to manage US-China bilateral relationships. It’s very clear to me there’s a close relationship between senior scholars here at PKU and the government and the Party and the business community and the People’s Congress. I’ve met many people and they know all the people here and we have those connections in terms of Washington as well at Stanford. So my hope is that in a concrete way, and for me personally, that I might be involved in that, and we have an incredible platform here to be able to do so.