第 64 回国際学⽣会議
The 64th International Student Conference

事業報告書

総合テーマ

〜Future Global Leaders Illuminating

the Path Towards Absolute World Peace〜
未来のグローバルリーダーとして真の世界平和への道を照らせ

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⽬次

第１章

第２章

国際学⽣会議・ ・・・・・・・・・・・・・・・・・・・ p.3

序⽂・ ・・・・・・・・・・・・・・・・・・・・・・

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沿⾰

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本年度開催概要・ ・・・・・・・・・・・・・・・・・・ p.6

総合テーマ
概要

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p.7

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p.8

プログラム全体の流れ

第３章

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p.10

プログラム詳細・・・・・・・・・・・・・・・・・・

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スタッフ名簿・・・・・・・・・・・・・・・・・・・

p.13

参加者名簿

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p.15

事前研修旅⾏

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p.17

事前研修旅⾏総括
各ツアー内容・・・・・・・・・・・・・・・・・・

事前研修旅⾏報告第４章

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全体総括

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分科会報告

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p.33

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p.34

本会議

各テーブル報告ファイナルフォーラム報告・・・・・・・・・・・・・

p.68

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p.70

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p.72

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p.75

シンポジウム報告
国際交流企画第５章 協賛・後援

スポンサーの皆様・・・・・・・・・・・・・・・・・

クラウドファンディング⽀援者の皆様

2

p.18

・・・・・・・・

p.76
p.77

第 1 章 国際学⽣会議

序⽂
沿⾰
3

序⽂
⽂責

⾺淵将明

この度、2018 年 8 ⽉ 22 ⽇から同年 9 ⽉ 3 ⽇までの 13 ⽇間の期間に渡り、第 64 回国際学⽣会
議を開催した。本報告書では、同会議の開催内容並びにその成果を、詳細に⾄るまで執筆させていただいた。
国際学⽣会議は、1954 年に第⼀回が開かれて以降⼀度の中断を除き毎年継続的に開催されてきた学⽣会議であり、参加国を⼀切限定しない形で世界中の学⽣を⽇本に招き、⼆週間程度の共同⽣活の中で様々な形での⽂化交流と国際問題についての議論を⾏う。毎年のその活動は、主催団体である⽇本国際学⽣協会の「世界平和達成への貢献」という理念に基づいており、1954 年から現在に⾄るまで途切れることなく引き継がれている。
64 回⽬を迎えた本年度は、『Future Global Leaders Illuminating the Path Towards Absolute World
Peace（⽇本語表記：未来のグローバルリーダーとして真の世界平和への道を照らせ）』という総合テーマのもと、冒頭の期間に⻄⽇本各地並びに東京にて開催された。世界中各⼤陸の合計
23 ヶ国から 64 名の学⽣が集まり、13 ⽇間に渡り寝⾷を共にする中で⽂化や価値観の差異を乗り越え濃密な交流を⾏った。また、全学⽣が 6 つのグループにわかれ、それぞれ現在世界を取り巻
くホットな国際問題について徹底的な調査と活発な議論を⾏い、⾃ら設定した課題に対して解決策の提⾔を作成した。それぞれの提⾔は、2018 年 9 ⽉ 2 ⽇に⾏われたファイナルフォーラム（成果発表会）にて⼀般向けに発表され、また書⾯の形で⽂部科学省政務官、外務省政務官にも提出された。
実際に、価値観の相違や⾔語の壁がある中で本⾳で意⾒をぶつけ合い、難解な社会問題に対して答えを追求する活動は、参加した多くの学⽣にとって⾮常に⼤きな困難を伴うものであった。
だが、その妥協なき努⼒の末に最終的に導き出された提⾔は⼗分に国際社会に⼀⽯を投じうるものであり、実際にファイナルフォーラムにご来場いただいた⽅や⽂部科学省や外務省の⽅々にも好評のお⾔葉をいただくことができた。これらの提⾔が今後の国際問題に対する取り組みの中で少しでも反映されるものとなれば幸いである。そしてさらには、これらの⼀連の経験が、参加学⽣が将来的に実社会で国際問題に⽴ち向かっていくにあたって⼤きな糧となることを願っている。
また、本会議は、省庁、企業、財団、その他機関、さらには個⼈の⽅々に⾄るまで、⾮常に多
くの⽅の多⼤なるお⼒添えのもと、上記のような成功を収めることができた。紙⾯上で⼤変恐縮であるが、ご協⼒をいただいた全ての⽅々にこの場を借りて感謝の意を表したい。そして、本報告書を通して弊団体の実際の活動内容に触れていただければ、より⼀層幸甚である。
最後にはなるが、国際学⽣会議は来年度以降も継続的に開催をされる予定である。今後ともさらなる発展を遂げながら、世界平和へ少しでも寄与するべく努⼒する学⽣達の活躍の場として在り続けることを祈っている。

4

沿⾰1934 年

第 1 回⽇⽶学⽣会議(国際学⽣会議の⺟体)「世界の平和は太平洋の平和、太平洋の平和は⽇⽶間にあり、然してこの現実には
若き⽇⽶学⽣の間においての率直な意⾒の交換、及び、相互理解の信頼を促進しなければならない」という提唱⽂の下、⻘⼭学院⼤学にて開催。

1941 年

⽇⽶開戦により会議は開催されず。

1947 年

第 8 回⽇⽶学⽣会議
戦争の反省を踏まえ、「各国の親善と正しい理解こそが国際平和達成への唯⼀の道である」という認識の下、⽇本で開催。

1954 年

第 15 回⽇⽶学⽣会議
アメリカで⾏われた会議を最後に⽇⽶学⽣会議は解消。

1954 年

第 1 回国際学⽣会議
12 カ国から 84 名の外国⼈の参加。28 ⽇間にわたり、東京、関⻄、北海道、仙台で開催。

1962 年

第 9 回国際学⽣会議
団体代表者会議を新たに設置。以後の会議の充実と参加団体間の強い結束を⽬指す。

1968 年

学⽣運動の影響で、⽇本国際学⽣協会の中央委員会が分裂。

1990 年

第 37 回国際学⽣会議
帯広市との協⼒により、市⺠の⽅との国際交流の体験を共にする。

2003 年SARS の⼤流⾏により、国際学⽣会議は開催されず。

2016 年

第 62 回国際学⽣会議開催
ファイナルフォーラムで国連⾷糧計画駐⽇代表(当時)アンダーソン⽒による講演。

2018 年

第 64 回国際学⽣会議開催
史上最多 23 ヶ国から学⽣が参加。ファイナルフォーラムで国連開発計画駐⽇代表、
近藤哲⽣⽒、⽇本国際平和構築協会の⻑⾕川祐弘⽒による基調講演。また、各テー
ブル作成の政策提⾔を⽂部科学省、外務省に提出。

5

第 2 章 本年度開催概要

総合テーマ
概要
プログラム全体の流れ
プログラム詳細
スタッフ名簿
参加者名簿

6

総合テーマFuture Global Leaders Illuminating the Path Towards Absolute World Peace〜未来のグローバルリーダーとして真の世界平和への道を照らせ〜
⽂責

⾺淵将明

現在の国際情勢は緊張の⼀途を辿っている。テレビや新聞、インターネットなどを通じ、誰でも容易に情報へアクセスできる時代だけに、先⾏きが不透明な現在の状況に不安を持っている⼈も少なくないだろう。
国際学⽣会議は、第⼆次世界⼤戦直前に⽇⽶関係の悪化を危惧した⽇本の学⽣が渡⽶し直接対話の重要性を訴えたことが原点とされている。その歴史に⽴ち返ると、その状況は現在と酷似しているのではないだろうか。社会的な緊張の⾼まりの時こそ、絶対的な平和のための対話が必要である。利害関係など様々なしがらみから解放されたアクターとしての特権を有している学⽣同⼠の対話の存在感は⼀層⾼まっているのではないだろうか。
確かに、学⽣は世界を知らない井の中の蛙かもしれない。学⽣が語ることは理想論であり机上の空論だ、と⽚付けられてしまえばそれまでである。しかしながら、私たち学⽣がこれからの未来を担っていく。これだけは覆すことのできない事実である。
そこで第 64 回国際学⽣会議は、『Future Global Leaders Illuminating the Path Towards Absolute
World Peace（⽇本語表記：未来のグローバルリーダーとして真の世界平和への道を照らせ）』という総合テーマを定めた。これからの未来をグローバルリーダーとして担っていく学⽣たちが、実際に世界で起きている、または今後起こるであろうと予測される国際問題に対して⾃分ごととして向き合い、この不安定な世の中をいかにして変⾰していくかについて答えを探求する。本報
告書にて記録された弊団体の活動は全てこの理念に基づいている。
第 64 回国際学⽣会議では、事前研究期間を含む合計 3 ヶ⽉に渡る学⽣たちの活動の中で、6 つの国際問題についての調査と議論を深め、最終的にはそれぞれで定義した問題に対する解決策の提⾔を作成し社会に発信した。また、世界中各⼤陸の合計 23 ヶ国から集まった学⽣たちによる⼆週間弱に渡る共同⽣活の中で、様々な形で交流を深め、バックグラウンドの違いを受容した上で⾃分たちの価値観も積極的に発信する⼒を磨き上げた。これらの活動によって⽣まれた成果は、将来的な世界平和達成へ向けた確かなる第⼀歩となり、また未来のグローバルリーダーとして国際問題に⽴ち向かっていくことになる学⽣たちにとって絶対的な糧になるものである、と確信し
ている。

7

概要

英語表記名
The 64th International Student Conference (ISC64)
会期・場所
事前研修旅⾏ 8 ⽉ 22 ⽇(⽔)~8 ⽉ 25 ⽇(⼟)（名古屋・京都・⼤阪・神⼾・岡⼭・九州の各都市で開催）
本会議

8 ⽉ 26 ⽇(⽇)~9 ⽉ 3 ⽇(⽉)（東京・国⽴オリンピック記念⻘少年総合センターで開催）
総合テーマ「Future Global Leaders Illuminating the Path Towards Absolute World Peace」（未来のグローバルリーダーとして真の世界平和への道を照らせ）
テーブル共通テーマ「What can we, as future global leaders bring to the current unstable world, in order tocontribute to the sustainable and absolute happiness of all human beings?」（真の世界平和を実現すべく、未来を担うグローバルリーダーとして現在の不安定な世界をいかに変⾰するか）
テーブルトピック

Table1:Heterosexism

異性愛中⼼主義

Table2:Democracy and Global Order ⺠主主義と世界的秩序
Table3:Designer Babies

Designer Babies の倫理的問題

Table4:21st Century Education 21 世紀の教育
Table5:The Global Rise of Religious Violence

宗教対⽴の世界的勃興

Table6: Refugee Crisis in the Light of Human Rights
⼈道危機に晒される難⺠

8

公⽤語
英語
活動内容
国際問題研究・ディスカッション
⽇本⽂化体験・フィールドトリップ
各種交流会・ファイナルフォーラム
参加者⼈数
⽇本⼈学⽣ 33 名（うち実⾏委員 11 名）
外国⼈学⽣ 31 名（うち実⾏委員 6 名）
計 64 名参加者⼤学
⻘⼭学院⼤学、岡⼭⼤学、関⻄⼤学、北九州市⽴⼤学、慶應義塾⼤学、神⼾⼤学、神⼾市外国語⼤学、国際教養⼤学、国際基督教⼤学、
滋賀医科⼤学、静岡⼤学、⾸都⼤学東京、創価⼤学、東海⼤学、
東京⼤学、東京外国語⼤学、名古屋市外国語⼤学、新潟県⽴⼤学、
福岡⼤学、⽴教⼤学、早稲⽥⼤学

参加国・地域
⽇本、インドネシア共和国、カンボジア王国、シンガポール共和国、
タイ王国、⼤韓⺠国、中華⼈⺠共和国、ネパール連邦⺠主共和国、
パキスタン・イスラム共和国、バングラデシュ⼈⺠共和国、
ベトナム社会主義共和国、マレーシア、南アフリカ共和国、
クロアチア共和国、ドイツ連邦共和国、ブルガリア共和国、
ポーランド共和国、ルーマニア、ロシア連邦、アメリカ合衆国、
ブラジル連邦共和国、オーストラリア連邦、ニュージーランド

主催
⽇本国際学⽣協会 The International Student Association of Japan (I.S.A.)

9

プログラム全体の流れ
2017 年 9 ⽉《第 63 回国際学⽣会議終了・第 64 回実⾏委員会発⾜》

2017 年 11 ⽉

《公式サイトの刷新》

2018 年 3・4 ⽉《各地での説明会の開催》
参加者の募集に先駆け、東北・関東・中部・関⻄・中国の 11 箇所で説明会を実施した。またメディアへの出演や各⼤学の協⼒により実現したチラシ配
布等での広報を⾏った。

2018 年 5 ⽉《選考》
国内 60 名、海外 52 の国と地域から 188 名の応募があり、エッセイや⾯接の⼆段階の選考を経て、国内 21 名、海外 25 名の参加者が選抜された。多様性と包摂性のある環境を創造するため、英語能⼒ではなく志望動機やトピックに対する意欲などを加味し選抜した。

2018 年 5 ⽉ 26, 27 ⽇《事前招集会》
⽇本国内在住の参加者を対象に、招集会を合宿形式で開催した。本会議を円滑に⾏うことを⽬的として、英語及び議論の練習、また⽇本⼈参加者間の交流や興味分野の把握等も⾏った。
2018 年 6〜8 ⽉《事前研究期間》
各々の参加者が、本会議に備えて必要な英語⼒と知識を獲得し、コミュニケーションを促進するための事前研究期間では、各テーブルが⾃主的に勉強会を企画し、海外参加者ともインターネットを通じて情報共有や意⾒交換を⾏った。また、政策提⾔の提出に向けて、議論の⽅向性に関する話し合いや、
事前リサーチなどを実施した。下記テーブルでは、以下の⽅々に事前研究段
階でご協⼒をいただいた。
テーブル 1：株式会社 JobRainbow 星賢⼈ CEO
テーブル 4：東京⼤学 北村友⼈准教授 お話を伺った公⽴の先⽣⽅
テーブル 5：創価⼤学 宮⽥幸⼀教授

2018 年 7 ⽉ 29 ⽇

《三学⽣会議合同での交流会》
⽇⽶学⽣会議、⽇中学⽣会議、そして国際学⽣会議の三団体合同交流会を、初めて開催した。各学⽣会議の運営と参加者の⼀部が 31 名集まり、⾷事や企画したイベントに参加した。

102018 年 8 ⽉ 20, 21 ⽇《海外参加者来⽇》
実⾏委員は関⻄空港に宿泊し、来⽇した海外参加者を各地域（名古屋、京都、⼤阪、神⼾、岡⼭、九州）の ISA 会員のホストファミリー宅へと送り出した。

2018 年 8 ⽉ 22〜25 ⽇《事前研修旅⾏》
⽇本各地 6 都市において、現地⼤学⽣とともに⽂化交流や観光、各所⾒学等を⾏った。
2018 年 8 ⽉ 23 ⽇

《政策提⾔に関するレクチャー》
政策提⾔の形式・作成⽅法・注意する点などについて、United Nations Major
Group for Children and Youth Deputy Organising Partner の⼩池宏隆さんにレクチャーをしていただいた。

2018 年 8 ⽉ 26〜9 ⽉ 3 ⽇《本会議》国内外⼀堂に集まった参加者は、寝⾷を共にしながら議論や⽂化交流を⾏った。また、議論を進める上で、各フィールドの専⾨家から意⾒やフィードバ
ックを受ける機会を設けた。
テーブル 1：渋⾕ダイバーシティーセンター 永⽥⻯太朗 課⻑テーブル 2：駐⽇欧州連合代表部
テーブル 3：宇都宮共和⼤学 吉良貴之 専任講師
テーブル 4：参議院議員 新妻秀規 様
テーブル 5：東京⼤学 藤原聖⼦ 教授
テーブル 6：UNHCR 駐⽇事務所
2018 年 8 ⽉ 28 ⽇

《シンポジウム》
第 64 回国際学⽣会議では、シンポジウム「核の時代の国際情勢 〜⼈間の尊厳の観点から考える〜」を開催した。ゲストには、核兵器廃絶国際キャンペーン（ICAN）国際運営委員の川崎哲⽒、東京⼤学総合⽂化研究科准教授のキハラハント愛⽒、東京都原爆被害者団体協議会事務局⻑の三宅信雄⽒をお迎した。シンポジウムの前半の部では講演を、後半の部ではお三⽅によるパネルディスカッションを⾏った。

2018 年 9 ⽉《政策提⾔提出》
3 ヶ⽉の研究期間と本会議での分科会の成果として、6 つのトピックに対する政策提⾔を作成した。6 つの政策提⾔は、9 ⽉ 4 ⽇に⽂部科学省、9 ⽉ 7⽇に外務省に提出した。

11

プログラム詳細
事前研修旅⾏
8 ⽉ 22 ⽇（⽔）
8 ⽉ 23 ⽇（⽊）

名古屋・京都・⼤阪・神⼾・岡⼭・九州
各地にて開催8 ⽉ 24 ⽇（⾦）
8 ⽉ 25 ⽇（⼟）

東京にて開催本会議

12

8 ⽉ 26 ⽇（⼟）

開会式
ウェルカムパーティー

8 ⽉ 27 ⽇（⽇）

分科会 1
分科会 2
各国紹介プレゼン⼤会

8 ⽉ 28 ⽇（⽉）

分科会 3
シンポジウム分科会 4

8 ⽉ 29 ⽇（⽕）

分科会 5
分科会 6
各国国別紹介プレゼン

8 ⽉ 30 ⽇（⽔）

本会議研修旅⾏(メイン ST)

8 ⽉ 31 ⽇（⽊）

分科会 7
分科会 8
⽇本⽂化体験

9 ⽉ 1 ⽇（⾦）

分科会 9
分科会 10
分科会 11

9 ⽉ 2 ⽇（⼟）

ファイナルフォーラム
フェアウェルパーティー

9 ⽉ 3 ⽇（⽇）

閉会式
解散

国⽴オリンピック記念
⻘少年総合センター

東京・神奈川の各地

国⽴オリンピック記念
⻘少年総合センター

スタッフ名簿第 64 回国際学⽣会議（ISC64）実⾏委員
実⾏委員⻑

⾺淵将明

東京⼤学

副実⾏委員⻑

鎌⽥⼀帆

関⻄⼤学

岡部エミリー直美

創価⼤学

財務

⾵間⼤地

東海⼤学

財務兼事前 ST 部⻑

宮本⼤輝

岡⼭⼤学

国内渉外

⼭本翠蓮

⻘⼭学院⼤学

企画

⼭本昂亮

早稲⽥⼤学

三船⼤制

東京⼤学

広報

砂原佑⾹

⽴教⼤学

総務

⼟橋美燈⾥

国際教養⼤学

テーブルマネジメント

内⽥崇

東京⼤学

Table1

Phuc Huynh

National Dong Hwa University

Table2

Ruxandra Florea

早稲⽥⼤学

Table3

Aaron Chang

University of California, Irvine

Table4

Rachel Faun Kar Mun

武蔵野⼤学

Table5

Boryana Saragerova

Sofia University

Table6

Alexandra Prodan

Tongji University

渡部紘貴

北九州市⽴⼤学

テーブルチーフ

映像クリエイター

13

各⽀部事前研修旅⾏（事前 ST）実⾏委員⻑
名古屋 ST

古後⽔暉

南⼭⼤学

京都 ST

⾼⽥和暉

同志社⼤学

阪神 ST

⼭本華⼦

関⻄⼤学

岡⼭ ST

渡邊華澄

ノートルダム清⼼⼥⼦⼤学

九州 ST

⻄⽊琴乃

北九州市⽴⼤学会⻑

藤原実穂

ノートルダム清⼼⼥⼦⼤学

中央事務局⻑

⽯⼝歩美

佛教⼤学

財務部⻑

パウエル井上潤

岡⼭⼤学

広報部⻑

佐藤秀

関⻄⼤学

派遣部⻑

洲脇聖哉

同志社⼤学

企画部⻑

⽥中徹平

関⻄⼤学

⽇本国際学⽣協会（I.S.A.）中央役員

⽇本国際学⽣協会（I.S.A.）各⽀部⽀部⻑

14

東京⽀部

齋藤嘉克

芝浦⼯業⼤学

名古屋⽀部

古後⽔暉

南⼭⼤学

⼤阪⽀部

乾友紀

関⻄⼤学

京都⽀部

村野⼀巴

同志社⼤学

神⼾⽀部

⼭⽥彩世

関⻄学院⼤学

岡⼭⽀部

井原崚貴

岡⼭⼤学

九州⽀部

⻑尾友⾥加

北九州市⽴⼤学

参加者名簿

Table1 Heterosexism
葛⻄郁花

Japan

国際教養⼤学

斎藤菜都実

Japan

創価⼤学

弘中花穏

Japan

福岡⼤学

Do Hoang Hiep

Vietnam

静岡⼤学

Anisa Indira Prameswari

Indonesia

Universitas Pembangunan Nasional Veteran Jakarta

Anna Yan Yee Rumjahn

Australia

University of Sydney

Sara Fonseca Santos

BrazilUniversidade Federal Fluminense

Table2 Democracy and Global Order
⼩松正実

Japan

創価⼤学

⽥⼝愛

Japan

国際基督教⼤学

古澤謙

Japan

東京外国語⼤学

Laopaiboonpipat Theeritsara

Thailand

創価⼤学

Matej Mikasinovic-Komso

Croatia

University of Zagreb

Nguyen Pham Lam Phuong

Vietnam

University College Roosevelt

Quoc Tuong Dong

VietnamGlion Institute of Higher Education

Robert Ken Völker

Germany

University of Cologne

Table3 Designer Babies
河合⾹奈

Japan

滋賀医科⼤学

三好祐貴

Japan

国際基督教⼤学

⼭本千尋

Japan

⾸都⼤学東京

Dominika Ostańkowicz

PolandUniversity SWPS

Ho Doan Thanh Nhat

VietnamPham Ngoc Thach Medical University

Kimberly Soo

New ZealandVictoria University of Wellington

Petra Medak

Croatia

University of Zagreb

Table4 21st Century Education
⻘柳識

Japan

慶應義塾⼤学

中関令美

Japan

慶應義塾⼤学

萩原さき

Japan

東京外国語⼤学

15

Damrongsoontornchai Kanlongtham

Thailand

早稲⽥⼤学

Aaysha Pathak

NepaliShinawatra University

Angel Permata Jauhari

Indonesia

University of Indonesia

Ziyuan Jin

China

Pima Community College

Table5 The Global Rise of Religious Violence
⾓尾⼗和

Japan

創価⼤学

⾦⼭雄樹

Japan

慶應義塾⼤学

深⽥莉映

Japan

国際基督教⼤学

⼭川春奈

Japan

新潟県⽴⼤学

Elena Vulcheva

Bulgaria

Sofia University

Fahad Baloch

Pakistan

Shaheed Zulfikar Ali Bhutto Institute of Science andTechnology

Georgii Baryshnikov

Russian

MGIMO University

Monika Febiola

Indonesia

University of Indonesia

Sumaiya Tanim

Bangladesh

University of Dhaka

Table6 Refugee Crisis in the Light of Human Rights

16

岡⼭夏⽣

Japan

東海⼤学

友成咲良

Japan

神⼾市外国語⼤学

東⽥理沙

Japan

神⼾⼤学

権京⾹

Korea

名古屋市外国語⼤学

Duncan Moeketse

South African

University of South Africa (UNISA)

Jinbang Luan

China

University of Oxford

Joyce Gao Wenjing

Singapore

Nanyang Technological University

Sanramith Sam

Cambodia

Mahidol University International College

第 3 章 事前研修旅⾏

事前研修旅⾏総括
各ツアー内容事前研修旅⾏報告17事前研修旅⾏総括
⽂責 宮本⼤輝

概要
事前研修旅⾏とは、本会議が開催される直前の 8 ⽉ 22 ⽇から 8 ⽉ 25 ⽇の 4 ⽇間にかけて⾏われる企画である。国際学⽣会議の⺟団体である⽇本国際学⽣協会（以下 I.S.A.）の⽀部が所在する、名古屋、京都、⼤阪、神⼾、岡⼭、九州の 6 都市に分かれて開催され、各⽀部から有志で集まった実⾏委員が企画・運営する。海外参加者は参加必須となっており、国際学⽣会議の国内参加者および I.S.A.の会員も任意で参加することができる。

開催⽬的
事前研修旅⾏の開催⽬的は 2 つある。1 つは「海外参加者に⽇本の⽂化・技術に触れてもらうこと」である。国際学⽣会議の参加者の中には初めて来⽇する者も多い。そこで、観光や体験を通して⽇本ならではのものを知ってもらったり、ホームステイを通して⽇本の⽣活スタイルを体感してもらうことを狙いとしている。もう 1 つは「⽇本⼈参加者が海外の⼈と交流する場を設けること」である。I.S.A.は国際的な相互理解を推進している学⽣団体であり、国際交流をすることに意欲を⽰している学⽣が多く所属している。事前研修旅⾏は⽇本の観光地を回りながら⽇本の歴史を伝えたり、お互いの国の⽂化の違いを語り合ったりする
ことを通して、⽇本の良さの再認識や異⽂化理解を促すきっかけとなっている。

総括
事前研修旅⾏は各地域がテーマを設定し、オリジナリティ溢れる内容だった。海外参加者
のみならず、国内参加者にとっても学びが得られる経験になったのは、⽇本が世界に誇る有名な観光地から、現地の⼈以外にはあまり知られていない場所まで、各地運営の⼯夫が凝らされたツアーだったからだと⾔える。また、どの地域も遠⽅から来⽇した参加者に対してできる限りのおもてなしをしようとする姿勢が⾒られ、彼らも⼤変満⾜した様⼦だった。
わずか 3 ⽇間という短い間だったが、参加者が密に交流することができた。4 ⽇⽬からの本会議に向けて東京に⾏く参加者を送る際には、運営と参加者の双⽅が別れを惜しんでいた。
特に海外参加者のホームステイを受け⼊れてくれたホストらは、他の参加者以上に仲を深めており、ホテルではなく、敢えて I.S.A.会員の家に泊まる意義があったことが伺えた。また、参加者はみな⼝を揃えて「楽しかった」と⾔い、その後の 9 ⽇間の議論に⼠気⾼揚している様⼦だった。
最後になったが、この事前研修旅⾏を開催するにあたり、運営に携わってくださった各実
⾏委員⻑をはじめとする実⾏委員の⽅々、ならびに参加してくださった I.S.A.会員の⽅々、協⼒してくださったすべての⽅々に感謝を申し上げまして、私からの統括とさせていただく。

18

各ツアー内容名古屋
名古屋 ST は実⾏委員 6 名、⽇本⼈参加者 11 名、海外参加者 3 名で執り⾏われた。1 ⽇⽬はまず、中村⽣涯学習センターにおいてウェルカムパーティーをし⾃⼰紹介やアイスブレイクを通してお互いを知った。その後同施設料理室において料理企画を⾏い、名古屋名物である⼩倉トース
ト、たませんを⾃分たちで作って⾷べた。夜は名古屋駅近くのゲストハウスに宿泊した。2 ⽇⽬は⽝⼭市にある明治時代の街並みを再現した博物館明治村を訪れた。館内では実⾏委員がミッションゲームを⽤意し、グループに分かれて散策。その後、名古屋駅に戻ってから駅周辺でグループに分かれて⼣⾷をとった。夜は同じ施設に宿泊した。3 ⽇⽬は⼤須観⾳にお参りをし、その後
⼤須商店街で⾷べ歩きを⾏った。午後からはトヨタ産業技術記念館にて施設⾒学を⾏い、紡績や⾃動⾞製造の技術を学んだ。名古屋駅の周辺の居酒屋にてフェアウェルパーティーを⾏い、名古屋 ST は終了した。
名古屋 ST はテーマを 2 つ掲げていた。⼀つは「名古屋以外の場所にも⽬を向けてもらうこと」
である。愛知に初めて来た観光客は名古屋市内を回ることが多いため、敢えて他県や他国から来た⼈があまり⾏かないであろう⽝⼭市の博物館明治村を訪れた。実際の明治時代の建造物が状態良く、数多く展⽰されているというのは⽇本でも有数なので、名古屋以外の観光地に⽬を向けてもらうことはできた。2 つ⽬は「名古屋での⽇本っぽさを表現すること」である。⽇本っぽさということであるが、明治村は⾔わずもがなで、⽇本⼈が⾒ても古来の⽇本を感じることができたと思われる。他にも、⼤須観⾳では、観⾳でお参りといういかにも⽇本らしい体験ができたし、
トヨタ産業技術記念館でも、世界的に有名な⽇本の企業であるトヨタグループの成り⽴ちとその技術の展⽰を⾒学することができた。

京都
京都 ST は実⾏委員 4 ⼈、国内参加者 5 ⼈、海外参加者 5 ⼈にて⾏われた。1 ⽇⽬は京都イオンにてみんなで昼⾷をとりながら⾃⼰紹介をした。その後、イオンコート内でショッピングをし、海外参加者に⽇本の駄菓⼦を紹介して⾷べてもらい楽しんだ。その後、京都市内から天橋⽴まで電⾞で移動した。特急⾞内では⽇本⼈と海外参加者の交流がより盛んになり⾃然と英語で会話していた。到着後は天橋⽴を約⼀時間かけてゆっくり歩きホステルに向かった。ホステルでは⼣⾷として⾁じゃがを出していただき⽇本⾷にも触れてもらった。その後みんなで花⽕をし、⼊浴後は⼀部屋に参加者が集まりカードゲームを楽しんだ。ロシアからの参加者が英語でゲームの説明をし、英語でゲームを楽しみ⽇本⼈にとっても有益な時間が過ごせた。2 ⽇⽬はビーチに⾏き海
⽔浴を楽しんだ。ゆったりと楽しむことができ、海外参加者同⼠で会話をしたり、各々⾃由な時間を過ごすことができた。その後、笠松公園に登り、天橋⽴を上から眺めただけでなく観光船にも乗⾞して、⽇本三景である天橋⽴を様々な⾓度から⾒学した。その後、バスで市内に戻り台⾵の接近が⾒込まれたため解散することとなった。3 ⽇⽬は海外の⽅にとって最も有名な観光地の⼀つである伏⾒稲荷⼤社を観光した。その後、和菓⼦作り体験をし、嵐⼭を散策した。古都京都の⾵情を感じてもらうことができた。

19

3 ⽇間を通して海外参加者に⽇本⽂化に親しんでもらうだけでなく、⽇本⼈参加者にとっても新しい⽂化的な体験、観光を達成することができた。また国際交流という観点においても京都
ST では、⽇本⼈と海外参加者の⽐率が 1 対 2 であったため、様々なバックグラウンドを持つ海外参加者と密にかかわる良い機会となった。

阪神（⼤阪・神⼾合同開催）
阪神 ST は実⾏委員 4 ⼈、国内参加者 8 ⼈、海外参加者 5 ⼈にて 3 ⽇間の⾏程を過ごした 1 ⽇
⽬はあすてっぷ神⼾にてウェルカムパーティーを⾏い、名前覚えゲーム、ジェスチャーゲームな
どをして親睦を深めた。その後、神⼾ハーバーランド umie MOSAIC にてミッションゲームを⾏った。2 ⽇⽬は⼤阪くらしの今昔館にて⼤阪の歴史を学び、また着物や昔の遊びなどを体験した。
そして、道頓堀に移動し⼤阪の中⼼街を散策した。3 ⽇⽬は⼤阪府堺市にあるハーベストの丘にて、ガラスのフォトフレームに絵付け体験をしたほか、園内の動物とのふれあいや、お花畑など
⾃然との触れ合いをした。最後に天王寺にある⼩学校スタイルの飲⾷店でフェアウェルパーティ
ーをし、海外参加者⼀同初めて⾒る光景に興味を⽰している様⼦だった。
「こんなところもあるんやで！⼤阪、神⼾再発⾒ツアー！」というテーマを⽴て、有名観光地だけでなく少しマイナーな場所を訪れることで海外・国内参加者双⽅に新たな発⾒を提供できる
ような研修旅⾏を作りたいと考えた。実際に研修旅⾏を終え、⼤阪くらしの今昔館では、海外参加者に着物体験をしてもらい、国内参加者も⽇本の伝統的な遊びなどを体験し、全員が満⾜していたと思われる。また、ハーベストの丘では、フォトフレームの絵付け体験は参加者が⾃分で考案したデザインを描いて思い出を作り、都会的なイメージの⼤阪では感じづらい⾃然を存分に満喫してもらえた。

岡⼭
岡⼭ ST は実⾏委員 9 ⼈、国内参加者 13 ⼈、海外参加者 3 ⼈で構成された。まず、1 ⽇⽬は岡⼭市内の国際交流センターでウェルカムパーティーを⾏い、ゲームを通してお互いが⾃⼰紹介をした。その後、バスで岡⼭県の北部、新⾒市にある満奇洞というカルスト台地の鍾乳洞を訪れた。
ライトアップされた幻想的な鍾乳洞には⼀同⽬を輝かせていた。その後、国⽴吉備⻘少年⾃然の家に 1 泊し、寝⾷を共にした。2 ⽇⽬は⾼梁市に移動し、ベンガラ染体験を⾏ったほか、美しい
ベンガラ⾊の屋根の家が並ぶ吹屋ふるさと村を散策しながら写真を撮って楽しんでいた。3 ⽇⽬
は⽂化体験として折り紙をしたり、⽇本の遊びを教えたりした。昼⾷は岡⼭名物のえびめしを⾷べた。その後、⽇本三⼤庭園の⼀つである後楽園に⾏き、フォトコンテストという形で参加者各々が綺麗な写真を撮ろうと競っていた。最後はフェアウェルパーティーを⾏い、3 ⽇間の思い出に浸っていた。
岡⼭ ST では⾃然を感じてもらうことや岡⼭の名物を知ってもらうことをコンセプトとしていた。岡⼭は海外参加者からするとマイナーな観光地であるかもしれない。だからこそ、この機会に知ってもらいたいという思いでツアーを考案した。その結果、⾃然が織りなす美しい⾵景や歴史的な建築物にかなり興味をもってもらえたうえに、国内参加者らも普段は当たり前で⾒過ごしてしまう⽇本特有の⽂化を再認識してもらうことができた。

20

九州
九州 ST は実⾏委員 9 名、国内参加者 23 名、海外参加者 8 名にて開催された。
1 ⽇⽬は北九州市⽴⼤学でアイスブレイクとしてビンゴゲームをしたのち、たこ焼き、お好み焼きを国内参加者がレクチャーしながら⼀緒に作った。また、⽂化体験としてとんぼ⽟づくりをした。2 ⽇⽬はバスで⽷島に⾏き、昼は海⽔浴、夜はバーベキューと花⽕をし、全員が⺠宿に泊まった。3 ⽇⽬は学問の神様として知られる菅原道真公が祀られている⼤宰府天満宮を散策してから北九州市⽴⼤学に戻りフェアウェルパーティーを⾏った。
「海！⼭！⾃然たっぷりの九州、来てみらん？」というテーマの通り、⽷島では海⽔浴を楽し
み、⾃然に囲まれた⺠宿で過ごすことができた。また、⽇本らしい⾷べ物や⽂化に触れたことは海外参加者にとって新鮮な体験であったに違いない。

21

事前研修旅⾏報告
アンケート結果
事前研修旅⾏終了後、参加した海外参加者、⽇本⼈参加者の双⽅にアンケートを実施した。
［⽇本⼈参加者向け］
問1

海外参加者と英語を使ってコミュニケーションをとる機会がありましたか。

全体

九州

岡山

阪神

京都

名古屋
0%

10%

20%

かなり多かった

問2

30%

40%

多かった

50%

60%

どちらともいえない

70%

80%

あまりなかった

90%

100%

なかった

いつ・どんなコミュニケーションを交わしましたか？もしくはどうしてコミュニケーシ

ョンをとれなかったのですか。
（⾃由回答から抜粋）【かなり多かった・多かったと答えた⼈】
l

神社に⾏ったときに礼拝の作法を英語で伝えた。

l

お互いの⺟国語を教え合った。

l

⽇本や名古屋のことに関する質問に答えた。

l

⾷事や観光場所についての説明や、お互いの国の⽂化による違いなどの会話を交わした。

【あまりなかった・なかったと答えた⼈】

22l

⾃分の英語⼒が⾜りず、上⼿く話すことができなかった。

l

英語に訛りがあるうえに早⼝で聞き取りづらかった。

問3

海外参加者とのコミュニケーションを通して新たな視線を得られましたか。

3%
7%

38%

20%

32%

たくさん得られた

問4

得られた

どちらともいえない

あまり得られなかった

得られなかった

具体的にどんな視点を得られましたか。

（⾃由回答から抜粋）
l

相⼿国の⾐⾷住や⽇本との違いを知った。

l

⽇本⼈にとっては⾝の回りにある当たり前のものについて、海外参加者から説明を求められた時、すぐに説明できない場⾯があった。今まで海外ばかりに⽬を向けていたが、もっと⽇本について知る必要があると感じた。

l

⽂化的な視点を得ることができた。例えば、ご飯を⾷べる時に⽇本⼈は全員の分が来るまで待つ⼀⽅、⼀部の国の⼈は来たら⾷べるという慣習があった。しかし、例えばクロ
アチアでは全員が来るまで待つという私たちと同じ⽂化を共有していることを知り、何気ない動作でも⽂化の違いがはっきりと表れることに興味を持った。

23

問5

⾃国の⽂化や歴史を改めて知る機会になりましたか。

2%
6%
31%
31%

30%

大いになった

問６

なった

どちらともいえない

あまりならなかった

ならなかった具体的にどんな⽂化や歴史を知りましたか。

（⾃由回答から抜粋）
l「いただきます」「ありがとうございます」などの礼儀を重んじる点。

l

まず、⾃分の住む県の古くからある場所や魅⼒を知らなくて、知ろうともしてないことに気づけた。例えば、ベンガラ染など、聞いたこともなかったので知ることができてよかった。⽂化や歴史ではないが、ベンガラ染体験を教えてくださった⽅が、下⾒そして当⽇もとてもよくしてくだって、⽇本⼈のおもてなしの精神がそこから海外参加者さんにも伝わったのではないかと思う。⽥舎だからこその⼈の近さ、温かさを私⾃⾝感じられた。

l

明治村にいった際に、歴史的な建造物や資料を⾒ることで、⽇本史の勉強では得られなかった知識を得ることができた。

24l

⽇本⼈は⾃分の意⾒をきちんとハッキリ⾔えないことが多いこと、上下関係など。

l

味噌をはじめとする名古屋特有の⾷⽂化に触れられた。

問7

海外参加者に⽇本のどんな点を知ってほしかった、もしくは興味をもってもらいたかったですか。
（複数回答可）

文化
歴史
食
風土・自然
現代の技術
日本の精神
安全さ
伝統的な遊び
0

10

20

30

40

50

それ以上

日本在住

60

70

［海外参加者向け］
問1

⽇本に来たのは何回⽬ですか。

0%
0%

9%

0%

4%
4%

83%

1回

2回

3回

4回

5回

25

問 2 もう⼀度⽇本に観光⽬的で来たいですか。

4%

96%

はい

問3

いいえ

問 2 でそう思うのはなぜですか。

【はいと答えた⼈】llll

Okayama is so serene and peaceful! Now that I have friends here, so why not?
It's a really beautiful and interesting country with so many things to see and do. It is impossible
to see everything in one trip, so I would like to return again!
Beautiful country with hospitable and kind people
Unfortunately, I haven't got enough time to see the most legendary Kyoto's sights: Kinkaku-ji
and Ryouan-ji. And I would like to visit Nara prefecture one day, too.

【いいえと答えた⼈】
l26

I usually don’t go to a country twice because I want to keep the memories alive here.

問4

来⽇前と事前研修旅⾏終了後の⽇本の印象はどうですか。

大変良い

良い

普通

あまり良くない

良くない
0

問5

2

4

6

8

10

来日前

事前研修旅行後

12

14

16

18

20

印象が変わった/保たれた理由は何ですか。

【変わったと答えた⼈】

lll

At first, I thought it's just like any other countries but turns out it has something unique to offer,especially the transportation system that I love the most.
I have heard Japan is quite a busy place, and people are quite busy. But now I changed mymind after meeting very warm and nice people.
It’s even better when you experience it live then on the pictures or TV.

【保たれたと答えた⼈】

l
l
l
l

I met a guide in Kyushu castle, and it was so kind of him that asking me for experiencing
wearing kimono and samurai clothes for free. Japanese are so nice.
Everything I heard about Japan was proven correct, and everything I heard was positive andgood.
Maybe because I've already live in Japan, my view toward Japan doesn't changed a lot.
Japan deserves all the good words written, amazing place with even more amazing people.

27

問6

事前研修旅⾏の実⾏委員や公共施設の英語対応はどうでしたか。

0%
4%
18%

26%

52%

かなり良かった

問7

l
l
問8

l
l

28

良かった

普通

あまり良くなかった

良くなかった（問 6 に関して）どういう点が良かったですか。

People, places, food, organization, transport
I could understand the overall theme of any conversation in English combined with gestures.
（問 6 に関して）どういう点が⾜りなかったですか。

Japanese people, apart from committee members, seem to be shy or not skilled enough to talkin English, so committee members had to be interpreters for us sometimes.
They should speak more English because sometimes I can’t join their conversation. It the samewith some public sightseeing’s and museums, I couldn’t understand much.

問9

何が⽇本の魅⼒だと思いますか。（複数回答可）

文化
歴史
食べ物
自然
現代の技術
日本の精神
安全さ
人々
0

問 10

l
l
l
l
l
問 11

l
l
l
l

5

10

15

20

25

「⽇本⽂化」とは何だと思いますか。

Amazing host, sticks, lots of colors, lots of fish, good manners, punctuality
Polite, well-mannered, always putting on a cheerful face and wants to treats others to the bestof their ability.
Calm, close to rules, protective, helpful
Thinking of others
Model with a mixed heritage, a mix of Chinese and European influences
⽇本がやりすぎな点は何だと思いますか。

Many strict rules (in a cultural way)
Too polite
I personally think Japanese people are very polite and kind but they can also be very
individualistic
They might be apologizing too much.

29

分析
まず、⽇本⼈参加者向けのアンケートの問 1 の結果から、参加者⽐率では⽇本⼈のほうが多い
ものの、どの地域でも積極的に英語を使おうという雰囲気作りができていたことがわかる。特に、京都はその機会が多いことが⾒て取れるが、これは⽇本⼈と海外参加者の⽐率が 1 対 2 であった
ため必然的に皆が英語で話す環境が構築されていたからだと⾔える。普段、英語を使う機会のな
い⼈や、英語⼒に⾃信のない⼈でも海外から来た多様なバックグラウンドを持つ⼈々と関わる貴重な機会になったに違いない。また、コミュニケーションを通してお互いの国のことを知ったり、⽇本の⽂化の特徴について教えたりすることで新たな視点を得ることができ、異⽂化理解の促進につながったはずである。また、異⽂化理解だけでなく、海外参加者からの視点が⽇本⼈に⾃国のことについて再考するきっかけとなった。すなわち、事前研修旅⾏が異⽂化だけでなく⾃⽂化の理解も促したのである。問 7 から、⽇本⼈参加者は⽇本特有の⽂化や⾷を⼀番の魅⼒として認識しており、そのほか「おもてなし」に代表される⽇本の精神も知ってもらいたいと考える⼈が多い。
次に、海外参加者向けのアンケートを分析すると、海外参加者のほとんどは初めて来⽇した⼈で、その多くの⼈は来⽇前から⽇本に対してよいイメージを持っていた。これは、近年、訪⽇外国⼈が増えており、メディアを通して⽇本が発信されているからであるだろう。⽇本に対して多少ネガティブなイメージを抱いていた⼈も実際に訪れてみるとそのイメージが払拭されており、結果的に全員が来⽇後のイメージがアップした、もしくは思っていた通り良かったと答えていた。
今回は 3 ⽇間という短い期間だったため、もっと⽇本の多くの場所を回ってみたいと感じた参加者も多かった。ところで、訪⽇外国⼈にとって⼀番の不安が⾔語の壁だろうが、今回訪れた 6 都
市は⽐較的発展しており、英語対応が進んでいて海外参加者が不便に感じる機会は少なかったようだ。しかしながら、会話に関してはあまり対応しきれない場⾯もあったので訪⽇外国⼈にもっと楽しんでもらうためにもコミュニケーション能⼒は強化していかなければならない。何が⽇本の魅⼒と思うかという質問に対しては、⽇本⼈と⼀致しており、⽂化、⾷べ物が代表格として挙げられた。これは、アニメや J-POP などが海外にも浸透しており、また、3 年前に和⾷がユネス
コ無形⽂化遺産に指定されたこともあって認知度が広まっているのだろう。⽇本⼈と海外参加者
それぞれが思う魅⼒の相違点は安全さである。⽇本⼈でこれを挙げたものは少なかったが、海外の⼈から⾒て⽇本のセキュリティはレベルが⾼いようだ。海外参加者が考える⽇本⽂化は、謙虚さやルールを守ること、他⼈に対する気遣い、など姿勢や慣習が挙げられることが多かった。その⼀⽅で、そういった姿勢や慣習は⾏き過ぎていて逆に海外参加者にとっては息苦しくなることもあったようだ。問 11 の回答には「⽇本⼈は謝りすぎだ」と書いてあるが、これは⽇本⼈がよく⾔う「すみません」のことを指しており、謝罪の意味で⾔ったわけではないが、海外参加者に謝罪の意味でとられたからであろう。
総評すると、⽇本は近年ますます観光⼤国として発展し続けており、⽇本の⽂化や歴史、建造物は海外の⼈にとってかなり物珍しいものである。英語対応という意味でまだ改善の余地はある
が、訪⽇客に楽しんでもらおうという「おもてなし」の精神は多くの⽇本⼈に息づいているのである。

30

第 4 章 本会議

全体総括
分科会総括
各テーブル報告ファイナルフォーラム報告
シンポジウム報告
国際交流企画
31

全体総括
⽂責

岡部エミリー直美

第 64 回国際学⽣会議では、『Future Global Leaders, Illuminating the Path Towards Absolute
World Peace』（⽇本語表記：未来のグローバルリーダーとして、真の世界平和への道を照らせ）という総合テーマのもと、23 ヶ国から各国を代表する学⽣が東京に集った。世界中で様々な問題が起きる中で、それに対する問題意識、そしてアクションを起こしたいと真摯に思う学⽣が⾃⾝の限界に挑戦し、それらを乗り越え⼤成⻑を遂げた場となった。異なる⽂化や常識、価値観を持つ学⽣と本気で意⾒を交換することは、簡単な事ではない。しかし、意⾒がぶつかったとしても、真剣に対話する中で様々な考え⽅を学び、学⽣達の視野も⼤きく広がる機会となった。国境を越え、楽しい事や嬉しい事だけではなく、苦しみや悔しさを共に乗り越えたからこそ、国境を越えた本物の強い絆、国際交流が可能になったに違いない。以下、第 64 回 国際学⽣会議の各分
科会と会議中に⾏った各イベントの説明と報告である。
64 回⽬となる本年度の国際学⽣会議は、数々の新たな取り組みを実施した。6 つの国際問題に対して学⽣ならではの考えを社会に訴えるべく、3 か⽉の事前研究期間を経て、9 ⽇間の本会議
では全員で熱い議論を交わした。⻑時間議論を⾏った分科会活動に加え、各トピックの分野の最先端で活躍する教授や専⾨家からお話を伺うメンター・フィールドワーク企画を⾏った。実際に活躍するプロフェッショナルの⽅々からの意⾒やフィードバックを受け、それらから新たな視点を得ることができ、議論をさらに上の次元へ進めることができた。また、「核の時代の国際情勢〜⼈間の尊厳の観点から考える〜」をテーマとした核兵器シンポジウムも開催した。学術企画の他にも事前研修旅⾏をはじめ、⽇本⽂化体験、各種パーティー、朝活、各国紹介プレゼン⼤会など⽇本、そしてお互いの⽂化を学ぶ様々な交流の機会を準備し提供した。９⽇間という短い時間の中、学⽣達は分科会やレクレーション、共同⽣活を通し、切磋琢磨し、⾃分たちにしか出せない答えを導き出した。そして、それらをテーブル毎 6 つの政策提⾔書にまとめ、9 ⽉ 2 ⽇のファ
イナルフォーラム、9 ⽉ 3 ⽇の外務省への申し⼊れ、9 ⽉ 7 ⽇の⽂部科学省への申し⼊れを通し、社会に提⾔した。
国際問題に⽴ち向かい、⼈々の幸福に貢献する事を⽬標とする未来のグローバルリーダーにとって、それぞれの将来に向けて踏み出す第⼀歩となる体験こそが国際学⽣会議であると私は思う。
様々な困難を乗り越える⼒強さ、世界中で苦しむ⼈々に共感できる慈悲の⼼、そして問題に対して何かを訴えようとする⾏動⼒。第 64 回国際学⽣会議は、それらを鍛える場でありながら、これから鍛えるべき部分を発⾒する場であったと信じたい。そのような我々の理念に賛同し、協⼒して下さった⽅々に厚く御礼申し上げ、全体総括とさせて頂きたい。

32

分科会総括⽂責

内⽥崇

第 64 回国際学⽣会議では、世界各国から集まった学⽣たちを「未来のグローバルリーダー」と位置づけ、彼ら・彼⼥らが選択したトピックについて等⾝⼤の思いをぶつけ合い、学⽣ならではの視点から議論を成熟させていくと共に、参加者が成⻑する場を提供したいという思いから、「未来のグローバルリーダーとして真の世界平和への道を照らせ」という総合テーマを掲げた。
その上で、本年は 6 つのテーブル1を設置し、幅広い分野の社会問題を扱った。詳しい内容については、以下の各テーブル報告をご覧いただきたいと思う。
さて、第 64 回国際学⽣会議においては、3 つの⼤きな挑戦があった。第⼀に挙げられるのは、外国⼈テーブルチーフ2についてである。第 63 回で初めて導⼊された外国⼈テーブルチーフであるが、本年は全てのテーブルが外国⼈テーブルチーフによって率いられることとなった。実⾏委
員間で、⾔語の壁、対⾯で仕事を⾏うことが出来ない難しさ、価値観の違いなどの困難に直⾯したが、国際学⽣会議の特徴である多様性、⾼度な学術性がより担保されたと感じている。
第⼆には、全てのテーブルが本会議中に⼤学教授、政府や地⽅⾏政の関係者、ないし国際機関から直接お話を伺う機会を得ることができたという点である。参加者に⾏ったアンケートでは、多くの学⽣が、⾃らの知的好奇⼼が刺激され、⾮常に有意義であったと答えている。また各分野の専⾨家と話をすることで、最終成果物の質も向上したように思える。ここで改めて、お忙しい
中貴重なお時間を頂戴し、私たちの稚拙な質問にも答えてくださった皆様に御礼を申し上げる。
最後の挑戦は、全てのテーブルで具体的な政策提⾔を取りまとめ、外務省・⽂部科学省に提出することによって学⽣たちの声を社会に届けたことである。これは国際学⽣会議の歴史の中で初めての試みで、今まで以上に参加者およびテーブルチーフに負担がかかってしまったが、同時に議論、最終成果発表の質、そしてやりきった後の参加者の笑顔も、過去最⾼であったと⾃負している。このような貴重な機会をくださった外務省、および⽂部科学省に御礼を申し上げる。
本会議中では 40 時間以上に渡り熱い議論が交わされた。それだけではなく、今回私たちが⼒を⼊れた事前研究期間、さらには本会議中の深夜にまで議論をしている参加者の姿が印象的であった。幾多の困難を乗り越え、努⼒を惜しまなかった全ての参加者を称賛したい。
最後に、第 64 回国際学⽣会議に様々な形でご協⼒くださった全ての⽅々に⼼より御礼を申し上げ、私からの分科会総括とさせていただく。
なお、各テーブルにおける政策提⾔は以下のリンクからアクセス可能である。英語の⻑⽂ではあるが、ご⼀読いただけると幸いである。
https://drive.google.com/drive/folders/1h1UBP49FldkR1l7htXlPM4IiwGnDnQ9Z?usp=sharing

1 国際学生会議では、ある特定のトピックを話し合うグループのことをテーブルと呼んでいる。

2 テーブルの議論におけるリーダーを指す。

33

TABLE 1
Heterosexism
Table Chief: Huynh PhucBusiness Report
Despite numerous widespread movements around the world during the past few decades, theLGBT+ community still face discrimination in a society full of heterosexist rules as the authoritative
discourse.
Heterosexism is a system or culture based on a view that sees heterosexuality as the only rightnorm and therefore superior. This system has become the foundation of many societies, neglecting or
marginalizing those who fall outside of the norm. It is important to note that although the majority of
those who are affected by heterosexism identify as LGBT+, the discriminatory practices ofheterosexism affects society as a whole, regardless of sexuality or gender by defining strict rules about
how one can or cannot express themselves based on their biological self. We need to talk about this in
our current global society because no one should be left behind. We all need a society where everyone
is included. That is the reason why I chose this topic for my table. I want to challenge the deep-rooted
conservative ideology of our society. I want to make a change in the life of those who are drasticallyvulnerable to heterosexist acts. I have heard of so many stories of people out there, who have to fightagainst discrimination every single day of their life. And we gathered at ISC64.
After the whole recruiting process that lasted for several months, we eventually had a total of fourinternational students, three Japanese students and two sub-table chiefs from the committee. The
members are totally diverse in their nationalities, cultures and academic backgrounds, which exactlyaligned with what I had expected for the team, because diversity will bring different ideas, productive
discussion and constructive arguments.
Before the conference, we entirely worked over the internet, where we conducted several sessionsof discussion about different sub-topics related to LGBT+ issues. This is for every one of us to prepare
ourselves with rounded knowledge about the main theme. We started with the most basic things:
definitions. How should heterosexism be defined? What is sex? What is gender? What is thedifference between them? Or more concisely, what is the difference between sexual orientation andgender identity? How should we address the community of non-heterosexuals in the most inclusiveand considerate way? Should it be LGBT, or LGBT+, or LGBTQ, or LGBTI, or anything else, as there
are several terms used by different organisations? Then we pushed it further on what is happening
34

right now in terms of LGBT+ rights. What is the problem that we should be focusing on? By talking,arguing and debating, we finally came up with education, as it is the core of our society. Heterosexism
is an ideology that we, human beings, have been adhering to in every aspect of society. Therefore, it isa fact that we cannot eradicate this norm in just a year or two. Considering that, we came to think
about our next generations. It will be significantly easier to educate young kids than changing themindset of adults, who have already fully constructed their own values about things in life.
Consequently, we started to put our concentration on the problems related to heterosexist that does still
exist in the education system, especially in Japan. Using different methods of team management,
having members work either individually or as a pair, we managed to finish our background researchby the conference. Hence, during the nine days in Tokyo, we moved on to our solutions for the future
vision that we created: to eradicate heterosexism in the Japanese elementary school system. Spending
several days on aggressive discussion, intense brainstorming, questioning the alternatives, improving
the potential ideas and consulting professionals, we eventually came up with a concrete proposal on
how we should change the current curriculum and facilities in schools around Japan. The proposals
came in both English version and Japanese version thanks to the hard work of every single member of
the table.
People would usually expect some conflicts to happen when working in a diverse group of people.
However, it is indeed surprising that we did not have any problems when it comes to the difference inour values and cultures. We are all from different countries with different backgrounds, but during thewhole twelve intense sessions of discussion, we were cooperating in extreme harmony. Saying that
does not mean that we did not discuss critically. There were several sessions where we werecommenting constructively on each other’s ideas, which helped bring about a very satisfactory result
for the discussion of our table. We were a little bit behind the schedule for the first two days of theconference, because at some point, we were stuck in the process of brainstorming. It was much morechallenging then we had expected. Nevertheless, I think it is reasonable because we needed to spend
more time on making sure that the solutions we made are the most appropriate and effective ones.
With experience in working in an international team, I was already acquainted to the issues that mightarise, so everything was in total control. We were all on a great pace towards the final forum witheveryone working intensely on his or her allocated work.
We ended the conference with our amazing proposal where we put all of our hopes inside. We
were not just friends, we became so attached that the table could be called a family. We chatted for a
few months; we met in an August evening; we had our common goals; we faced the same problems;
we fought together; and we overcame them all. I am sure that these memories about ISC64 remain
forever, and we all will feel as if it had never ended.

35

Summary of the Policy Proposal
EMBRACING DIVERSITY WITH EMPATHY
New-age Strategies to eradicate heterosexism in the Japanese elementary school system
Despite numerous widespread movements around the world during the past few decades, theLGBT+ community still face discrimination in a society where heteronormativity rules as theauthoritative discourse.
Heterosexism is a system or culture based on a view that sees heterosexuality as the only rightnorm and therefore superior. This system has become the foundation of many societies, neglecting or
marginalizing those who fall outside of the norm. It is important to note that although the majority of
those who are affected by heterosexism identify as LGBT+, the discriminatory practices ofheterosexism affects society as a whole, regardless of sexuality or gender by defining strict rules about
how one can or cannot express oneself based on their biological self.
For a long time, many LGBT+ persons were and still are, worried about how their expression ofgender and sexuality could affect their lives. If we can reach a level where there is respect amongst
individuals independent of their identity, violence and prejudice will decrease. The most effective way
to make that happen is with education. Through educating the younger generations so as to impart an
open-minded approach with social issues, students will be able to critically challenge the current
discourses in society, such as heteronormativity. Several actions have been taken by the government,
schools, and NGOs, but none have had a profound impact on heterosexism, which is a deeply rooted
ideology of the whole society, especially in Japanese culture.
Table 1 of the 64th International Student Conference is fighting for a future where schools are aplace that welcomes everyone regardless of sexual orientation and gender identity. Therefore, this
proposal aims to be a recommendation of simple yet effective practices that can be applied into thecurrent curriculum, using the discretionary power that teachers have in primary education. Althoughsome changes depend on external factors, talking about and sharing information on the subject is a
powerful way to create change in the present.
The proposed changes open a path for the goal of reduce the proportion of LGBT+ students inJapan who are bullied both verbally and physically by 2030. Depression and suicide rates among
LGBT+ students should therefore be reduced proportionately. When we are respectful of thedifferences among all of us, heterosexism will no longer exist.

36

Participants Essay
Anna Rumjahn

Table 1 has formulated their proposal based upon the belief that through education, we canchange the world. I believe that ISC64 has provided a platform for voices of extraordinary characters
who are your ‘everyday man’ to be heard. In a world of competitive and fast paced consumerism, it ishard to have your opinion be considered by the larger community. Hence, this proposal plays a vitalrole in moving forward towards and inclusive society.
My love for challenging dispositions and taking on new endeavours largely drove my intention touse education to eradicate heterosexism in Japanese elementary schools. Research into the lives ofsexual minorities in Japanese society has shown me how undervalued the ‘other’ in society is, andtheir voices need to heard in an age moving towards equality. ISC64’s Table 1 was perfect opportunity
for us to express how we could strive for the human rights of everyone, no matter gender or sexuality.
The opportunity to meet with the Head of General Affairs of Shibuya City also gave me a deep insight
into how the LBGT+ community is fairing against a society of such hegemonic tendencies which are
deeply rooted in their culture.
If alterations could be made to the proposal, I would also focus on how parents can be educatedthrough seminars and interactive workshops so as to gain a wider worldview. This would be beneficial
to society as they would be more accepting and capable of dealing with their own children to thinkcritically about the hegemonic discourse that prevails in society.
I trust the capacity of the human race to constantly change and improve on numerous levels.
Being a preservice teacher, I take my job with the highest regard as children are easily molded andneed to be given the proper foundations from an early age. By instilling the mindset of openness,creativity, willingness, resourcefulness and understanding of themselves as well as others, they will
strive to be amazing citizens. ISC64 promotes these attitudes and henceforth, why I supported thisevent and want to be a part of it. It was incredible to contribute towards a project with a diverse rangeof characters so as to create global change and take a step closer to world peace.
As a prospective teacher, the dynamic discussions and meaningful interactions with like-minded
individuals will shape my pedagogy which will result in a more powerful influence on my students.
We can only teach as much as we know, so, having the capability to gain more knowledge and deeper
understandings of such vital social issues will augment my capacity to deliver higher quality education.

37

I believe in changing the world, one student at a time, however, my own attitudes and philosophiesneed to be extended first, and the ISC64 will definitely achieve that.
Knowing that what I have to say ‘really matters’ and that my contributions apply to a bigger
intellectual movement makes me feel valued. I am currently in the process of undertaking Honours
Research at The University of Sydney, concentrating on how gender and sexuality are socially
reproduced in primary education, as well as teachers’ experiences when approaching sexuality
education, which heavily links to Table 1’s topic of Heterosexism. By attending ISC64, I was able toopenly share my current knowledge with others and through group reflections, their opinions weretaken in and highly regarded. This was a once in a lifetime opportunity to interact with a diverse rangeof people, opening up my worldview and reaching sustainable happiness for all. ISC64 has helped merealise that my future goals are even more important, that changing lives matter, even if it is just for
one person. As a future teacher, my role in the community is vital to producing the next generation ofleaders and I would want them to have the openmindedness and respect for equality that contributes
towards world peace. This would be done through introducing LBGT+ literature in the classroom andhaving those tough conversations about blended families, about non-heterosexual tendencies so as tonormalise the idea of sexual minorities. The socially constructed notions of heteronormalisation only
stand true if we think it’s true. By being a strong role model for children, they will adopt a nonjudgmental perspective on how human sexuality is. Through disrupting and undermining theauthoritative discourse, I will be able to show others that the human race is capable of co-existing inworld peace. We will accept every person for who they are, no matter sexual orientation or genderpronoun.

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TABLE 2
Democracy and Global Order
Table Chief: Ruxandra Florea

Business Report
Democracy and Global Order is a crucial subject that needs to be addressed in the current global
society. Since the democratic system concerns only the conduct of domestic politics, many people failto see the relevance of democracy in a global context. However, in the international system, the states
are the main actors. There are currently over 130 democratic countries in their world and their healthand stability affects the international peace. That is why, Table 2 decided to look at Western liberal
democracies, which recently have experienced democratic crisis (despite their strong liberalfoundations) through the rise of populism.
In the months prior to the conference, Table 2 members have carefully looked at the causes of
democratic crisis around the world and have discovered that the factors are multiple andinterconnected. Thus, simply choosing to focus on one and ignoring the others was difficult. Table 2
has narrowed down their focus to Western democracies and had come up with the conclusion that
populism had a big impact on the democratic state’s stability and society. Before the conference, themembers have selected four study cases to focus on in explaining the following points: how the recent
wave of populism has developed in each country, the share of votes for populist parties in the recent
elections and possible causes of the trend. Thus, Table 2’s study cases were United Kingdom, Poland,
United States and France.
During the main conference, Table 2 members have focus on discovering the main cause of therise of populism by analyzing the context of each of the four chosen democracies. After concludingthat the main cause of the rise of populist parties and leaders was the misperception of citizens
regarding the reality in the country (mostly economic reality), the members have focused on finding
ways to mitigate the misperception and have proposed three policies in order to do so.
When proposing the solutions, the members have tried to find policies which tackle different
sides of the problem. The first policy tackles the political aspect and focuses on media literacy(education for citizens) and journalism with integrity. The second policy focuses on the social aspectand encourages the implementation of open spaces for opposed groups to interact and form dialogue.
The third policy focuses on the economical aspect and is centered towards minimizing the income
inequality in the United States.

39

Even though Table 2 achieved its objective throughout the main conference, the team members
faced some challenges. It was difficult to maintain the same level of participation in discussion within
the members of the table. Thus, a gap was formed between members who were very active in
expressing their opinions and members who were shy and less active.
Generally, Japanese members were part of the second group, being shy and finding it difficult to
express their opinions. In order to eliminate the difference and to make everyone comfortable toparticipate in the discussions, I have implemented some team building games. Through the simple
games, the members were able to become friendlier to each other. Another strategy that worked was
dividing the workload into small teams. We discovered that the display of the room was also importantfor our interactions, so sometimes during the discussion we sat in a circle to create a more comfortableenvironment to express opinions.

40

Summary of the Policy Proposal

Participants Essay
Robert Ken Völker
Concerning the Conference:

What are your own personal opinions about your tableproposal? What would you change in the proposal and why? What kind of change do you hopeyour table proposal will bring to society?
To me, I am very satisfied and proud of our table’s policy proposal. We did our best to develop
the best proposal we could in the limited time we had and faced and solved many challenges along theway. In the end the proposal became what we wanted it to be: The essence of all our efforts,
assignments and intense discussions. We tried to bring our ideas and results together in an asunderstandable and coherent proposal text as possible.
If there is something to change in our proposal it just would be additions and expanding the
proposal to explain especially our three policy proposals more in depth. Naturally, we have done somuch research and discussed intensively that we have dozens of sources and points we had to shorten
or even cut out to make the proposal not too long.
It would have been nice to include more of this research and results but of course it is importantto keep the right balance between the different parts of the proposal.
At first, I hope that our proposal helps to tackle the misperception within societies and to mitigate
it. As we showed, the economic situation is stable if not even good in the liberal democracies acrossthe globe and if the people would consider that point and look at the facts they would be lesssusceptible towards populistic claims and populism in general because populist always address thecurrent assumingly bad (economic) situation, the failure of the elites and the need for rather radical
change only they can provide.
Furthermore, I hope that news agencies realize how much they contribute to this misperception
with insufficient journalism particularly in their online presence. It is truly important that thosecompanies counter steer the developments of eroding journalistic quality caused by time and costpressures and invest in their employees. In our age of digitalization, it becomes increasingly important
to be sufficiently trained and educated in researching, handling and citing online sources and it is hightime for implementing appropriate training courses.
Finally, I hope that in the U.S even the Trump administration take steps against the soaring
inequality. Our suggestion of an investment in infrastructure does not only help to support thediminishing middle class but has beneficial effects for all parts of society. So, it is easy to justify it
politically and just should be implemented in a brave and large scale. We could not cover this point
42

entirely anymore in our proposal, but our research showed that it is not even that relevant where toinvest geographically and in which sectors of infrastructure exactly. Surely, regions like mid-west arepoorly connected to the economic hubs and the problems there are obvious but even in the vibrantmetropoles unfavored districts and sub-urban areas do exist. Also, (maybe except for the train
infrastructure where huge investments were already made) basically every sector of American
infrastructure is highly improvable.

Beyond the conference: How has ISC affected your future goals? What kind of change orvalue do you want to create in your life, and what are the specific steps in realizing them?
The 64th International Student Conference had a huge impact on me and was an unforgettable
experience.
It definitely confirmed me in my future goal to work in an international environment. To work inhighly diverse and multi-cultural teams at the ISC was productive, challenging and a lot of fun. Even
more than before I can see myself working in such groups and could learn so much in doing so.
I want to bring an international and open mindset into my future work place and fulfill my workwith integrity and respect towards everyone. The next step is to finish my Bachelor of Science inBusiness Administration at the University of Cologne. Afterwards I would like to do an internship,preferably an international one before starting my Master studies in Berlin, Munich or Hamburg.
During my Master studies I strive to do a semester abroad again to deepen my understanding of othercultures and to perfect my English skills. Finally, I would like to start in a company that aligns withmy goals, beliefs and values. After the ISC I could imagine an engagement in politics later in mycareer as well.

43

TABLE 3
Designer Babies
Table chief: Aaron Chang

Business Report
Introduction
The United States, United Kingdom, and China currently lead the world in the research fordeveloping technology to edit human embryos. With experts predicting such technology to be a viable
reality in as early as a decade, it is essential to consider the ethical considerations of designer babies toensure responsible application. These ethical questions surrounding age-old topics, such as the balanceof human rights and eugenics, are reframed by the advent of genetic engineering technology. However,discussing the ethics of designer babies and genetic engineering may matter less when considering that
there is very little infrastructure dedicated to facilitating such discussions in a productive manner
which

will

directly

influence

governments

or

the

fieldsofscienceandmedicine.

Before the ConferenceWith designer babies still far off in the future, our table had originally decided on holding an
ethical discussion as there continues to be a lack of adequate information regarding the risks and costs.
Prior to the conference, we established our initial set of premises after some background research. A
general definition of disabilities and enhancements were given while also explaining how culture
determines whether certain diseases fall under these definitions. Lastly, we approached the discussion
assuming designer babies had reached a stage where biomedical technology for designer babies has
been perfected. In doing so, we focus entirely on the ethical questions surrounding designer babies
itself. This final premise would later be revised due to a change in directions detailed in the next
section.
Much of our reading was from the report, Human Genome Editing: Science, Ethics, andGovernance, published in 2017 by a global committee of scientists. This report details the state ofresearch and regulations as of 2017 as well as various ethical considerations and standards they
believe are essential to consider as genetic engineering continues to advance. Other readings camefrom articles found mainly in Scientific American and MIT Technology.

44

In preparation for the larger discussion at the conference, most discussions were done one-on-one.
Unfortunately, no records of these discussions were kept. However, our table would be asked to shift
our goals and create a policy proposal instead of simply having a discussion regarding ethics. Thus,
much of our preparation would not contribute directly to our new goal.

At the Conference
After days of discussion and brainstorming, our table settled on the idea of using a virtual
democracy integrated into the regulatory processes of the Japanese government. The end goal was tocreate an environment for productive dialogue and crosstalk within communities, countries, andnations. This roundabout policy proposal was the only viable type of approach as there was notenough information to create a reasonable proposal regarding actual regulations of genetic engineeringresearch or designer babies.
This decision was reached after establishing a few points. Firstly, our audience was the JapaneseCabinet Office, so the proposal must make suggestions which can be acted upon by this government.
Secondly, the Japanese government currently does not actively include the public in discussions
regarding the regulatory process of research and application of science and medicine. We believed that
this is a disservice to the people of Japan based on their democratic values. Of course, this meant our
final premise would have to be revised as we were now operating within Japan’s current regulatory
process.

Team-based Obstacles and Challenges
Planning a meeting for large groups is a challenge. Planning a meeting for a large group acrossmultiple time zones was literally not possible, but fortunately, small group discussions were moreproductive. In hindsight, I should have also created a more organized structure that allowed the wholetable to see what people discussed in their smaller meetings.
At the conference, discussions were initially dominated by international members, including
myself. At the time, the largest obstacle for me was that we had to go back to the drawing board andfigure out how we could create a policy proposal. With no clear goal, I felt like dividing the table into
smaller groups would be a waste of time. In reality, I was too focused on trying to determine our planand neglected the majority of the members. This led to an unnecessarily rapid discussion that made itdifficult for many members to join or even follow the conversation.
To remedy the situation, I began by reaching out to members individually to troubleshoot our
meetings. Unfortunately, I was the biggest culprit when it came to speaking too quickly or unclearly. I
45would do my best to be conscious of my habits, but I asked members to also keep me in check. In
terms of group dynamics, placing members in small groups of two or three allowed them to move attheir own paces. Sometimes changing members around also allowed for different dynamics andperspectives. After these small meetings, we would reconvene and summarize important points toensure everyone was on the same page. When large discussions started to falter we would switch backto working in small groups. I would also float between groups to see how everyone was doing. This
process helped move the discussion along pretty well. However, I wish I had more time to check backin with each member to ensure everyone had a clear understanding of our goal and the purpose of ourpolicy proposal. In the end, we were working against time, but we had overcome the challenges we
had faced during the first days of the conference. More than anything, it was satisfying to see howmuch each of us had grown during this interesting experience of ISC 64.

46

Summary of the Policy Proposal

GENETIC ENGINEERING, DESIGNER
BABIES, AND VIRTUAL DEMOCRACYBACKGROUND
The idea of selecting the sex of your child or choosing not to give birth to achild with a disability is already a current reality that raises many ethicalquestions. However with the advances in genetic engineering, selecting morethan just the sex of your child has become an undeniable possibility. By
modifying the genetic code, a parent can design and “build a baby”. In March
2018, Japan’s Cabinet Office reported, “At this point, we cannot approve theclinical usage of transplanting genome edited human embryos to human or
animals, on any objective”. Genome editing techniques require further
development in precision and effectiveness. As of now, only China, the U.S., andthe U.K. have publicly pursued this improvement. In other countries, including
Japan, the human dignity of human embryos seems to be a recurrent reason inlittle to no experimentation with human embryos using genetic engineering.

PROBLEM
Designer babies reframe many ethical questions that can be found already present
in modern society. Many of these ethical discussions remain at an impasse or
become topics of volatile contention. In Japan, no explicit regulations or law bar suchresearch. However, this regulatory process for science and medical application isoften held behind closed doors and guidelines or recommendations are given
instead of law. This somewhat secretive process keeps public awareness to aminimum which also affects public opinion and involvement.

OUR PROPOSAL
With the potential of designer babies on the horizon, there is a growing need formodern solutions to futuristic problems. We advocate for the use of modern
technology to create a better forum for democracy. A virtual democracy
provides a strong scaffold for both international and intranational dialogue. In
continually learning how to better foster such dialogue, we bring humanity one
step closer to the asymptote of world peace.

Participants Essay
Kimberly Soo
Given the chance to reconstruct this proposal, I would consider conducting more research andgathering more resources. With this, we would be able to critically investigate the potential
opportunities and downfalls associated with implementing a virtual democracy system.
I believe there is a responsibility when constructing a strong proposal to present a fair argument
for both sides of a proposition, and to thoroughly investigate any ideas before submitting them forparliamentary consideration. While a persuasive proposal highlights and targets areas of opportunityor potential, it must also take into account any major flaws, limitations, disadvantages, or barriers to
success. These drawbacks could relate to any phase of the development, planning, implementation or
evaluation stages, hence it is important to be aware so they can be managed or eradicated.
I wish we had time to go deeper in-depth on what we were writing about, and to provide moredetails as to what we were presenting. In retrospect, the proposal is brief and there are many areas
where more detail or supplementary research would have been able to support our argument for a
virtual democracy system. In saying that, I understand that given the unusual circumstances we werein, having additional time and resources were a luxury we could not afford.
Regarding the idea of a virtual democracy system itself – I believe there is true potential behindsuch a venture, and that its’ successful implementation could revitalize the modern-day democraticsystem.
Fair, equal, and accessible voting rights have long been a contentious topic throughout history.
New Zealand recently celebrated the 125th anniversary of women’s suffrage, being the first nation in
the world to grant women the right to vote. After generations of men and women all over the worldfighting so hard for so long to have their voices heard, it is especially important to me now that people
make the most of an opportunity that is sometimes taken for granted – an individual’s right to vote.
With this in mind, I fully support a system that encourages voter participation and allows foreasier access to voting. The fact that a virtual democracy system fuses technology with politics anddemocracy is a beautiful amalgamation of two of my many areas of passion and interest.
The STEM section of my background encourages me to push for inclusive technologies that
improve the lives of everyday citizens, and ensures that their human rights are met. I believe having
improved access to participation in the democratic system falls under this category. The concept of aplatform that actively educates and encourages public involvement in politics is exciting, innovative,
and radical. If successful, elections could be revolutionized and history henceforth changed.
48

ISC has reiterated my love for travel and diplomatic relations. With globalization spreading andexpanding rapidly, positive transnational bonds and relations are integral. ISC provided a platform toestablish these bonds and fortify them through the process of living together and outlining mutual
goals to work towards.

One thing this conference reminded me of is how difficult it is to instigate change on agovernmental level. But it also reminded me of how rewarding and significant it is to have theseconversations, and to work towards creating these important changes. Governments hold so much
power, and thus they carry a huge responsibility to uphold the rights of their citizens and ensure theirwellbeing and welfare.
In an ideal world, I would work in a sector or position where the work I produce is significant,respected, and listened to by fellow professionals in positions of power. I would love to be able to help
create changes on a policy level and to be able to fight for justice on a platform that is considered
important and reputable. This is all in pursuit of justice, fairness, and equality. In this scenario, I would
prefer to balance publicity and esteem with maintaining anonymity and a low-profile, essentiallyavoiding the public spotlight.
If I were not to follow the traditional path into the public sector, I would consider establishing myown platform to elevate my voice, and the voices of others. Ideally, such a task would allow for
flexibility in lifestyle and would accommodate, if not require, overseas travel.
Overall, ISC became home to an environment that fostered shared experiences and open,
respectful dialogue. The friendships, connections, and networks I developed during the conference
carry such intrinsic personal and professional value, and they make up a sizable portion of the benefit I
gained from attending. Furthermore, the amount of personal growth and development I experienced on
this journey has been invaluable and unreplicable. Through pain, frustration and physical exhaustion
came progress, maturity and improvement.

49

TABLE 4
21st Century Education
Table Chief: Rachel Faun
Business Report
Humans have always wanted power. We fear it, yet we yearn for it. We would always seek forbetter, faster and stronger things that can empower us. According to Klaus Schwab, author of ‘The
Fourth Industrial Revolution’, The Fourth Industrial Revolution is a fusion of the physical, digital andbiological worlds, which could question what it meant to be humans.
Upon learning about this, I found myself worrying, for myself and for the generations after me.
As a student compelled to be in the current education system, I saw both its merits and flaws. Indeed,
the system worked incredibly well in that era it was created in. But, how about now? Is our education
system preparing us for this period in time that we’re living in?
The possible notion that technology could replace our jobs terrifies us. The McKinsey Global
Institute reported that up to 800 million jobs would be replaced by robotic automation by 2030. The
people who would most likely be affected are factory workers. In truth, we saw this coming. Ads
about self-driving cars may impress us, but those who make a living as vehicle drivers see these ads asthreats. I find that we cannot stop technology from taking away these jobs, but what we can do isprepare ourselves for the changes that we can foresee. With this in mind, I began questioning myexistence in school. Why do we go to schools? Are schools really preparing us for the future? Will webe ready to take on the harsh realities of life when we leave the safety nets of our parents and ourteachers?
I did not know the answers to these questions. But they say that a journey of a thousand miles
begins with a single step. I had a vision that I wanted my table to work towards, and that is, “to see aworld where quality education is accessible to people of every nation and tongue”.
So, our first steps were to create ‘quality education’. I also wanted the discussion to center aroundthe primary school education system in Japan. Thus, I first did a literature review, where I gathered alist of soft skills that we would need in the 21st century. These helped provide a basis for the surveys,
which allowed my table to determine the top five skills that would make up our main points fordiscussion. Furthermore, we found out that the stakeholders whom we should target were teachers. We
also talked to an Education professor, who validated the list of skills and also gave us tremendous
insights on how we could draft our proposal to the teachers.

50

Next, through numerous interviews with the teachers, we were able to come up with threeproblems that these teachers were facing. First of all, they had no time to think about teaching methods
for these soft skills. Secondly, there was no set definition of soft skills in Japanese. Finally, there wasno standardized soft skill assessment. These problems were validated repeatedly by various
stakeholders in the education industry.
The whole duration of the conference was mainly spent on the completion of the proposals. Our
table decided that we would draft a booklet of various suggestions on how to teach these soft skills, inthe hopes it will help the teachers. Furthermore, we wrote a letter addressed to one of the ministers in
the Ministry of Education, Culture, Sports, Science and Technology of Japan, calling for definitions
and an assessment for soft skills.
However, the whole journey was not easy. There were numerous problems that we encountered,in particular, language and cultural barriers. As much as I tried to bring together good English
speakers, cultural aspects and vague nuances made the discussions difficult as we would often not
know if we were all on the same page or not. Furthermore, there was a gap in the age and knowledgeof the participants, which made it hard to keep the discussion flowing smoothly. There was also a
problem of last minute additions to the team. This caused us to be pushed back a day because we had
to reopen a discussion that was already established prior to the conference, to include the opinions of
the new team members. For most of these problems, we could address them by slowing down thediscussion, and making sure that everyone was on the same page and that all of their opinions were
heard.
In the case of our research, there were many limitations, all of which have been highlighted in thepaper. For limitations that we thought could be supplemented by additional research, we have done so.
However, there were some that were simply out of our capacity and control to solve them. The biggest
issue we had was that, the teachers to whom we presented our ‘Suggestions’ booklet, rejected the ideaof it. The main reason being that we had not observed how teachers actually taught in classrooms, andwe simply could not have written a booklet such as this without making observations in theirclassrooms. Indeed, they gave us a dose of reality. Although it disappointed and discouraged us, we
did not give up. Instead, we were more willing to try harder and listen to what the teachers had to say.
As the table chief of Table 4 for the 64th International Student Conference, I am proud to say that,
despite many obstacles that we faced, my table members are easily the best people who could
potentially solve the problems in the education system. I am hopeful and eager to see how they willchange the world, one step at a time.

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Summary of the Policy Proposal

Table 421st Century Education
Work gives humanity purpose in life. Without it, many would probably question their own
existence. In light of the current dynamic and disruptive environment, recent trends are redefining theskills needed to thrive in the coming days of the 21st century. Students who graduate from current
educational institutions will be faced with a new expectation of skill sets. Thus, this table seeks touncover the skills and abilities that people will need in the 21st century, as well as to submit a proposal
to the key stakeholder of the education industry.
A focus is placed on elementary school systems, as the intention is to foster the ‘right’ skills andabilities to those who are still at a young age. In addition to that, the study was narrowed down toJapanese elementary school systems, because it is the area in which the author currently resides.
The list of soft skills and abilities that are teachable to primary school children and are needed to
thrive in working life in Japan, in the 21st Century, consists of: (1) Communication with Others, (2)Critical Thinking, (3) Logical Thinking, (4) Creativity, and (5) Confidence. With regards to theimportance of Emotional Quotient (EQ) compared to Intelligence Quotient (IQ), it seems as thoughmore people argue that both is equally needed, which called for equal attention to be paid on fostering
these two in schools. The key stakeholder that this table shall focus on is ‘teachers’, as they are themain executors of teaching methods in Japanese classrooms. A ‘Suggestions’ booklet was drafted forthe perusal of Japanese teachers.
A letter was also submitted to the Ministry of Education, Culture, Sports, Science andTechnology (MEXT), along with a copy of the ‘Suggestions’ booklet. The letter contained theconcerns of the teachers (concluded through numerous interviews) and points that needed to and could
only be addressed to MEXT.

52

Participants Essay
Shiki Aoyagi

Table.4 made “Suggestions” and “Love Letter to MEXT” as proposal. “Suggestions” aimed at
Japanese public elementary school’s teachers. We referred our own definition of “soft skills”,
especially communication skill, confidence, creativity, critical thinking and logical thinking. In
addition, we referred methods of how to teach these skills. All in all, in my opinion, this proposal does
not have enough positive effect for teachers. Of course, images we used were so nice that everyone
can watch it clearly. However, reviewing it, some methods we suggested are a little rough and quite
common for teachers. I think these ones might disappoint teachers. That will be because of our lack ofexperience. We are students, especially ones who have not seen the current classroom with our own
eyes directly. If someone had been faculty of education and experienced a practical training, we might
have understood classroom’s situation more clearly. In addition, through study meeting we did at day7,
we realized teachers are much busier than we expected. They said they do not have enough time towatch our suggestions. This is the most difficult situation for us to resolve, I think. Moreover, we must
spend a lot of time to judge whether students acquire “Soft Skills.” Teachers will be anxious about
their teaching method. In this situation, getting methods how to teach them from college students is
not effective, because we cannot get their trust. Our suggestions will not relieve they concerns. In
order to improve these disadvantages, I would do more research. I would interview as many teachers
as I can to make our suggestion more concrete. Then, share many interesting methods with manyteachers. If we had been able to say “those methods are ones that amazing teachers actually do andsucceed to hold interesting and exciting classes” in our suggestions, we would have appealed more. If
possible, I hope our suggestion is spread to many teachers and they include their own methods whichbring enjoyable classes. If so, teachers will try to use our suggestion much more and bring a teaching
revolution from bottom. “Love Letter to MEXT” aimed at MEXT to ask for help. We asked them todecrease a gap between MEXT and school administrations. This gap is a degree of how “Soft Skills”
are important. Through the interview with Mr. Niizuma, we knew MEXT have already known its
importance. On the other hand, what they get teachers to do as “examination” cannot see theirimportance clearly and this situation confuses teachers how to teach these skills. Thus, we suggested
that MEXT decrease the gap and allow teachers to give deeper understanding of these skills. In
addition, we asked them to include a definition of “Soft Skills.” This will also bring teachers deeper
understand to these skills. In my opinion, this proposal is really amazing as students one. If we had
been not ISC participants, we could not have submitted it to MEXT, a really strong organization. I
think it is really amazing that students could do such a great thing. Of course, MEXT may have53

already noticed what we asked to them. However, the fact that we were able to submit our proposal to
the strong organization is an amazing contribution. I hope that MEXT reflects our proposal even alittle, and that it will make an impact to the Japanese future education.
ISC64 made me realize how I am so nervous and negative and my lack of communication andEnglish skills. It was first time for me to discuss social issues seriously with foreigners. Before thediscussion, I thought I could share my opinion just as I did in the study meeting before the main
conference. However, as soon as the main conference had started, I couldn’t share my opinion as
much as I had thought. To be honest, it was so stressful. It was so obvious that I fell behind in
discussion, and this environment made me so nervous. It was so regretful that I could not argue myopinion. I had never experienced such a regretful emotion. Of course, it surprised me, but now, I
appreciate to the environment. Thanks to ISC, I could realize my weakness. Now, I am so keen atstudying English again and improving my communication skills. Using those skills, I would like toshow how I changed in the next ISC. ISC also told me the importance of corporation. Through themain conference, I got so many helps from Table4 members and other participants. Table4 members
especially helped me a lot. I cannot thank them enough for many things such as discussion, studying
meeting, daily conversation and so on. Thanks to them, I was able to learn the importance of helping
each other, regardless of schedules. I also realized that such a strong teamwork brought us a patience
to solve difficult problems. This might be one of the important things I learned to fulfill my future
dream. If I become a leader, I want to be such a generous one.
Finally, I did my best in Table4: 21century’s education. Sharing much time in this table, one hopeoccurred to me. I want to see elementary school students who join classes with lots of fun. Throughinterviews with many elementary school’s teachers, I felt todays classes sounds not interesting, and, insome part, as same as I experienced. Classes I experienced ware not so interesting. Most of them weretime for memorizing what are written in textbook. I wish I could have learned them with many
activities. Therefore, I would like to make much more interesting classes students will keep in mind
them for good.
ISC64 is the best experience in my life even now. I can proud to join this program. Thank you for
all members who planned this brilliant program.

54

TABLE 5
The Global Rise of Religious Violence
Table Chief: Boryana Saragerova

Business Report

Religious-related terrorism, violence and discrimination against religious groups by governments
and rival faiths, attacks on minority faiths, sexism, racism, violation of human rights – happen on aregular daily basis because of the difference in religions. Furthermore, the cases of such violence nomatter if it’s verbal of physical, have increased in every major region of the world in the last decade.
The Global Rise of Religious Violence is a complex contemporary topic as it tries to explains thereasons behind the hostility and terror in the mind of God. When discussing it we cannot exclude otherfactors such as politics, level of democracy, economic stability, ethnical and cultural specifics, etc.
During the conference I went through the various aspects of the issue, found different and sufficientmeans to prevent religious violence and spread awareness on religious tolerance.
The participants of Table 5 were given homework in advance in order to be fully prepared for the
conference Participants were divided into groups of two and each group had to analyze an event,which represents a religious violence in its core. In their analysis the group will have to examine themotivation of the perpetrators, the justification they have used in order to determine their actions as
morally acceptable and in which religion does this justification lie, the act itself – when, where it
happened, what are consequences of this event, how did the public respond to it and what effect did it
have on the development of religious violence in general (did it provoke more atrocities or not).
Discussions during the main conference began with the topic of “what does religious violencemean to you?” and the participants pointed out the most significant aspects of the topic – bias towards
religion, manipulation, lack of freedom of speech, 21st century media and its part in the events related
to the phenomenon. Moreover, the members gave a definition of the term “religious violence” (every
violent act in the name of religion), discussed about how religion is generally used as an excuse whenit comes to violent acts, talked about religious terrorism, culture, ethnicity (which are connected to a
lot of aspects), opportunity, motivation of the perpetrators, justifications, wrongful interpretations, hatecrimes, minorities and abuse of law. The table members highlighted important aspects of the cases –that they weren’t perpetrated for religious reasons, participants defined them as religious terrorism actsand further discussed about the role of the individual – a desperate person, who is experiencing an
identity crisis. This led to talks about prevention – ideas such as psychiatric evaluation, education,
restrictions on preachers, who usually misinterpret religious teachings, interfaith discussions, etc. This55

led to talks about prevention – ideas such as psychiatric evaluation, education, restrictions on
preachers, who usually misinterpret religious teachings, interfaith discussions, etc. The participants
were leaning towards a solution about peace/religious education even at the beginning of the
discussion process.
The meeting between the participants and Prof. Fujiwara (who gave a brief lecture) gave the table
members a clearer vision on their policy proposal. Peace education, citizenship education, criticalthinking, religious violence were among the topics that were discussed. Moreover, the professor talked
about UNESCO’s program on religious education, how the process of educating the teachers can bedifficult, possible partners in this endeavor such as – the Southeast Association for Religious Studies,International Association for the History of Religions (IAHR), etc.
After the meeting there was a discussion about addressing the proposal to Bangladesh and Japan,
however, the participants chose to address it to Bangladesh as it is one of the participant’s homecountry and she (Sumaiya Tanim) is interested in the topic and has inside information that can beshared with the group. As for the part, where the team had to choose which causes to address social or
religious causes, the debate was heated with few of the participants not agreeing to go with social
causes, which would make the proposal more realistic and efficient.
The participants decided to develop a solution, which would address peace education within theframework of citizenship education and the participants continued working on it till the very end. The
team was divided into two groups – speakers and writers, the speakers were those who presented thetable’s work during the Final Form and the writers were those who worked on the proposal.
The main issue during ISC64 was the lack of time and at some lack of transparency. Although, I
wish I had driven the online discussions between the participants (before the conference) towards thesolution part, the proposal, it seemed rather impossible as online discussions between teammates, who
are not acquainted is almost always ineffective. The lack of time led to a lot of pressure for theparticipants to deliver not one but two things – a presentation for the Final forum and a written policy
proposal. As a table chief I couldn’t change the amount of time that we had, but I did my best to
increase the productivity level of the team. Creating a healthy group environment helped theparticipants not to feel pressured or stressed (at least not that much). Table 5 participants were always
passionate and enthusiastic to discuss religious violence, find numerous ways to prevent it, researchmore and more to create the most adequate policy proposal and presentation. By being your team’s
number one contact when problems arise and by making your teammates feel more relaxed rather thanpressured.
Another problem that occurred during the last day of discussions – there was a gap between thetwo groups – writers and speakers (as previously mentioned the first were responsible for the creationof the written part of the proposal and the second for presenting during the Final Forum). This led to aquick recap on the work of the table during the last day.

56

During the main conference there were little to none communication problem with both Japaneseand international participants. However, on the first day two of the Japanese participants were not as
active as the rest of the group. What I did was I pointed them when discussing and asking for theiropinion on the matter. This helped and they became more active and relaxed. Soon they became asactive as the other participants.

57

Summary of the Policy Proposal

PEACE EDUCATION IN BANGLADESH
ISC 64th Table5

Since the uprising of the Arab

Table 5 has come up with an

Spring in 2011, the world has seen theindicator

global rise of religious violence. Religious(figure below).

“Radicalization

Index”(RI)

violence is a term that covers phenomena
where religion is either the subject or theobject of violent behavior. It has been apractical issue also in Bangladesh.

The equation of RI is as follows:
RI = Social Effect - Reduction by Education

This proposal aims to enhance a
In Bangladesh, the social collapse

degree of awareness towards religious

in terms of economy and politics is a main

violence and to suggest promoting peace

factor of depression among people. In

education in the framework of citizenshipgeneral sense, education would help to

education to advance the quality of

avoid people conducting religious violence

primary education in Bangladesh, aiming

even when they face depression. However,to reduce the occurrence of the religious

education system in Bangladesh is notviolence by building critical thinking skills

effective enough to develop susceptibly of

among children.

people.

Participants Essay
Haruna Yamakawa
World has faced numerous problems throughout the history. There are still many issues in thisst

21 century. During the main conference of ISC64, all the table members had discussed about each
topic and tried to find out some possible solutions for the issues. As a member of table 5, we tackledwith one of the most serious world problems: The Global rise of religious violence. Looking at theworld, so many people are suffering from religious violence whether its objective or subjective.
Throughout 9 days, table 5 had tried to analyze the issue come up with a proposal to reduce religious
violence. This paper will address what we come up as a proposal, how it can be more effective, andhow this conference has affected personal future goal.
First of all, the table topic is very complex and has multidimensions rather providing a global
solution, we as a table 5, focused on one country to solve this issue in long term. Religions is not only
matter, but there are also social causes. Most importantly, finding out an adequate solution for eachcountry is the key since many religions are existing in this world. Therefore, our proposal is mainly
addressed Bangladesh, where are still many religious violence occurs, providing peace education
within the framework of citizenship education which including many contents, such as moral study,
religious study and so on. Bangladesh is the country where the religious violence happened caused bysocial factors. Table 5 decided to focus on people, who are highly susceptible who would easily go
into violence, as a target of our proposal, hope to provide them critical thinking skill which might stop
people go into extreme thoughts.
Secondly, based on the proposal, there are several things we can do to make out proposal more
effective. Overall, what we come up with is logical; however, contents of the proposal are needed tochange some. One is training teacher process. Even though, peace education is important, hiring
qualified teacher is necessary. As it mentions above, peace education is included various contents.
Peace education requires teachers to have fully understand on the important of world peace. As well as
certain moral qualities: being impartial, tolerant, capable to control psychological climate in theclassroom during the discussion. Therefore, teachers are needed to have natural understanding oncontents, should not be biased and have their own understanding. Although, in the proposal, table 5
suggested the curriculum for training teachers, it might not be enough. In order to teacher to bequalified, providing good curriculum from undergraduate is needed. Having natural understanding on
topics and moral qualities are probably long process. Teachers need to learn basic skill during theundergraduate, then experiences few years to see actual teaching at school as an internship. After passthese processes, they can be a teacher. Most importantly, since identity or mental condition forchildren will be changed as time goes by. So that, keep learning is very important for teachers.
59Another one is research more about Bangladesh. This time, we focused on one country because
proving world proposal is impossible. Giving them more adequate contents of peace education,
researching more about Bangladesh, both qualitative and quantitative data, is needed. So that we cananalyze the problem within the country and make more effective learning curriculum for children.
Thirdly, ISC64 had taught me many things. Most importantly, this experience allows me tothink about “what can I do to solve world issues as a personal level.” What I come up with is “Think
globally and act locally.” As it mentions above, table 5 focus on one country because world solution is
impossible. This can be applied to most of the issues that world has faced. If we want to change
something at global level, we first need to change it in local. Personally, as a next global leader, I wantpeople who will be a leader after us to have a chance to think about world issue and be able to be
tolerant. After this conference, as my future career, I have made my mind to be an English teacher at
middle or high school, with a hope to help children to have enough English skill to communicate withworld and be aware of world issues. Truly, ISC64 helped me to rethink about my personal future goal.
In conclusion, to tackle with world issues in 21st century, specifically on the Global rise of
Religious Violence, table 5 proposed peace education within the framework of citizenship education.
However, there are still some parts that we can change in out proposal, such as training teacher
process and researching more on Bangladesh. ISC64 is definitely one of the most precious memories
in my life that allows me thinking about my future from various aspects. The world still has many
issues and might have more as time goes by. Even in the situation, we, as global future leaders, canmake something different even if its not all, but small changes.

60

TABLE 6
Refugee Crisis in the Light of Human Rights
Table Chief: Alexandra Prodan

Business Report
People in developed countries usually live in a house, wear tidy clothes, have nutritious meal, go
to school or work, and fall asleep on a comfortable bed. Although some of us lead a life in such a
blessed environment, if we broaden our perspective and look around the globe, we realize that this is
not something normal. There are numerous people who cannot access the minimum daily necessities,
which we tend to take for granted. And if we thoroughly observe these groups of people, one
fundamental problem arises: the lack of human rights.
In 1948, Universal Declaration of Human Rights was adopted by the United Nations. Reflecting
on what had happened during the World War Ⅱ, they recognized the importance of the collective andborderless effort by the whole global citizens to protect the basic human rights, regardless of thenationality. However, even with the influential effort made by the UN, the situation did not change
drastically. All the claim in the declaration did not have enough legal power to force citizen to makeconcrete movements nor stop any inhumane acts, and as a results, some people still faces difficulties to
get their human rights protected.
The most severe example of these groups of people is refugees. Refugees mean a people who fledout from their home countries because of the persecution, or the fear of the persecution for any
political, racial or religious matter. The number of refugees is now estimated to reach no less than 65
million people, and myriad stakeholders in the international society are trying to find an effective
approach to reduce the number, yet very few have actually turned out to be compelling.
This is the point that Table 6 of ISC64 put their focuses on. It is obvious that the protection of
refugees is interdisciplinary, and requires various stakeholders’ collective movements to be successful.
It’s unrealistic to tackle this issue by the power of any single party. Therefore, the diversity we had intable 6 could display a huge value. We had students from 7 different countries including Japan, Korea,
China, Russia, Singapore, Cambodia, and South Africa, and their academic majors varied frominternational relations, business, communication studies to science. Some students already had
experiences in a society, as an internship or regular employee. And most importantly, all of us werestudents, who are given the privilege to speak out and exchange our opinions without any restrictions.
We had strongly believed that it could be the most productive and suitable place to discuss andpropose some solutions to this issue. All of us frankly shared our unique opinions from our own
61standpoints, which lead us to come up with outputs including consideration for the impacts,
feasibilities, benefits and also demerits, for all parties involved.
However, the journey to our policy proposal was not easy. Starting from the advanced conference
which was held in Japan in late May, we first learned more about the basics of human rights. Most of
us had little to no knowledge on obscure notion of human rights, so we tried to make it clear bylooking through the history, the current existing law and treaties.
As a next step towards the discussion in the main conference, we carried out some case studies of
the refugee issue in order to deepen our insights of the background of why human rights violation
occurs in the society. Through this research, we also decided to specify the case which we would
pursue our proposal against: the Rohingya crisis.
Rohingya crisis is a humanitarian violation in which the Myanmar government persecuted theIslamic minority as ethnic cleansing, due to political, religious, and historical reasons. The Rohingya
tribe originally resided in the western area of Myanmar called Rakhine State, but now fled out to theneighboring country, Bangladesh, as refugees. However, the refugee camps soon reached its capacity
due to the overflow of refugees into the camps. There is an urgent need to change this situation andhelp them to get access to the minimum level of life as human.
With this consciousness and awareness shared among all members, the actual conference started.
For the first couple of sessions, we started with research and brainstorming. In order to make all themembers equally engaged with high responsibility, we assigned all the members as session leaders,
who were in charge of organizing the contents and managing the discussions for each sessions. This
helped us a lot to get motivated to work toward the same goal and also overcome the conflicts
sometimes arising from the difference of backgrounds.
Through the process of creating the proposal, the selection of the places to settle the refugees was
the most controversial. Currently, the main destination for Rohingyas are Cox’s Bazar in Bangladesh,but the relief system there still insufficient and the needs for accepting is expanding more and more.
After thorough research, and actually interviewing the participants from the countries, we assessedsome countries with the criteria of “capacity, capability, cultural similarity, citizen willingness, andbenefits for the host”, and finally singled out Indonesia as the most prospective host countries forrefugees.
As for the next step, we carefully addressed the feasibility of our action and found that we needed
counterparts who can provide help to Indonesia to successfully execute the policy of accepting
refugees. After thinking well about the benefits which can be possibly provided, we decided to include
Japan and the United States of America, the countries with biggest powers, as strategic partners for62Indonesia. These two countries are stating their keen interests on this issue and also can enjoy benefits
from providing financial and material supports to this issue in place of Indonesia.
For the most of the participants, the time we spent during the main conference was challenging
and sometimes stressful. It is sometimes really hard to voice out an agreeable opinion overcoming thedifference among each participants’ thought, and even though we came up with ideas which seems
fruitful, we always faced the problem of the reality. However, we now surely know that nothing can beachieved without avoiding the challenges we face. We could never reach our final proposal if any ofus had fled from the excessive stress. We actually cannot assess how much impact our proposal will
have on the real society, but our experience of striving to overcome all the challenges would definitely
be an precious asset for each of us. Next step for us is to fully utilize it in the society, as global leaders.

63Summary of the Policy Proposal

Refugee Crisis in the Light of Human Rights
Overview of the Rohingya crisis
The Rohingya Muslims are part of an ethnic minority group in the dominantly Buddhist RakhineState located on the west of Myanmar. On 25 August 2017, Myanmar armed security forces launcheda security operation in the Rakhine State against the Rohingyas, resulting in an influx of refugees toneighbouring Bangladesh.
The Rohingya crisis has garnered international concern. Several countries such as the UnitedStates have condemned the ongoing “ethnic cleansing” (Al Jazeera, 2018). Till this day, theinternational community has also been active in providing aid to the refugees in Cox’s Bazaar,
Bangladesh. However, the situation has worsened today (Time, 2018), such that there is anincreasingly urgent need for countries to take up a more active role to relieve the crisis.

Proposed solutions
While repatriation is the most ideal solution, it is unlikely to happen in the near future. Hence, itis prudent to focus on encouraging countries near Myanmar to accept these refugees, help them toresettle and integrate into society. The criteria used to assess the suitability of a country are sociocultural similarity, capacity and capability, receptive public and stable relations with Japan. Out of the
9 countries which Al Jazeera singled out (Al Jazeera, 2018), Indonesia is singled out. Hence, aid canchannelled to Indonesia to support Indonesia’s efforts.
This is where Japan comes in. Japan is considered as a potential country that is able to contribute
further to relief efforts. This year, Japan has also donated $23 million towards resettlement efforts of
Rohingya refugees in Bangladesh (Nikkei Asian Review, 2018). To protect Japan’s national interests,
it is prudent for Japan to rope in her long-time ally the United States to provide relief efforts to the
refugees in Indonesia, while Japan supports from behind the scenes. These efforts focus on improving
the refugees’ physical and mental health, targeting the refugees’ immediate needs. In the medium tolong term, United States and Japan can invest in Indonesian companies, providing employment
opportunities and livelihood for them.

Benefits for the countries involved
The United States has been actively involved in relieving the Rohingya crisis. Hence, Japan isproviding the United States a chance to be further involved in Indonesia. This enables Japan toreaffirm diplomatic ties with the United States, which is cerebral to Japan’s national interest.
Furthermore for the United States, this is a move that kills two birds, as it increases the United States’
presence in the South China Sea, enabling the United States to have greater power to keep China incheck (New York Times, 2017). Meanwhile, Indonesia benefits from Japan and United States’ foreign
direct investments (FDI) as she experiences economic growth.

64

Participants Essay
Natsuki Okayama
In our proposal, we focused on improving Rohingya refugees' living conditions in Indonesia, andwe aimed to ask the Japanese government to work with the United States to give aids for the country.
Considering the Japanese current attitude of accepting refugees, I think it is difficult to ask theJapanese government to accept more Rohingya refugees. That is why I mainly support our tableproposal, and I believe that this is a practical proposal. However, in order to make it more practical, inmy perspective, we needed to discuss more if there is a possibility that the United States is willing towork with Japan on this humans right crisis. As long as I understand, currently, the US president,
Donald Trump, is repeatedly saying “America first” and also prioritizing economic aspect in foreign
relations. In the fact, many countries, including Japan, did not show clear attitudes of dealing with the
Rohingya crisis. Thus, I was curious about the possibility that if the United States will intervene.
Although the time was limited during the student conference, I wanted to discuss more and researchmore about supports that the United States has interests to intervene the human right crisis and provide
these evidence in our proposal. That's is why, if I could change the proposal, I would like to researchmore to make our policy more convincible for people who have a similar impression for the policy
like me so that politicians would more believe that this policy is important and practical to deal withthis Rohingya crisis.
I hope that in terms of local levels, our policy will be able to increase awareness of the Rohingya
crisis among people. Each year Japan accepts a small number of refugees, and there is not muchinformation from the media about refugees in Japan or this Rohingya crisis. By sending our policy tosociety, I believe that some people will look at our policy and acknowledge there is a human rightcrisis in Japan. Also, they may check how Japan act in this situation and how Japan treat refugees.
This is an important opportunity to start thinking how each country contributes to the crisis but also
how to improve human rights for people who have different backgrounds, religions, and languages
because some of the causes for the Rohingya crisis is not something special but they also causes thatJapan also has such as stereotypes. Also, recently Japanese government officially says that Japan will
accept 500,000 economic immigrants by 2020. Thus, it is important to take a look back on theJapanese situation regarding respecting differences and legal systems which protects human rights forall. In terms of official level, I believe that we would be able to give the Japanese government pressure
to take more action for this crisis. Since our proposal shows how much Japanese and international
students care about this issue. Also, in our proposal, we mentioned establishing a legal foundation toaccept refugees more. By showing this strong attitude from students, I think we will be able to give65

politicians incentives understand more about the current situation in Myanmar and consider how Japan
can intervene in this crisis.
The ISC allowed me to obtain a deep understanding of Rohingya crisis and refugee aid but also
think about my future. Before I participated in this student conference, I had been thinking about how
to approach problems refugees have in general. Through the student conference, I was able to learn
several approaches to deal with these problems and important perspectives to do so such as
approaching from a policy aspect. These notices were helpful to broaden my possible research
approaches and understand what kind and how much of knowledge I need in order to achieve mygoals. Thus, this student conference didn't change much about my future goals but it gave me a lot ofchoices to reach the goals and also motivation to achieve the goals.
As I mentioned above, through the conference, I learnt how much of the knowledge I need. At thesame time, I noticed how much I do not have knowledge about my chosen field. I also noticed how
having this knowledge is important when I work for refugee in my future. That is why I would like to
put myself more on the academic field and research hard so that I will be able to support my idea andopinions with information which is from the academic field. After that, I believe I also will be able toapply this knowledge to current global issues and deal with them in a more practical and reliable way.
Also, I learnt the importance of being open and respecting others. I learnt them through living withother students together. In this student conference, I made a lot of friends and discussed any kinds ofsocial issues such as women's rights and LGBT. They always told their own stories and saw theiropen-minded attitude towards others. I usually keep in mind to be open mind, however, when I saw
how they cared each word they used and how to make they respect others, I realized that how much I
overestimated situations against people who are facing to difficulties. Thus, in order to be a person
who is open and is able to give peace of mind to others, I would like to interact with more people andtry to learn difficult situations which many people facing. I believe that is also helpful to help refugees
in my future.

66

67

ファイナルフォーラム報告
⽂責

⾺淵将明

本会議 8 ⽇⽬にあたる 2018 年 9 ⽉ 2 ⽇、国⽴オリンピック記念⻘少年総合センター、センタ
ー棟セミナーホールにて、ファイナルフォーラムを開催した。ファイナルフォーラムは、各テー
ブルのディスカッションの詳細や提⾔の内容を⼀般向けに公開し、発信することを主⽬的に開催した。また、国際協⼒、国際平和構築の第⼀線でご活躍なさる⽅々をお招きした講演や観覧客と各テーブルの学⽣が交流できるセッションも⾏い、未来の国際平和に向けて若者が取り組めることを⼀般の⽅々と共に考える場とすることを⽬指した。
当⽇は来賓客を除き、97 名の⼀般観覧客(⾼校・浪⼈⽣ 8 名、⼤学・⼤学院⽣ 56 名、社会⼈、
主婦 33 名)にご来場いただいた。
以下、詳細を報告する。

基調講演
今年度は、昨年度のファイナルフォーラムに引き続き、ご後援をいただいていた国連開発計画駐⽇代表事務所の近藤哲夫様に基調講演をお願いした。2015 年に国際連合で採択された世界的⽬標である SDGs について、その意義や現状についてご講演をいただいた。

各テーブル提⾔発表
各テーブルが設定した問題、そして本会議中に作成した提⾔の内容を 15 分間のプレゼンテーシ
ョンにまとめ、来賓客、観覧客向けに発表した。
それぞれの提⾔に関して、参加学⽣からは提⾔の⾰新性や奥の深さ、発表の質の⾼さに対しての賛辞のコメントが多く⾒られた⼀⽅で、他のテーブルに対してその実現可能性に疑問を投げかけるコメントも散⾒された。

クロージングスピーチ
ご後援をいただいていた⽇本国際平和構築協会の⻑⾕川祐弘様より、クロージングスピーチをお願いした。第 64 回国際学⽣会議の総合テーマである「未来のグローバルリーダーとして真の世界平和への道を照らせ」に沿い、未来の国際社会において指導的役割を担っていくであろう参加
学⽣向けに、その際の⼼構えなどを、⻑⾕川様の経験からご教⽰いただいた。

観覧客向け交流会
各テーブルごとに会場内にブースを設け、来賓客と観覧客が質問やコメントを⾃由にしながら、参加学⽣と交流できるセッションを開催した。
⻑⾕川様には、各テーブルのブースを周っていただきそれぞれの提⾔に対するフィードバックをいただいた。全テーブル⾼評価のお⾔葉をいただき、各学⽣⾃信を深めている様⼦であった。

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また、観覧客のうち⾼校⽣が積極的にブースを周り、参加学⽣、特に海外参加者と英語を⽤いて熱⼼に交流している様⼦が伺えた。調査の結果、SNS で情報収集をしていたところファイナルフ
ォーラムを⾒つけ、関⼼を持って⾃主的に参加したそうである。⼤学⽣のみならず、⾼校⽣も国際問題に⾼い関⼼を持っている、と⾔える。

今回のファイナルフォーラム、またはそのための準備段階を通し参加学⽣からは、「様々な価値観がぶつかり合う中でいかに皆が納得する結論を導くかを学べた。」「国際問題の多くは到底解決し得ないものだと思っていたが、発表を通して希望を得ることができた。」などのコメントが数多く⾒られた。このような気づきは、間違いなく参加学⽣が将来的に第⼀⼈者となって国際問題に実際に⽴ち向かう際に糧となるものである。その点でファイナルフォーラム、ひいては本会議⾃体の開催の⽬的は部分的にでも確かに達成されたと⾔えるだろう。

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シンポジウム報告
⽂責

岡部エミリー直美

64 回⽬となる本年度の国際学⽣会議では、初めての試みとしてシンポジウムを開催した。
様々な⽂化・⾔語・常識の違いを乗り越え、⼀丸となり世界平和に貢献する為に世界中から集った学⽣たち。未来のグローバルリーダーとしての活躍が期待される彼らにとって、世界平和を考え直す原点となる体験をしてほしい。そのような思いを持つ上で、我々は⽇本でこのような国際会議を開催する意義について考え直した。唯⼀の戦争被爆国に⽣きる我々⽇本⼈には、世界に平和を訴え続けるという⼤きな使命があると確信している。この責任を実⾏委員が果たせるとすれ
ば、それは原爆を⽣き延びた⼈々の声を直接聞くことができる時間が刻⼀刻と減る中で、海外から来た学⽣たちにあの⽇に広島・⻑崎で何が起こり、それがどのように⼈々の⼈⽣を変えたのかを伝えることであるという結論に達した。広島・⻑崎の原爆投下から 73 年が経った今でも、核をめぐる国際秩序は⼤きく動き続けている。しかし、核兵器に対する視点が多様であったとしても、⼈間⼀⼈ひとりの命の尊さ、各個⼈が持つ尊厳はいつの時代も不変であるし、被爆者の⽅々の証⾔を抜きにした議論は成⽴しないと考える。そこで、「核の時代の国際情勢〜⼈間の尊厳の観点から考える」という総合テーマのもと、8 ⽉ 28 ⽇に無事に開催するに⾄った。このシンポジ
ウムは「世界平和に貢献する」という国際学⽣会議の趣旨に鑑み、本会議の参加者だけでなく参加費無料で⼀般公開された。
本シンポジウムには、東京都原爆被害者団体協議会事務局⻑の三宅信雄⽒、核兵器廃絶国際キャンペーン（ICAN）国際運営委員の川崎哲⽒、東京⼤学総合⽂化研究科准教授のキハラハント
愛⽒の 3 名のゲストスピーカーをお呼びする事が出来た。3 名による基調講演では、学⽣は被爆者の⽣の声や核廃絶に向けた国際的なアプローチ、さらには核兵器の国際法的性格を中⼼に、様々な観点から核兵器について考える事が出来た。後半の部ではパネルディスカッションを⾏い、様々な質問にお三⽅の経験を交えつつ答えて頂いた。海外からの参加者からは、特に三宅⽒の証⾔に対して「原爆の被害について知ってはいたが、証⾔を聞いたことでそれが鮮明なイメージとして思い描かれた」「胸が張り裂けそうであり、⾮常に興味深かった」という声が聞かれ、参加者に私たちの意図を感じ取ってもらえたのではないかと考えている。しかし同時に、「より客観的な視点が必要であると感じた」という意⾒も出され、この問題を扱う難しさも実感した。
本シンポジウムは、唯⼀の戦争被爆国である⽇本で開催される、第 64 回⽬となる国際学⽣会
議のテーマにも沿い、「世界平和達成への貢献」という⽇本国際学⽣協会および国際学⽣会議の趣旨に鑑み世界平和についてさらに深く考える、有意義な機会であった。

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71

国際交流企画
⽇本⽂化体験
8 ⽉ 31 ⽇(⾦)には、伝統⽂化の鑑賞のみならず直接体験してもらうことを⽬的とした企画が⾏われた。具体的にはソーラン節と琴をそれぞれ 1 時間程度、プロの⽅から直接教わるという内容であった。ハードな議論が続く⽇々で参加者の疲労も蓄積していた中、この企画を通して皆⼀様にリフレッシュできている様⼦が⾒受けられた。
なお、終了後には上記 2 つ以外にどのような⽇本⽂化を体験したいかを知るためにアンケートを⾏った。対象はアジア・欧州・オセアニアなど 14 か国 22 ⼈の 20~30 歳学⽣である。その結
果 9 つの意⾒に分かれたが、中でも茶道が最も多く 4 票、それを書道が 3 票で追う形となった。
⼀⽅であまりよく⽇本⽂化を知らないのでわからないという答えも 4 票あった。
この結果から以下の 2 つの推論が導きだせる。1 つ⽬は海外の⼈が求めているのは茶道に代表されるような知名度の⾼い⽂化体験であること。2 つ⽬は⽇本⽂化の発信を拡充させる必要があるということである。特に知らないと答えた 4 ⼈は東南アジア 3 ⼈、オセアニア圏 1 ⼈と地理的にも⽇本に近いだけに旅⾏客のターゲットになりやすい。そうした地域の⼈たちにより、認知してもらうことが求められる。

メイン ST
8 ⽉ 30 ⽇(⽊)にはメイン ST が⾏われた。これは、1 週間の議論の中⽇にリフレッシュを⽬的として東京近郊を班に分かれて旅⾏する企画である。例年、東京(浅草・上野・原宿など)や横浜が多いが、今年は新たに⼩⽥原が旅⾏先として追加された。当⽇は幸いなことに晴天にも恵まれ、どの班も無事に旅程を遂⾏することができた。参加者も 1 ⽇を最⼤限楽しんでいた。
なお、⽇本⽂化体験と同じ学⽣グループを対象として終了後にアンケートを⾏った。項⽬は「旅⾏をする中で気づいた改善してほしい点」である。今後訪⽇外国⼈数 4000 万⼈に向けて、
海外旅⾏者の知⾒を得るべくこれらの質問をした。
その結果、気候・⽬的地選びの 2 点に関して意⾒が出た。1 点⽬の気候を取り上げたのは欧州勢であった。(ブルガリア⼈⼥性、ヨーロッパに留学中のベトナム⼈⼥性と中国⼈男性) 3 ⼈とも⼀様に⾏程は⾯⽩かったが暑さが体にこたえたと回答をした。気温を変えることは不可能であるが、特に⽇本の暑さにあまり慣れていない地域の旅⾏者に満⾜してもらう上でさらなる対策が街中で求められる。また、2 点⽬の⽬的地に関し、中国⼈⼥性から「もっと⽇本⼈の⽣活が垣間⾒えるスーパーマーケットなどの施設に⾏きたかった。」と意⾒が出た。このことから⽬的地を選ぶ際には⾮⽇常の観光という視点だけでなく、⽇常⽣活という視点を意識した旅⾏プランを⽴てることで⼀般的には気づきにくい海外旅⾏者の潜在的需要に応えることができるのではないだろうか。

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各国紹介プレゼン⼤会
海外参加者と国内参加者の相互の⽂化交流を⽬的とした本企画は、8/27 と 8/29 の夜の分科会の後半に開催され、7 カ国からの海外参加者計 14 名と、⽇本⼈参加者 4 名がプレゼンを⾏なった。プレゼンの形式やテーマは設定せず、各々が⾃由に出⾝国の⽂化を紹介し、投票結果に応じて１位２位の発表者には⽇本の伝統的な品物（和紙でできたメモ帳、江⼾⾵鈴）を景品として授与した。パワーポイントを使⽤したもの、クイズ形式のものや歌など様々に趣向を凝らした発表が⾒られた。希望者による発表だったが、ディスカッションの準備等で忙しい中海外参加者の半数以上が⽴候補をし、海外参加者の積極性に驚かされた。また、⽇本⼈参加者は⼆⽇⽬に⽇本の「祭り」についての発表を⾏い、盆踊りをレクチャーするなど会場を⼤いに盛り上げた。
企画終了後に⾏なった海外参加者を対象としたアンケートによると、プレゼンをした理由については「⾃分の国についてもっと知って欲しい」・「メディアでのイメージを払拭したい」等の回答が多く⾒られ、海外参加者が⽇本⽂化に興味があると同時に「⾃国の⽂化を多くの⼈に紹介したい」という思いを抱いていることが分かった。⼀⽅、プレゼンをしなかった理由については、殆どが「ディスカッションの準備で忙しい」ということだったが、本企画終了後には「参加すれば良かった」等後悔の声も⾒られた。また、プレゼンの形式を指定しなかったことに関しては、
過半数が「指定しなくて良かった」という回答だったが、プレゼンをしなかった理由について「何をすべきか不明瞭」と回答した参加者数名は「形式を指定して欲しかった」という意⾒だった。プレゼンの形式が⾃由であったことに関して、評価の軸が分かりにくいとの意⾒も⾒られた
ため、プレゼンに⼀貫したテーマを設け評価基準を事前に公開するなどの反省点は今後に活かしたい。
海外参加者に⾃分の国について紹介してもらいたいという点を重視して本企画を開催したが、あまり参加者が⽴候補してくれないのではないかという当初の⼼配は全くの杞憂でありむしろその積極性に驚かされた。ホストする側である⽇本⼈として視点からだけでなく海外参加者の需要を知り、それに応えた企画づくりの重要性を本企画開催の過程を通じて知ることができたと思う。

朝活
国際学⽣会議では、本会議中の朝に希望者を募り⽇本⽂化体験を通した参加者交流の場を設けた。本活動の⽬的は、起床からディスカッションまでの時間に参加者が交流しリフレッシュする
機会の提供と⽇本⽂化体験だ。折り紙や書道ではなく、ラジオ体操やダルマさんが転んだなど⾝体を動かす⽇本⽂化のアクティビティを実施し、お腹が空きはじめた頃に皆で朝⾷を⾷べた。この活動をきっかけに他のテーブルのメンバーと会話することができた、ディスカッションに集中できたというという声もあがったため来年度以降も参加者が万全のコンディションで議論に参加できるようにこのようなリフレッシュできる機会を提供してもらいたいと思う。

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第 5 章 協賛・後援

スポンサーの皆様
クラウドファンディング⽀援者の皆様

75

スポンサーの皆様
助成
⼀般財団法⼈国際教育振興会賛助会
公益財団法⼈平和中島財団
公益財団法⼈三菱 UFJ 国際財団
独⽴⾏政法⼈国際交流基⾦
公益財団法⼈双⽇国際交流財団
⼀般財団法⼈ MRA ハウス
協賛
株式会社トモノカイ
株式会社東京個別指導学院
⽇本たばこ産業株式会社
帝⼈株式会社
GSA スターアジア株式会社
株式会社ビジョン株式会社 TBI JAPAN
後援
特定⾮営利活動法⼈ 経済⼈コー円卓会議⽇本委員会
外務省
UNDP 駐⽇代表事務所
⽂部科学省
⽇本国際連合協会東京都本部
公益財団法⼈⽇本国際連合協会
特定⾮営利活動法⼈⽇本国際平和構築協会76クラウドファンディング⽀援者の皆様
⽯⽥寛 様（CRT ⽇本委員会専務理事兼事務局⻑）⽥中千鶴 様
鎌⽥智史 様
松本悟 様
岡本亜美 様
⾵間剛 様
久保⽥弾 様株式会社 Resorz 兒嶋裕貴 様
⾼階空也 様松本滉司 様⼭本御稔 様和氣坂成⼀ 様他 41 名の⽅々にご⽀援いただきました。
この場をお借りしまして、皆様に御礼を申し上げます。
誠にありがとうございました。

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第 64 回国際学⽣会議 事業報告書
発⾏責任者 : ⾺淵将明
編集責任者 : 砂原佑⾹
発⾏ : ⽇本国際学⽣協会 第 64 回国際学⽣会議実⾏委員会〒662-0891 兵庫県⻄宮市上ヶ原⼀番町 1-155
関⻄学院⼤学⽂化総部 I.S.A.
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