Exchange Program Okayama, EPOK, Connecting the world through global education andpartnership.

i

TABLE OF CONTENTSOPENINGi

TABLE OF ESSAY CONTENTSLETTER FROM THE DIRECTORNOTE FROM EDITORS

iii
x
xi

ESSAYS

1TANG SIONG LEAWSITI ZUHAILA BINTI ABD WAHIDKHAIRUNNISA BINTI OTHMANCHRIS CRAIGOSAMUEL CASTILLOMARISSA ARMSTRONGKEVIN CHEN
CLAIRE BATE-ROULLIN
LIN HSUAN
KIM LYJOSEPH COLL
GEOFFREY ASHFORDAMIRA KEDDEHTEGAN SMITHAMAKEMI MATSUDACHELSEA LINDSEY WEBSTER
DAVID BATHJOSEPH BAURMEISTERREI MCGAHEY-ALLEN
MANEESHA KURUPPU
LIN SHIH-YAOSYUAIROH ISMAILNOR FARAHHANA BINTI MOHD ZAMIDMAYA NOLANDANNY DA'VAL
LAUREN CALDWELL
JAMYSON HAUGSIMONE BASSO
LUIS CABRALMAGGIE FLYNNSELENE SANTOSSARAH VALENCERJ SEITZ
EILEEN PRANGANDANIELLE HAGEN
NUR SYAZWANI BINTI MOHD BOHARISHARIFAH NORHASMALIA BINTI SYED JAAFAR PUTRA
KATETIP PICHETMETAKULKRYSTAL MORGAN

1
5
9
13
17
21
25
29
33
37
41
45
49
53
57
61
65
69
73
77
81
85
89
93
97
101
105
109
113
117
121
125
129
133
137
141
145
149
153

ii

EXTRAS
GOING PLACESJUEMUNL-CAFE
JAPANESE LANGUAGE TEACHERS AND CLASSESEPOK TEACHERS AND CLASSESGLOBAL PARTNERSHIPSEXPLORING OKAYAMASHARING WORLD CULTURESTRAVELSEASONS
SPECIAL THANKS

II
一
六
七
八
九
十
十一
十二
十三
十四
十五

iii

~

~
Legal Name
(Home university)

Tang Siong Leaw

Call me…
(Nickname)

Paper Topic

Page

リャウ

Chado: History of Cha-noyu

1

ZuhailaZen practice among
Japanese people and its
comparison with Islamic
practice

5

Nisa

Japanese cuisine and its
interaction with foreigncultures

9Chris

The Distant Plains:
Localization Issues in the
English Translation of“Fire Emblem: The
Blazing Sword”

13

Sammy

The personal andemotional factors ofstudying abroad on second
language acquisition in
Japan

17

MarissaDinnertime: Bento or
Homemade?

21(University of Malaya)

Siti Zuhaila Binti
Abd Wahid(University of Malaya)

Khairunnisa Binti
Othman(University of Malaya)

Christopher
Robert Craigo(Appalachian State
University)

Samuel John
Castillo(California State
University, East Bay)

Marissa Jean
Armstrong(California State
University, Monterey
Bay)

iv

Kevin Chen
(San Jose State
University)

Claire BateRoullin(University of
Sheffield)

Hsuan Lin
(National Taiwan
University)

Ken

Path of Politeness

25

Kiki
( キキ)

Okayama’s Local
Specialties and their
Relationship with
Momotaro

29

Umi
(うみ)

Sanuki Udon: The Most
Famous Udon Brand in
Japan

33

Kim

Japan: An Individualist or
Collectivist Society?

37

JoeJosephTeaching and Learning
English in Japan

41

Geoff

Ai Wanto tu Supiiku
Ingurishu

45

Kim Ly(California State
University, Fullerton)

Joseph Andrew
Coll(York St John
University)

Geoffrey Sheridan
Ashford(University of Guam)v

Amira Keddeh

Youth and childhood
independence and identity
development

49

The rebellion andexpression of Japaneseyouth through eccentricfashion53

Akemi

Nikkei, Nihon-Jin, and Self
Identity

57

Chelsea‘The Tale of Genji’and its
contribution to Japaneseculture61

How Traditional Japanese
Culture Impacts Modern
Japan

65

Chado- evidence of its
influence in modern Japan

69(University of
Adelaide)

Tegan Smitham(University of
Adelaide)

Megan Akemi
Matsuda(California State
University, Fullerton)

Chelsea Liberty
Lindsay-Webster(University of
Edinburgh)David Joshua
Bath(California State
University, Monterey
Bay)

Joseph Sheyne
Bauermeister
Joseph(University of East
Anglia)vi

Brighde Molly
McGahey-Allen

The History andModernization of Geisha

73

Communication withJapanese citizens

77

日本社会における軽減税率の導入と問題81

Syu (シュ）CURRICULUM IN
ELEMENTARYSCHOOL, JAPAN85

HANA (ハナ)Child Poverty in Japan

89

Maya

Investigating theRelationships between
Physical and Mental Healthin Japan and JapaneseLifestyle and Culture

93

Rei(York St John
University)

Maneesha
Panchali Kuruppu
Appuhamilage(University of Surrey)

Shih-Yao Lin(National Taiwan
University)

Syuairoh Ismail(University of Malaya)

Nor Farahhana
Binti Mohd Zamid(University of Malaya)Maya Uraiporn
Nolan(University of Surrey)

vii

Danny Daren
Da'Val

Dannu
DangerThe contrast of the opinion
in eye health care within
Japan and internationalcountries

97

LaurenBunny Island’s Dark
History101

Jamy

The Relationship between
Linguistics, Literature, andStudents

105

The Evolution of Japanese
Mythology

109

Sports, Clubs, and Senpais
difference in athletic
culture113

Stereotypes: How are they
viewed in Japan?

117(University of Surrey)

Lauren Hope
Caldwell(University of Kansas)

JamysonAlexander Haug
(California State
University, Fullerton)

Simone Kara
Basso
(University of Western
Australia)

Luis Francisco
Atento Cabral III(University of Guam)Margaret Mary
Rosalie Flynn
Maggie(California State
University, Fullerton)

viii

Selene Bautista
Santos星凛(セリーン)

Interracial Dating AmongJapanese College Students

121

Sarah

The Japanese variant of theescape phenomenon

125

RJ

An Unfortunate Denial of
Reality: Japan andMarijuana

129

Japanized English

133

Why not Guam?

137

Part-time Job (Arubaito)
Culture among Okayama
University's Students

141(University of Guam)

Sarah Valence(Bishops University)

Robert James
Seitz(Arizona State
University)

Eileen Grace
Francisco Prangan(University of Guam)

Danielle Marie
Manibusan Hagen(University of Guam)

Nur Syazawani
Binti Mohd
Bohari(University of Malaya)

Cun

ix

Sharifah
Norhasmalia Binti
Syed Jaafar Putra

Alia

Research on Workaholics
and Karoshi in Japan

145

Noon

日本のレストランの喫煙
席と禁煙席

149

Krys

Teaching English as a
Foreign Language

153(University of Malaya)

Katetip
Pichetmetakul(Chulalongkorn
University)

Krystal Lilly
Morgan(California State
University, East Bay)

*Essays have been arranged in the order of the presentation list.

x2016 年夏、ＥＰＯＫを修了するみなさん、修了おめでとうございます。
修了生 39 名は、それぞれが自主性にあふれたユニークな学習をし、またその経験を共有しながらグローバルな友情を岡山の地で結びました。
岡山大学で過ごした半年あるいは 1 年間の留学生活の中で得た経験や出会いのす
べてが、これからの皆さんの人生の宝になることでしょう。
岡山大学のＥＰＯＫプログラムも皆さん一人一人の参加によって、より生き生きとした力強い交流プログラムとして成長しています。 EPOK 留学を通じて、岡山大学がみなさんにとっての学び舎のひとつになったことを光栄に思います。
皆さんの未来に祝福あれ。

Congratulations on your completion of EPOK at Okayama University.
The thirty-nine EPOK students are all unique ones with independent spirits. You have also
made international friends while sharing indispensable experiences, studying and living abroad.
All of your experiences and encounters in Okayama, Japan will be a treasure in your life. It is
our great pleasure to share a part of your treasure.
It is also with our pride; you have made a part of the EPOK history which will continue to
grow.
Best wishes for your bright future.

July 15, 2016
山本洋子 (Yoko YAMAMOTO)
Director
Center for Global Partnerships and Education
Okayama University

xi

Hey there folks,

It’s been grand. Putting this booklet together has been…an experience. Thank you toeveryone who helped out. Thank you to the EPOK students for actually getting your essays inon time. This semester, this year, has been fantastic. We sincerely hope you enjoy thismemento of your time in Okayama. The editing committee- at least some of the editing
committee- has spent long nights working on this to make it the best it possibly can be.
Hopefully our effort was worth it?!
Enjoy your books. Thank you to everyone who submitted pictures. Also, thank you toeveryone who posted pictures on Facebook, because we raided your Facebook profiles forphotos. ;) This entire thing has been a trial, but we’ve managed to make it happen, thanks toeveryone who helped. This book is yours: your essays, your photos, your suggestions, and forsome of you who waiting until Tuesday night to submit essays, your tears. Cherish it.
A special thanks to: Sarah Valence, Danielle Hagen, Eileen Prangan, Katetip
Pichetmetakul, Mr. Thomas Fast, Maya Nolan, Rei McGahey, Geoffrey Ashford, Shih-Yao
Lin, Krystal Morgan, Lauren Caldwell, and Amira Keddeh for help getting the booklet
finished and put together!

Thanks for the memories.
じゃあ、また。
クリスタル

1

Chado: The History of Cha-No-Yu

茶道：茶の湯歴史

Leaw Tang Siong リャウ
概要: 今回、私は日本にいつ、どのようにして“お茶”が持ち込まれたのか、そして、どのようにして、大衆的なものになったのかを紹介したいと思う。
お茶が日本に初めて持ち込まれたのは 8 世紀で、中国に訪れた日本の外交官によって持ち込まれました。また、このころは、中国で仏教を学んでいた僧侶たちによって茶の種が持ち込まれため、茶は主に僧侶や貴族にのみ飲まれていた。
１２世紀の終わりごろ、栄西禅師が日本に禅仏教を持ち込み、将軍の二日酔いの薬として茶を備えさせたことから、日本で茶の文化を大衆化させた。これに伴い、日本全国で茶の文化が広まり、日本の大衆文化の一つとなった。
Summary: In this essay, I will show how and when the Cha (tea) is introduced in Japan, andhow the Cha (tea) is popularize in Japan. Tea first came to Japan in 8th Century, brought backby Japanese diplomats visiting China. Also, during this time period, Japanese monks who
studying Buddhism in China brought back tea seeds when returned Japan, but during this period,
tea was only for Buddhist monks and nobles. At the end of 12th century the Zen monk Eisai(1141-1215) brought home Zen Buddhism and he successfully popularize cha in Japan throughthe preparation of tea as medicine to the Shogun who was suffering from a hangover. After this,tea spread widely throughout Japan and the culture of drinking tea began.

Chado (茶道), The Way of Tea, is not only about drinking tea. It is so difficult thatmaking and drinking the Cha will have to concern about the manner, rules, and the way ofmaking and drinking Japanese tea. Preparing the materials and utensils is much easier thanattending a tea ceremony, ochakai (お茶会). In Cha-No-Yu, there are certain rules or forms of
etiquette.
A common image of Chado is training for brides-to-be in the art of good manners, inconjunction with flower arrangement. Actually, many women may have learned Chado atschool. Chado is ranked high by the mass media in the category of pass times and lessons,reflecting the current boom of “style”. We can differentiate the Cha-No-Yu in Japan is different
from other country that also has the culture of drinking tea such as China and Korea. Although
the tea’s origin is from China, but tea culture in China is just about drinking tea for satisfaction.
So, how was the cha introduced in Japan?
Tea seeds were not native to Japan, but introduced from China sometime in the early
Heian period (794-1185). Tea first came to Japan in 8th Century, brought back by Japanesediplomats visiting China. Also, during this time period, Japanese monks who studying
Buddhism in China brought back tea seeds when returned Japan, but during this period, tea
was only for Buddhist monks and nobles. Toward the end of Tang dynasty in China, thedrinking of tea was going through a transformation from medicine to beverage, but due to2deteriorating relations between the two countries, this transformation did not reach Japan untilmuch later. The Japanese were forced to mould and cultivate their own traditions and culturearound the tea. Tea was rare and valuable commodity from the Nara period to the Heian period
so rules and formalities were based on this concept.
The history of Japanese tea began with the Emperor Saga paid a royal visit to Kanzaki
on April 22nd in 815. Emperor Saga paid a visit to Shiga Kanzaki in Oomi province. He passed
Sufukuji Temple. The Abbot Eichu welcomed the Emperor, led by the guardians and priests.
The emperor stepped down from the palanquin and went up to the temple and then worshiped
the Buddha. Then Eichu brewed tea himself and dedicated it to the Emperor. He was rewarded
with a garment. This is the first official description of tea in Japan, which reports the dedicationof tea to Emperor Saga by Eichu in Bonshakuji Temple. The habit of drinking tea by aristocrats
and priests gradually spread and became a daily practice.
A renewed interest in tea appears with the reintroduction of seeds by the priest Eisai(栄西), from Okayama prefecture, who was dispatched to China to study philosophy andreligion which became the founder of Zen Buddhism and built first temple of Rinzai sect. Eisai
came back from Song in 1191 and planted tea seeds to make a tea plantation in Unsenji Temple
in Saga prefecture. Eisai was an active Kenmitsu priest, who belonged to the authorized
Buddhist sects of the time. He explained the medical effect of tea in his Kissa Yojoki, which
was the first work about tea in Japan that the value of tea as medicine is apparent in the title aswell as the opening lines of this work: “Tea is an elixir for good health, a miraculous means ofprolonging one’s life.” Eisai professes that tea is the wizard’s herb for sustaining life and thesecret for long life.
Eisai introduced the Sung method of preparation where plucked leaves were made into
powder which was whisked with hot water in a bowl. This is the style in which tea is prepared
today. After the death of Eisai and until the end of the Kamakura period, tea was drunk mainly
by Zen monks, who found it useful in staying awake during their meditations, as well as by the
nobility and high ranking warriors.
During Kamakura period (1185-1333) and Muromachi period (1333-1573), the natureof tea drinking changed radically into a place of the downfallen aristocrats, emerging warriors
and the military lords, took the power and were absorbed in tea contests called Tocha (闘茶)or Chayoriai ( 茶 寄 合 ). Tocha can be translated as “fight-tea”, it is a game which theparticipants try to guess if the tea that is served is from the Uji-area (宇治) around Kyoto, socalled “honcha” (本茶) or “real” tea, or not and therefore making it “hi-cha” (非茶) or “not”
tea. Tea contests were the events where the competitors tasted several drinks of tea anddistinguished the places of their production like the tasting of wine. Tocha as the central formof recreation gradually lost its appeal and tea grew to be widely associated with wine drinking
parties.
A new form of tea appreciation developed known as “wabi-cha” (侘茶) for which
historically a tea master known as Muruta Shuko (1423-1503) is credited. This wabi-cha isgenerally described as simpler, more rustic kind of ceremony than what was practice at the
court of the Ashikaga. It was not merely centred on meibutsu utensils, but other karamono andutensils from Japanese origin were also used. This form of tea practice also became known as
chanoyu and spread from the wealthy merchants of trade cities like Sakai to the court of
shogunate.
When Oda Nobunaga deposed the last Ashikaga shogun and became shogun himself,
he adopted some of the cultural activities of the Ashikaga, such as the tea ceremony, as a means

3of confirming his power. He does not seem to have had a great interest in chanoyu personally,
but his treatment of it placed it at the centre of the cultural interests of ruling warrior class elite.
Nobunaga’s influence on the contents of chanoyu was however negligible.
Nobunaga’s successor Toyotomi Hideyoshi continued his tea politics and under his
patronage and that of his brother Hidenaga, Sen no Rikyu (千利休) became the leading teamaster in Japan. Rikyu was one of the most influential tea-master in the history of chanoyu andmuch of what we regard today as being characteristic of chanoyu is in some way related to him.
Rikyu was succeeded by daimyo Oribe, who created a new style of chanoyu, but who, becauseof his untimely dead, was unable to succeed in establishing a lasting school of tea.
The Edo period, Oribe was invited to Edo by the Second Shogun Hidetada to be his tea
mentor. However, Oribe committed suicide like Rikyu as the result of conspiracy with
Toyotomi’s side during the Siege of Osaka (大阪の陣) in 1615. Kobori Enshu (1579-1647)
became the magistrate of construction, and studied chanoyu under Oribe. He made his presence
in chanoyu as a daimyo tea master after the death of Oribe, by organizing tea gatherings at theofficial visits to daimyos by the Shogun, or by supporting tea gatherings hosted by the Shogun.
Reflecting the stability of the governance of the Tokugawa Shogunate, Enshu incorporated thechanoyu of royal culture with the traditions of the shoin tea of the late Muromachi period. His
gorgeous aesthetic sense was distinctive from that of Rikyu or Oribe, which been called “kireisabi” since the early Showa period.
Tea was spreading independently of the daimyo through the teachings of Rikyu’s own
descendants. The Sen House, served as sado in daimyo houses, and developed their schools’
styles until today, while teaching chanoyu to the townsmen of Kyoto. The Sen Houses
continued their chanoyu tradition for four hundred and fifty years.
After the Meiji Restoration, chanoyu and other cultural activities favoured by warriors
were labeled old-fashioned. Chado faced difficulties, but it managed to survive by teaching asmall number of provincial disciples. After the absolute devotion to modern civilization andenlightenment, the Japanese people began to recognize the value of domestic Japanese cultureso the Japanese tea culture able to last until today. The thirteenth successor was Ennosai Tetchu(1872-1924), who introduced tea to girls’ schools in the early years of Meiji period. As a result,the practice of chado was opened to the public at large.
However, the image of chanoyu for good manners was developed only after the Meiji
Period, especially after the Second World War, this constituting only a short period in the long
history of chanoyu. Chanoyu was at its lowest ebb during Meiji Period, when every value ofthe previous Edo period was rejected, as chanoyu had been the ritual of the samurai and basis
for the manners and etiquette of Edo period merchants. It is significant that the Meiji
government referred to tea masters as “amusement performers” when they had to label anddocument the existing occupations

Bibliography
Kumakura, H. P. (1989). Tea in Japan: Essays on the History of Chanoyu. University of
Hawaii Press.
Sen, S. (1998). The Japanese Way of Tea: From Its Origins in China to Sen Rikyåu.
University of Hawaii Press.

4

Takehana, K. (2010). Sen So-oku, Tea- Seeking The Missing Link to Rikyu. Tokyo:
Shinchosha.
Cultural History of Japan through Tea (Papers from Chado Class)

EPOK Reflections
As an East Asian studies major, join an exchange program in Japan was my biggest
wish. Thanks to Okayama University, offered me the opportunity to participate in EPOK
program, so I can make my wish comes true. Yeah, I did it! My experience in Japan especiallyin Okayama University, joining the EPOK exchange program was unforgettable. I met manydifferent people from many different countries and lot of Japanese friends. Although myJapanese level is still in beginner, I tried to speak Japanese as much as I can. I learned a lot ofJapanese culture by taking Japanese culture class, Japanese language class, Study of Japan and
more.
The reason I chose Chado as the topic of EPOK research project is the tea culture in
Japan is interesting. Even Chado class is available starting from junior high school, so they arefamiliar to Chado. Chado is not only attending or hosting a tea ceremony just to drink the tea
for satisfaction but to learn the manner, etiquette and also the way during drinking the tea. This
made me decided to find out more about the history of Chado.
I am glad that I am able to study in Okayama University even it is under the EPOK
exchange program for 1 semester (2 quarters for Okayama University). I got a great exchange
study experience through EPOK program in Okayama University. I love Okadai!!

5

Zen practice among Japanese people and its comparison with Islamic practice
Siti Zuhaila Binti Abd Wahid
この論文で、私は日本で実践されてきた禅の思想や概念について簡単に説明します。次に、この論文は、禅の実践と禅が日本の人々の間に与える効果を定義したいと思います。最後に、以上の結果が、いくつかの選択された側面から禅とイスラム
スーフィズムを比較するために使われます。
禅は情熱的なものではありませんが、私たちのいつもの日課に専念するものです。
したがって、禅は、私たちの日常生活に影響を与えるので、議論すべき興味深い話題です。日本での禅の重要な影響の一つは、宗教的な慣行に寛容であるということです。この精神的にきたえることと、私が人生において、信じているイスラム教とを比較することによって、私は皆さんと一緒に、2 つの行いの類似点と相違点を共有したいです。
しかしながら、日本の人々の日常生活の中で禅の実践を実現することは容易ではありません。禅は、彼らの文化や日常生活の中に非常によく、とけこんでいました。
さらに、真の禅の哲学は、僧侶たちを除いて皆が知っていなければならないものではありません。しかし、彼らの文化や日常生活に、禅の要素が、とけこんでいることを理解しているのでしょうか。そして、イスラム教と比較すると、間違いなく、より禅の原則や理念を理解することができます。
In this essay, I will discuss briefly about the philosophy and concept of Zen that havebeen practiced in Japan. Secondly, this essay will define Zen practice and its effects among
Japanese people. And lastly, the results from above will be used to make the comparison
between Zen and Islamic Sufism from a few aspects.
Zen is not some kind of excitement, but the concentration on our usual everyday
routine. Thus, it is an interesting topic to be discussed as it affects our daily life. One of thesignificant influences of Zen in Japan is the tolerance to religious practices. By comparing thisspiritual exercise with Islam, the one that I believe in my lifetime, I like to share with everyone
the similarities and differences between the two practices.
However, to realize the Zen practice in Japanese people’s everyday life is not easy.
Zen had been blended very well within their cultures and lifestyle. Furthermore, the true Zen
philosophy is not something that everyone must know except for the monks. However, areJapanese realizing the Zen element that blend in their culture and lifestyle? And definitely, bycomparing with Islam, one can understand more the principle or philosophy of Zen.

6

Japan is one of the country that is well known with its hectic and hustle bustle
lifestyle. Yet, to enjoy peace and serenity of life is everybody’s dreams. Everyone use
anything in extent to achieve that goal. While Zen, a kind of philosophy also offering thesame effects. Zen is a sec of Buddhism that was originated mainly from China and Korea,
and spreading throughout the world with different kind of name like “Ch’an” in China,“Thien” in Vietnam, “Soen” in Korea and so on. Zen is the term used in Japan. Ch’an is the
Chinese rendering from Sanskrit word dhyana, which refers to a mind absorbed inmeditation. However, the term “Zen” that is used in Japan are widely popularized in Westerncountries. Literally Zen means “meditation” which usually is called Zen Buddhism in Japan.
Zen Buddhism is actually too abstract and difficult to be explained in a few sentences.
Zen is not a moral teaching, and as it is without dogma, it does not require one to believe inanything. It is not a belief, a dogma, or a religion; but rather, it is a practical experience. We
cannot intellectually grasp Zen, because human intelligence and wisdom is too limited.
However, simply said that Zen Buddhism purposes the practitioners to attain Buddha-nature inorder to get enlightenment (satori), that would be achieved through the routine of meditation
session. The ultimate target, satori is something that indescribable as it is felt through theexperience of practicing meditation for a long time. Yet, it might take a whole lifetime to get
the feel and realization of satori. Zen Buddhism is not a theory, an idea, or a piece of knowledge.
But, one cannot deny that there is an intellectual element on Zen that lead to the enlightenment,
though it is not a logical understanding.
Zen Buddhism that had been introduced in Japan since 1191 by Myousan Eisai, aJapanese monk that study Buddhism in China. In the same time, he brought back tea from
China, and initially practicing tea-drinking as one way of aids in monk meditation. This
moment also was the sparks of history of tea ceremony (chadō or sadō) in Japan. From thismoment, Zen really influenced widely in Japanese cultures and lifestyle like chadō, arranging
flower (ikebana), Japanese calligraphy (shodō), samurai, martial art Judo and others. However,many Japanese people until nowadays do not learn or practice Zen thoroughly and ideally likemonk, but they got to know Zen from these cultures and lifestyles.
Zen Buddhism is separated to two major schools, Rinzai Zen and Soto Zen. These twoschools are diverse in method to achieve the enlightenment. Rinzai Zen is based on the use of
the koan, a kind of absurd phrase or statement which is given by a teacher to a disciple in order
to trigger enlightenment. It might take a few months or years just to find the answer of the koan

7

puzzle. Whereas Soto Zen is much more focused on Zazen, which means sitting cross-legged
in quietude and in deep contemplation. From the Soto Zen perspective, the koan riddle is tooformal and one might be too focused on solving the riddle compared to find enlightenment indaily life. In reality, from questionnaire distributed on this research, most Japanese people do
not take Zazen as their meditation or spiritual practice, and they also do not realize the influenceof Zen in their culture and daily life.
However, what does it mean by the enlightenment that has been mentioned a few times
before? In order to get this answer concretely, an interview had been conducted to one of Zazen
practitioner. From her perspective, Zen is not something that provide you the concrete or
objective answer. It is like the life time process of study that you come to understand aboutsomething after a long time you practice it. As for her, she practiced Zazen frequently in her
age of late 20’s as she really need to find the serenity and peace of mind on that time. After a
few months, her weekly practices gradually decreased. On the other hand, as a tea person, she
focused more on the tea practice as she realized that there is Zen elements in practicing tea, inher everyday routine.
Furthermore, from her routine of practicing tea mostly every week, she become moresensitive and aware of everything around her. She also become more attentive and calm person.
By meeting many people while practicing tea, she got to know various types of people andlearn the reality of the world by observing the guests. The similar opinion or view also wasbeing mentioned by most of the respondents from the questionnaire conducted. Although mostof the respondents do not practice Zen in their daily life, 50% of them realized the importanceand advantage of Zen in life. Then, more than half of the respondents agree that Zen practiceis good for meditation by highlighting in this globalized era, where physical aspects be thecenter, in extent the spiritual aspect is being neglected.
From experience and active learning of practicing tea, chadō made a person focuses on
everything in front of him rather than thinking about other things outside the tearoom. For
example, meals for tonight dinner, problems with friends or other that have no relation withpracticing tea. It might be the details and precise procedures that cause the thought and focus
on the tea ceremony. For an hour of practicing tea, the realization come that one can relax
although his entire life is messy. Thus, one should realize that in midst of chaotic or problematic
life, there must be a time, to rethink and make a solution. Thus, this will make anybody keep
his composure whenever he faces problems. That is another indirect effect of Zen element in
way of tea (chanoyu) or chadō. The element of harmony, respect, purity and tranquility inchanoyu also can be felt after a few time practicing tea, which can be reflected by everyone intheir daily life.
The last part is by comparing Zen with Islamic practices, Islamic Sufism. From “The
Revival of the Religious Learnings” (Iḥyāʾ ʿulūm al-dīn), there is a chapter that gave the detailsof meditation from Islamic perspective. One of the similarities that can be found is the goal tobe achieved from meditation. As for Zen, the enlightenment or satori, it is the goal. There goesin Sufism, the state of mind and ma’rifat are the goals. However, satori and ma’rifat refer todifferent states of mind. First, the state of mind in Sufism means turning of hearts towards thegreat Watcher and to keep it engaged in His thoughts and attributes. Ma’rifat is the fruit of thisstate of mind, which means the knowledge that God watches the state of mind, know its secrets,
sees the actions of man and well know what each man does. People sees outwards action but
God can see inwards thoughts and outwards action.
Next, the different kind of realization of mind occur between Zen meditation andmeditation of Sufism. In Zen, one come to realize about his surrounding, his thought about

8

everything with indefinite answers whereas in Sufism, the realization will bring one tounderstand and remind himself about the reality of God, the reality of this world and the realityof human life and their wrong doings. In Zen, it leads to serenity and calmness by thinking ofnothingness while the meditation in Sufism has the objective to rethink and reflect on what wehave done, our wrong and bad doings.
Lastly, Zen promotes the freedom of mind, without including any feeling as Suzuki(1964) claims that it is an unnatural encumbrance. Whereas from Islamic perspective, love,grief and regret and other feelings in included as one consults everything to his God, and being
reminded that our life in His knowledge, and one should try his best in his life and God will do
the rest, that made a person gain the ultimate tranquility.
In conclusion, Zen practice is not one of the highlighted culture or philosophy among
Japanese people. One might practice some elements of Zen, by knowing nothing about thesatori or the ideal philosophy of Zen. It usually happens in life which we do our daily routine
without setting any ultimate goal for this temporary life. In other hand, by realizing andappreciating what we have right now in front of us, we always can change it to the better.
Bibliography
1. Zen Buddhism, retrieved from http://www.zen-buddhism.net/
2. D.T. Suzuki, (1964). An Introduction to Zen Buddhism. New York, Grove Press.
3. Al-Ghazali, translated by K. Fazlul (1993). Revival of Religious Learnings Ihya Ulum-iddin. Karachi, Darul-Ishaat.
4. Zen – ReligionFacts, retrieved from http://www.religionfacts.com/zen

EPOK Reflection
By completing this essay, I glad to know more about Japanese culture and the Zen elements
involved. I am happy to share what I learnt from my home university, University of Malaya
about the Islamic Sufism, to list down the pro and contras between these two practices. My
four-and-half-months’ life in Okayama will become a memorable experience for me.
Learning Japanese Language that I admired for ages, and get to know a lot of friends from
America, England, Australia, Egypt, Sri Lanka, Bangladesh, Canada, China and other
different countries was beyond my expectation. We share our thought and opinion invarious things in the class too. Playing Bingo and flash cards in Reading and Writing 2class will be the things that I will miss so much after this. A very thankful to Okayama
University for accepting me here, giving me a chance to meet everybody here. Praise to
God for this wonderful meeting, for this 一期一会 (one chance one meet).

9Japanese cuisine and its interaction with foreign cultures
BY: KHAIRUNNISA BINTI OTHMAN

Summary:
このエッセイは日本料理（和食）や外国の食文化との関係を主に話します。
実は、日本料理は経済と社交上から来ます。外国で日本料理は人気がありますのでなれるやすいです。同時に、日本が修正しています。外務省のアンケートによると
外国で和食レストランの数は２０１５年に８９０００ぐらいあってそして後２年６０％に増やします。
今日、たくさん洋食があります。それは１８６８年に、明治時代に明治維新があっていろいろな外国の文化と組み合わして多い洋食レストランがありました。
最終的洋食が日本料理になれました。同時に、外国が日本料理をインポートしました。伝統的な作り方を使ってでも時々日本人の嗜好によくなれました。

Discussions:
1. History of Japanese food culture
More than 2000 years ago, Japan was mainly rice-basis culture. The tradition of riceserved with seasonal vegetables and fish still remains essence of native Japanese food.
However, Japan has developed a rich and varied food culture that includes not only native
Japanese food but also many foreign dishes since Japan reopened to the west 150 years ago.
Gradually, imperial commands had decreased the eating habit of almost all types ofmeat following the introduction of Buddhism to Japan in the 6th century. Then later, thevegetarian style of cooking known as Shojin ryori was brought into Japan via China and Korea
together with the introduction of the Zen culture and monks. Now in Japan, this practice isserved generally at many temples, especially in Kyoto.
Many of the foods and food ingredients eaten by Japanese today, such as soy sauce,miso, tofu and other products made from soy beans, had already presented by the 15th century.
Around the same time, a formal and elaborate style of banquet cooking, which was derived

Shoujin ryori. Most of the dishes
are vegetables

Honzen ryori. Dishes arecarefully arranged and served on
legged trays, full-course dinner

Kaiseki Japanese cuisine is known
for its meticulous preparation andbeautiful presentation

10

from the food of aristocrat, was introduced. This cooking style known as Honzen ryori is oneof the three basic styles of Japanese cooking along with Chakaiseki ryori, which for the tea
ceremony, and Kaiseki ryori.
Kaiseki ryori was formed to its present form in the early 19th century and now is stillserved at first-class Japanese restaurant and traditional Japanese style hotel. While retaining
the fresh seasonal ingredients and artistic presentation of earlier styles, Kaiseki ryouri meals
have few rules of manner and relaxed atmosphere. Even Japanese have few opportunities toexperience proper Kaiseki dinner. However, the types and order of foods served in Kaisekiryori are the basis of contemporary Japanese food nowadays.
2. The development of cultural exchange of Japanese food with foreign culture
During the Meiji Restoration in the late 1860s, Japan’s national seclusion waseliminated and the Emperor declared Western ideas could contribute to Japan’s future progress.
As part of the reformations, the Emperor lifted the ban on red meat and promoted Westerncuisine, which was viewed as the cause of the Westerner’s greater physical size.
Japan’s first substantial and direct exposure to the West came with the arrival of
European missionaries in the second half of the 16th century. At that time, the combination of
Spanish and Portuguese game frying techniques with a Chinese method for cooking vegetables
in oil led to the development of tempura, the popular Japanese dish in which seafood and manydifferent types of vegetables are coated with batter and deep fried.
With the reopening of Japan to the West in the mid-19th century, many new cooking
and eating customs were introduced, the most important being the eating of meat. Although
now considered a Japanese dish, sukiyaki—beef, vegetables, tofu, and other ingredients cookedat the table in a broth of soy sauce, mirin (sweet sake), and sugar—was at first served in“Western-style” restaurants. In the early 20th century, Indian curry powder imported by wayof England also started to be used widely.
In addition to such, Japanese terms as sushi and tempura that are used withouttranslation, numerous Japanese words are entering the world’s dictionaries. For example, theShogakukan Random House English-Japanese Dictionary has a 950-word list of borrowed
Japanese words. When this list is examined by genre, words related to cuisine and foodpredominate. There are some 70 of these terms, including those denoting seafood and fish suchas awabi (abalone) and ayu (sweetfish); and types of vegetables, including daikon (Japaneseradish) and nappa (green leaf vegetable).
3. Foreign culture in Japanese cuisine
Japanese culture has always freely incorporated ideas and aspects of other cultures,
often adapting it to an extent that it somehow becomes uniquely Japanese. Food is no exception.
Japan until now has incorporated imported food from all over the world and gradually modified
them to make them as their own.
Many European style dishes have been incorporated, and adapted to Japanese tastes.
These adapted European style of cooking are called yoshoku. It is not the same as imported
cuisines that have been kept true to their origins. There are as many authentic Italian, French,and other restaurants in Tokyo as there are in any other major international city. It is western
style cuisine that was introduced a long time ago, and the well-known dishes in this genre
would be totally foreign in any other country. Some items that were originally introduced as
yoshoku are so well entrenched in Japanese food culture that they are in the line
between washoku (Japanese) and yoshoku (Western).

11Long before, many Japanese people travelled abroad and it increased the demand for"original" foreign cuisine increased, yoshoku became rather unfashionable. However, in thelast decade or so, yoshoku has made a comeback starting from the Showa period.
During Meiji period, Chinese people from China built Chinatown in Yokohama, Kobe
and Nagasaki. They served cheap and common Chinese dish openly, and eventually become
popular. After the end of World War II, the people who came back from China introduced theChinese dish which they had eaten in China. Mostly of Chinese food mainly Cantonese-origin
dishes called chuuka has been incorporated into everyday household cooking nowadays.
Among the most infamous foreign food or Japanized-food in Japan:
Omuraisu (rice omelette)
Rice omelets first started to be made in Japan around the turn of the 20th Century, butthey are part of a much larger trend of the introduction and adaptation of western
dishes to Japanese tastes.
ii)
Kare-raisu (Japanese curry)
Originally curry is an Indian dish. Englishmen brought this from colonial India into
Japan in the late 19th century, Japanese people believed that curry was a Western dish.
Japanese Navy invented the practice to put curry on rice. The dish became popularand available for purchase in supermarkets and restaurants starting in the late 1960s.
iii)
Hambaagu (Japanese style hamburger)
In Japan, hamburgers can be served in a bun, called hanbaagaa, or just the patties
without a bun, known as hambaagu. They don't have much in common with theAmerican style of hamburger, except that they both start off with ground meat, withmeatloaf shape and similar texture. Hambaagu is similar to what are known in
America as Salisbury steaks.
iv)
Gyoza
Originally from northern China, and is called jiaozi in Chinese. It is a food that a lumpof minced pork and vegitables is wrapped with a thin dough. In Japan, gyoza iscommonly a side dish of ramen or rice and eaten after dipping it in the sauce mixed
shoyu, vinegar and hot sesame oil. In China, gyoza is one of main dishes, and it iseaten in Chinese soup.
v)
Ramen
A noodle dish using Chinese noodle. In the late 19th century, Chinese cooks in the
Chinatowns in Yokohama and Kobe served Chinese noodle dishes first. Then, many
Japanese cooks learned how to make the recipe. Japanese ramen cooks made a lot ofeffort to suit Japanese taste, so it has been one of the major Japanese dishes today.
4. Japanese culture in foreign cuisinei)Japanese food culture from an international perspective is emerging. According to asurvey by MAFF1, the number of overseas washoku restaurants came to some 89,000 as of July
2015, up 60 percent from 2½ years earlier. And Japan’s most famous contribution to global
food culture is sushi, in fact it is famous within Japan itself. In 1970’s sushi travelled fromJapan to Canada and the United States, it was modified to suit the American palate, and reentered the Japanese market as "American Sushi" 2 . The example of this phenomenon
is California roll, which created in Canada in 1970s, and gain its popularity across the UnitedStates by 1980s, thus sparked the Japanese food — more precisely sushi's global popularity.
1

Agriculture, Forestry and Fisheries Ministry of Japan
Iris-Aya Laemmerhirt (2014). Embracing Differences: Transnational Cultural Flows between Japan and theUnited States, Volume 36 of Edition Kulturwissenschaft. p. 102-103.
2

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The number of restaurants specializing in lower-cost noodle dishes such as ramen andsoba are also growing. Besides that, a lot of Japanese foodstuff and seasoning brands suchas Ajinomoto, Kikkoman, Nissin and Kewpie mayonnaise, are establishing production base inother Asian countries.
One more thing being concerned is the halal issue. In Muslim majority country, it is amust that Japanese foods served are halal according to Islamic dietary law, which means nopork and alcohol allowed. Thanks to high demands, many kinds of halal Japanese cuisines are
MORE available day by day.
Responding to concerns about the quality and authenticity of dishes being marketed
abroad as “Japanese”, together with the popularity of Japanese food is growing worldwide,
helped in part by the addition of washoku to UNESCO’s Intangible Cultural Heritage list in
2013, in late 2006 the MAFF began planning a certification system for non-Japanese cooks
working at washoku traditional Japanese cuisine restaurants abroad. Moreover, experts fearthat many non-Japanese chefs may fail to learn proper cooking methods and serve dishes thatdepart significantly from genuine washoku.
Bibliographies:
1. Retrieved from https://howthewesthasaffectedjapaneseculture.wordpress.com/foodculture/
2. Future of Food in Japan by Brendan FD Barrett (Royal Melbourne Institute ofTechnology) and Mark Notaras (United Nations University).
3. Website of Ministry of Foreign Affairs of Japan: Japanese Food Culture
4. The Japan Times: Japan to certify foreign cooks of ‘washoku’ by Jiji

Review:
Alhamdullilah. Honestly speaking, this EPOK program is really a precious opportunity
for me to learn so many new things in Japan. From Japanese language, kanji writing, culture,
fieldtrips, soft skills, not included got to make friends from all over the world, every single
thing is memorable. Definitely, for me it is once in million kind of chance. I would admit that
my Japanese language becomes better. I could develop enough confidence to talk with Japanesepeople. As I am a self-learner before, to come here and learn directly from Japanese people issometimes hard to believe.
I and other Malaysians were also given opportunities to promote Malaysia and Malaya
University. Being interviewed by Okayama television channel, to hold small Malaysia OpenDay before, event with Nakagawa Elementary school in Yakage town, joined University
promotion program to Japanese people, I hope I may contribute back to my university which
had given me the precious chance to be in Okayama University.
I deeply feel grateful to God, all lecturers, the staffs especially from the Global
Partnership Center, the RA’s and all EPOK fellows. Although sometimes had difficulties, withall these wonderful people, I survive everyday life with smile instead. Everyone too, let’streasure these moments and grab lot of benefits for our future ahead.

13

遥かなる草原：ファイアーエムブレム：烈火の剣の英訳におけるローカライゼーシ
ョンの問題
The Distant Plains: Localization Issues in the English Translation of “Fire Emblem:
The Blazing Sword”
Chris Craigo
Summary：日本で 2003 年 4 月 23 日に発売された「ファイアーエムブレム：烈火の剣」というゲームソフトは英語に翻訳され、同年 11 月 3 日にアメリカでも発売された。ファイアーエムブレム：烈火の剣は「リン」という、サカの草原に一人暮らしをしている少女剣士の、一度も会ったことのない祖父であるキアラン公爵と会うための旅を描写する。物語の舞台は、中世ヨーロッパから着想を得たファンタジーの世界、「エレブ大陸」である。しかし、烈火の剣の英訳はただの直訳ではなく、アメリカ人プレイヤーの期待に応えるための翻訳である。その翻訳、すなわち「ローカライゼーション」においては、登場人物の話し方や言葉遣いなどにいくつかの変更点が見られる。本稿では、リンの物語を例として翻訳学的観点からこのような問題を取り上げ、その変更の影響及び文化的背景を検討する。
First released in Japan on April 23, 2003, “Fire Emblem: The Blazing Sword” wastranslated into English and released in America on November 11 the same year as “FireEmblem.” The game depicts the journey of Lyn, a young sword-wielder living alone in the
Sacae plains as she travels afar to meet her long-lost grandfather, the marquess of Caelin.
The game itself is set on the continent of Elibe, a fantasy world inspired by medieval Europe.
The game’s English translation, however, is far from a direct translation, and is instead atranslation specifically made to accommodate American gamers’ cultural expectations
towards the genre. In the game’s translation, that is, its “localization,” there are a number ofdifferences in areas such as word choice and characters’ speech styles. As such, in this essay,
I’ll be examining such issues of translation with regards to Lyn’s story in the game, all thewhile tracing the significance and cultural background of such changes.
Arguably one of the most unique elements of Fire Emblem: The Blazing Sword is theinfluence Japanese interpretations of medieval Europe play on the variety of cultures present
in Elibe. While the latter half of the game expands to cover nearly all of the continent, Lyn’s
story focuses primarily on the Sacae plains where Lyn was raised and Caelin, where Lyn’s
grandfather reigns as marquess. Even within the context of the same game, however, these
two territories boast vastly different cultures and lifestyles, as evidenced by the significant
differences in speech styles that the characters from these locations utilize. What’s more,while the Japanese script is notable in that the character’s various speech patterns are clearly
distinct from everyday speech in modern Japanese, the English localization utilizes a numberof strategies to magnify and reinforce the “medieval” aspects of the game’s world. One of
the earliest examples of this comes with the introduction of Sain, a knight serving Caelin who
encounters Lyn shortly after she begins her journey. Despite his claims of chivalry, upon

14

meeting Lyn, Sain wastes no time making his intentions clear, resulting in the following
conversation:
セイン：待って下さい！

美しい方！よろしければ、お名前を！そして、お茶でもいかがですか？
リン：・・・あなた

どこの騎士？

セイン：よくぞ聞いて下さいました！俺は、リキアの者。もっとも情熱的な男が住むといわれるキアラン地方出身です！！
リン：「もっともバカな男が」の間違いじゃないの？
While the original Japanese is clearly exaggerated (although certainly amusing), theEnglish translation of the game takes this conversation in a slightly different direction:
Sain: “Wait, O beauteous one! Would you not favor me with your name? Or better yet, yourcompany?”
Lyn: “Where are you from, sir knight, that you speak so freely to a stranger?”
Sain: “Ha! I thought you’d never ask. I am from Lycia. I hail from the Caelin canton, home tomen of passion and fire!”
Lyn: “Shouldn’t that be “home to callow oafs with loose tongues”?”
As seen above, while there are a number of key differences between the two, perhaps
the most notable is the unmistakably “medieval” word choice used in the English translation.
Namely, whereas Lyn originally uses バカな男 to put Sain in his place, this ends up
becoming “callow oafs” in the English version, a particularly fascinating choice for a numberof reasons. Decidedly archaic, even for an insult, this particular phrase represents an“extension” of the original text to accommodate Western audiences’ expectations. Given thefact that Elibe is presented as a distinctly medieval, European-influenced continent, somelevel of “medieval-ness” is to be expected, but the key point to note is that this “medievalness” is “signaled” to audiences in different ways in the Japanese and English versions of thegame.
While Sain’s use of 敬語 and word choice (etc. 美しい方) in the original Japanese iscertainly knight-like, the fact remains that his original conception is rooted in Japanese
idealizations and romanticizations of medieval Europe. As such, his speech patterns in theJapanese version serves as an attempt to present such idealizations via a Japanese filter ofsorts, a way to “reign” in the foreign-ness of his character. On the other hand, while Lyn’s
speech style lacks these explicitly “knight-like” elements, her character still maintains adoubly-foreign quality in that not only does she come from a non-Japanese-influenced
background, but that even within the context of the game world, her Sacaean heritage
explicitly identifies her as an “other” in most situations. And yet, as the protagonist of thegame’s first half, Lyn serves as the player’s gateway into the world of the game, necessitating
a balance in her speech between her foreign identity and relatively “domestic” traits, bridging
the gap between player and world in her own right.
By means of contrast, then, whereas the Japanese version of the game required certain
textual strategies to negotiate the foreign-ness of the game’s world, the English version of the

15game instead took specific measures to re-align itself to the cultural heritage it was originallyderived from— that is, Medieval-European fantasy. Knights and dragons and princesses andsuch are generally more familiar to Western audiences, and as such, depictions of those suchtropes for Western audiences hold a greater pressure to conform to the previously-establishedexpectations therein. In his essay, “Translation, Community, Utopia,” translation scholar
Lawrence Venuti introduces the idea of the “domestic remainder,” or additions to a text
produced by the translation process that “results in the production of textual effects thatsignify only in the history of the domestic language and culture” (Venuti 473). As such, as ameans to signify “medieval-ness” to Western audiences, both Lyn and Sain’s use ofarchaisms not present in the original constitute a part of the translation’s own “domestic
remainder,” as well as a bridge for the cultural gap between Japanese and Western audiences.
As seen in the conversation above, then, Lyn’s own speech style in the English
version reflects an intentional effort to conform to expected cultural forms for the genre,
despite the absence of such elements in the Japanese original. What’s more, this sort of“domestic remainder” in the game’s translation manifests itself not only in matters of word
choice, but also in the form of outright additions to the game’s script. Notably, in theexchange above, while the original saw Lyn merely ask 「あなた、どこの騎士？」, theEnglish version has her asking “Where are you from, sir knight, that you speak so freely to a
stranger?” The English translation, then, effectively presumes her reason for asking in thefirst place, and thereby has Lyn voice this particular interpretation. Presumably an attempt toclarify Lyn’s thought processes, this particular example is notable in that it not only
constitutes an addition completely unfounded in the original text, but in the fact that it’sentire presence in the game is clearly predated by the translator’s interpretation of Lyn’s own
thoughts and character. Simply put, then, the English translation is no mere act of mediation
between languages, but rather a “reading” of the original Japanese, geared towards Western
expectations, but presented as entirely representative of the original work.
This particular notion of translation as an expectation-oriented “reading” of the source
text appears again later on in Lyn’s story when she encounters Rath, a fellow nomad from
Sacae who came to her aid specifically because of her Sacaean heritage.
ラス：俺は、クトラ族のラス。・・・他部族とはいえ、同じ草原の民の女を見捨てておけん・・・
リン：ありがとう、ラス！あなたに、母なる大地の恵みがありますように！
ラス：そして、敵に父なる空の怒りを・・・！
Rath: “I am Rath of the Kutolah. Our tribes may be different, but I will not abandon a womanof the Sacae.”
Lyn: “Thank you, Rath! A thousand blessings upon you!”Rath: “And a thousand curses upon our enemy!”
As mentioned earlier, while Lyn occupies the unique space of an “other” in the gameworld, her encounter with Rath is unique given their shared Sacaean heritage— a fact thatboth of them recognize and specifically address linguistically. Namely, with their shared
heritage confirmed, Lyn immediately begins what is presumably a shared saying among thetribes of Sacae, calling the “blessings of mother earth” upon Rath, leading Rath to finish the16saying and summon the “wrath of father sky” on their enemies. While these two lines areclearly meant to be taken as a pair in both the Japanese original and the English translation,
the English translation takes a different turn and instead removes the cultural references to theearth and sky present in the original. As such, while the shared cultural knowledge between
Lyn and Rath is still signaled via the paired nature of their lines, the terms by which said
cultural knowledge is expressed are notably different. Simply put, while the original
Japanese reflected Sacaean culture’s focus on nature, this was modified in the English version
for a more culturally-neutral, albeit “medieval” phrase. That is, the English translation’s“domestic remainder” in this instance manifested itself not as an outright addition, but rather,a mediation on the part of the game’s translators to better align the game to audience
expectations. With this specific change, while the shared cultural background of the two is
indeed recognized, the terms in which they express this connection are changed to better
match the game’s previously established medieval-esque tone, essentially subverting thecultural nuance of the original to further appeal to audience expectations.
While there are countless other examples and issues to be found and examined in not
only the remainder of Lyn’s story, but also the entirety of the game itself, the fact remainsthat such issues of translation play a key part in shaping the game’s narrative on a variety oflevels. From these examples alone, it becomes clear that localization is far from simply
swapping out words from one language to another and instead involves an incredibly deeplevel of consideration with regards to cultural, societal and linguistic issues. While “FireEmblem: The Blazing Sword” begins in the quiet, pastoral span of the Sacae plains, it only
takes a quick comparison between the original and translation to see that the issues of
localization therein are anything but “plain.”
Bibliography:"Game Script - Serenes Forest." Serenes Forest. Web. 11 July 2016.
Venuti, Lawrence. "Translation, Community, Utopia." The Translation Studies Reader. Ed.
Lawrence Venuti. New York: Routledge, 2000. Print.
"会話集/目次." ファイアーエムブレム 烈火の剣/Web. 11 July 2016.
Experiences: Through EPOK, I’ve not only made memories for a lifetime, but I’ve also foundthe confidence to continue on in my study of Japanese. Perhaps most importantly, however, I
finally learned something else entirely: 失敗は成功のもと.

17

The personal and emotional factors of studying abroad on second language acquisitionin JapanSamuel John Barrera Castillo

Summary:
この論文での私の狙いは、以下のことです。私たちが「留学する前にどのように日本での生活を想像していたか」だけでなく、「日本という海外で実際にどのようなことに出会ったこと」についての考察です。私自身の経験と他の留学生の 10ヶ月間の生活を参考にしています。このレポートの性質から参考文献は存在しないことを了承していただきたいです。まず、海外から日本にやってきて日本語を勉強する外国人は「留学生」という面白い言葉で呼ばれることについて話します。次に実際に学ぶことだけでなくて学習方法にも大変面白い面があること、最後は長期間の留学がどのような影響をもたらすか、これらについて述べていこうと思います。

The presence of high quality Japanese media and products across the world havegreatly promoted the image of the culture in Japan. An aspect of Japan that appeals to many
people is its language. Children who grew up on Japanese media such as anime, manga, anddramas often found when they got older that there would be parts of their favorite shows andmangas only found in the Japanese versions. Because of this, the desire to find andunderstand the parts only in the Japanese versions sparked a great interest in learning andbecoming fluent in the language.

Once a person has a vested interest in Japanese they seek out different ways to learn
it. For example, a student might find Japanese classes to take at their own university. At the
beginning of the class the teacher would give lessons on the basics of the nature of thelanguage. The instructor would teach basic greetings, vocabulary words, and how to write in
the three different systems of Japanese. Various activities would be assigned to the student
such as grammatical exercises, writing exercises, and pronunciation and speaking practice.
Once the student gets a good grasp of the basics of language their enthusiasm for the
language grows. The student will be proud and amazed at their own ability to be able to readhiragana and katakana and some basic kanji. The excitement at their new found ability then

18

influences the decision to study abroad in Japan. This particular student decides they want tobecome fluent in Japanese and decides to further their studies in the country.

With the arrival of the student in Japan comes the change of the learning environment.
Since the classroom is no longer in their own country’s university, the language gains context
because it is in its native environment. Which means that studying at a Japanese university
provides many advantages and benefits. For example, the grammar, kanji, and vocabulary
words that he learns in class are going to be things he would be able to see and hear as soon
as he leaves the classroom. The student is now put in a situation where the language he has
been studying is turned into a tool for everyday life. In other words, he is strongly pushed touse it. Because of this, the language turns from being a subject of just academic study to apractical skill he must practice and perfect in conjunction with studying. This makes the goalof proficiency and fluency more straightforward. That is not to say that this process is simple;
things such as loss of self-confidence and/or insecurities can cause the student to fall back on
the native language safety net which in turn can greatly influence efforts to attain fluency.

One other great influential factor, intimidation can also greatly affect the attainmentof fluency in a positive way and/or a negative way. One example of intimidation can be themeeting of other students with a higher level of proficiency in Japanese. Say for example, thenewly arrived student has become quite good friends with a Japanese student who is fluent inEnglish. Their conversations usually consist of the Japanese the newly arrived student does
know with gaps filled in by the Japanese student. The newly arrived student is aware of theirinability to not be able to express themselves yet in Japanese. If the newly arrived student, theJapanese friend, and another foreign exchange student with a high level of Japanese all go out
to dinner, it is likely the conversation that will occur over dinner will alienate the newly
arrived student. This is because the student with a high level of Japanese seems to be able todraw out more of the Japanese student’s personality and character because the high level
student is speaking the Japanese with the Japanese student with a high level of proficiently.
Which in turn allows the Japanese student to relax more and not have to think much. This, inturn leads to a rise in insecurity that causes the lower level student to believe that theirfriendship with said Japanese student was not as close as first assumed. The social anxiety
that ensues causes a lack of motivation to study and learn. This is because the student looks at19themselves in relation to the student of higher level japanese and think that the skill gap is toolarge to close. As such, the lower level student may either fall into one of two states of mind:(1) depression and loss of self confidence in their ability because they end up comparing
themselves to the students of higher levels and get discouraged by the skill gap. (2) A sudden
burst of resolve not to despair but to see higher level students as goals to achieve and surpass.

However, if the student is able to adopt at least some of the qualities of the positive
approach listed in the example above, they will likely accept their own level and come toterms with or overcome. This then makes the likelihood of attaining proficiency in thelanguage all the higher. For example, the student may be more inclined to use newly learned
grammar points directly after learning them in the classroom. This fosters experimentation
with ways to say different things and express different shades of meaning. From this comes
feedback from native speakers with regards to how the student’s speech style comes across inJapanese. So if a complicated grammar point from class is troubling the student, they can try
and use it towards natives in an everyday context to properly learn its correct usage. As thestudent increases their knowledge of the language and begins to apply it in their day to day
life, their self-confidence in using Japanese also increases. Depending on how much thestudent applies most of the qualities of the aforementioned positive approach will reach amoment of clarity where they will be able to hold their own in a Japanese conversation fasterthan those who succumb to that of the more negative approach of anxiety.

20

Reflection:
As stated in the summary, most of this paper is based off the culmination ofexperiences of myself and other foreign students, beginning from the events leading up to thestart of the EPOK program and during the actual program itself. With that in mind, thefollowing is a collection of my personal experiences in EPOK as well as my thoughts on theimpact it had on me as a person. The first day I arrived in Japan, I was not overwhelmed withamazement and culture shock that other exchange students felt. Instead for me, it was straight
cut to the trials of adaptation between myself and the Japanese culture. This is because prior
to coming, I had already familiarized myself with Japanese culture and got used to hearing
the language (This was before starting formal studies of the language) for about all my life up
until that point. When I finally arrived mostly everything I had expected about Japan wasalmost exactly how I’d expected it to be. However, my experiences were not entirely free ofculture shock.

After 5 months, I had gained a decent level of fluency in Japanese. The culture shock
I had experienced took the form of my usage of Japanese. When I tried to express my own
feelings, the Japanese I used would come out strange. How I thought a particular action or
feeling would be expressed in Japanese ended up being completely different from what I
expected. One would think that these events would be few and far between but the frequency
in which they occurred is what culture shocked me. Overall I set out on this program to learn
how to speak Japanese and I am proud to say that I have accomplished this goal. I hope to beback soon to improve and sharpen my skill even further.

21

Dinnertime: Bento or Homemade?
Marissa Armstrong
SUMMARY:
みんなにとって、食べ物が大切です。体の健康のためや、心の健康など、食べ物は一長一短のことです。しかし、日本人やアメリカ人にとって、何の食べ物生活がありますか？とくに大学生からこの質問を調べたかったです。インタビューした後、結果をまとめました。ほとんどアメリカ人の大学生達は便利な食べ物を買って帰りました。日本人の学生もするですが、半分ぐらいは自分の料理を作りました。びっ
くりしましたことは、ストレスがたまった時に、日本人は食べ過ぎないように勉強していると言いました。アメリカ人はすごい食べることをすると言いました。三番
目のポイントは一番面白かったポイントでした。みんな家族と一緒に食べることが大切だと言いました。私もそう思います。現代に、たくさんの人はスマホを見ながら、晩御飯を食べます。家族の会話が少なくなっていますから、スマホを閉めて、家族の目を見て、楽しくて、良くて話をした方がいいだと思います。全部このポイントを調べましたから、良かったです。日本人の学生やアメリカ人の学生もインタビューしてもらったも良かったです。楽しかった経験でした。

ESSAY: In the course of a college student’s lifetime, they will go many different
places, study a lot of subjects, and learn many new things. One thing they will also do a lot ofis eat. Whether or not they make their own food or buy fast food (or bento’s in Japan’s case),
and why they choose what they eat is what I’m most interested in finding out in my research.
My first guess is that most students go for convenience over cost or how healthy it is, so I
would like to see if this is true. I surveyed six students, three Japanese and three American.
There are a lot of different factors in what cause a student to eat what they do, so I narrowed
it down to students living by themselves, in dormitories and apartments, as opposed to livingwith their parents. I wanted to see what students do when their parents are not around to feed
them. In addition, I also interviewed males and females to see if there was any difference. In
my research, here is what I found.
Question one was the background for my research. The question was: When you are
hungry, do you make your own food or buy food such as a bento (fast food in American’scase)? My answers from the American students were quite interesting. Alex, 22, from
California said that he usually buys premade items from the grocery store and cooks themwith the microwave or oven. He says this is because it’s hard to find the time to make foodevery day and there’s times when studying for a test is more important than making a22homemade dinner. Savanah, 24, said that she makes most of her dinners hand made with a lotof food from the farmers’ markets. She is a runner, and says that eating unhealthy, convenient
food really affects her running. Though, she does say that cooking for herself takes a lot oftime from her evening.
Takeru, 19, who just became a student at Okayama University, says that he eats abento almost every night for dinner. This is because it is cheap in Japan, and is healthy when
it has fish, egg and rice in it, he says. He also mentioned that ingredients can cost the same asa bento, so it is easier to just buy one at a market. Maho, 20, who has been living on her own
for a couple of years now, says that she makes her own food almost every day because it ishealthier because you can add many vegetables or fish, and a large bag of rice is very cheap.
Many of the answers I received were different from each other, which was really greatto hear. I would have liked to interview more students to get a wider array of answers anddata, but it was quite difficult to find the time and people who did not mind being
interviewed. I will not completely base all of my results on these few students but I would
like to make a more central observation based on their answers. What I learned while talking
with them through the first question was that convenience was part of the issue. I was toldthat finals week for both the American and Japanese students was an especially busy time
where food was the last thing on their mind. This is true for me as well.
“If I am studying for midterms or finals, I can’t find the time to hand make dinner. A
sandwich from the school café will be fine.” This is a phrase that many students will say tothemselves when the time crunch of finals comes. I was particularly interested in Maho’s
answer. When I asked her if cooking for herself took a lot of time, she said it did but is better
than eating unhealthy. In her case, her little brother eats unhealthy, so she tries to be a rolemodel for him. I was really impressed by her answer because Japan has an image thateveryone eats completely healthy all the time. This is just one example that disproves that.
When searching online for some research about food culture worldwide, I came uponan article titled Attitudes to Food and the Role of Food in Life in the U.S.A., Japan, Flemish
Belgium and France: Possible Implications for the Diet–Health Debate, which researched
how food affected adults and college students from France, the U.S.A. and Japan. It
mentioned food is one of the biggest factors in stress levels in adults and college students.
Though I do not want to be a psychologist, I am always particularly interested in the way
food affects minds of people around the world. We are humans, so it is only natural to feed
ourselves with food that grows from the ground, but I wonder what happens to our minds andbodies when we constantly eat processed or foods with pesticides.
Reading part of that article led me to my second interview question: Do you eat when
you are stressed out? When asking the American students, all three of them said yes. I was
surprised because sometimes people lose appetite when they are stressed, but it seems thiswas not the case for my small study. I hear many stories on news channels during schools’

23

finals season, many discussing how the stress levels cause other health problems in students,
namely insomnia and lack of appetite. This is why I was very surprised to hear all of myAmerican interviewees say they ate a lot when they were stressed. When asked what type offood they ate, they all answered fast food, chips, or sweets. It’s no surprise that ‘Comfort
Foods’ have that name; I can see why they would be comforting in times like those.
When asking my Japanese interviewees, I got the opposite response. One of myfemale interviewees said no, she does not eat when she is stressed, because she is worried
about gaining weight. She also stated that it was not good for her health. When asked what
she did instead of eating while stressed, she said she drinks green tea because it is supposed
to be calming. The other two interviewees also said no, stating that they worry about eating
too many snacks and that they don’t feel too hungry if they are very stressed. When looking
up information on stress levels in some articles, it was no surprise to me that higher stresslevels cause all kinds of health problems, including insomnia, weight gain, weight loss andheadaches.
My third and final question encompassed food as a whole for these students. My
question was “Is it important to eat dinner together as a family?” And what I meant by thatquestion was whether or not their family emphasized eating dinner together as an importantrole in family life. All six of my interviewees said yes, it is. From my Japanese interviewees,
all of the answers comprised of the reason that family is important. Especially from a youngage, eating with your family (or even mother or father) is important because it helps develop
the family bond. The answers from all of my American students were pretty much the same:talking to family during dinner strengthens your family as a whole.
I was quite surprised to hear the three answer in the same way. I had an impression ofAmericans that nowadays, families just eat on their own time from the time their child goes
into middle school. Sports, clubs, music lessons, etc. can get in the way of having the time toeat with your parents and siblings. I definitely assumed my interviewees would answer thesame. It was quite refreshing to hear them say the opposite. For the Japanese students as well,I agree with them. It feels so easy to let activities and fatigue get in the way of sitting down
and eating with your family. With a hard day, tempers can flare and make it difficult to wantto eat with each other. But at the end of the day, family is family and eating together issomething that no one else can accomplish for you.
Though my interviews were short, I enjoyed hearing everyone’s different opinion on
food. I am glad that I asked American and Japanese college students who were living on theirown because living on their own has given them a chance to look back and see what eatingwith family means to them now that they do not do it anymore. It was great to hear fromeveryone on their opinion on food in their lives, and on the route they are taking to become
workers in society.

24

REFLECTION:
Start to finish, my experience here in japan has been like a dreamland. When I first
got here in October, I never thought my stay here would end. I thought to myself, “I have somuch time to travel and practice Japanese, I’ll just take my time with everything.” The firstsemester was filled with so much fun and exploration. I made a lot of new Japanese friends at
L-Café, travelled to a lot of new places in Okayama and Hiroshima, and finally got used toriding a bicycle. Second semester, which in this case was actually two quarters, felt muchdifferent from the first. With the introduction of the new school system, the quarters made theweeks feel much faster, and I realized that I didn’t have much time left before I had to go
back home. I was able to fit some more travelling trips into my schedule, all while still
enjoying my time here in and around Okayama. Although I could have done without thealmost daily summer rain! Writing this, with only two weeks left before I go back homemakes me remember how I felt when I first arrived in Japan. For someone like me who has
never travelled anywhere before coming here, I remember clearly the feelings of arriving in acountry I have always dreamed of coming to. I am extremely happy that I chose Okayama tocome to. It has been a wonderful mix of small city life, and large countryside life withpeaceful and kind people. Though, Japanese people are kind in any prefecture you go to!
I must say, I am deeply saddened to have to go home. I spent ten months here and told
myself I had so much time to do so many things, but I wish I had done more. And I wish I
had practiced speaking Japanese more. Though, I can say that my understanding of thelanguage and my listening skills have gone up tenfold. This is something I would have neveraccomplished had I not come to Japan. I also got to see the way colleges worked in Japan,
and I was really surprised. For international students at least, we do not receive much
homework and that was really nice because it gave me more time to study what we learned,
and also gave me time to work. Though I am going home soon, I will absolutely look forward
to coming back to Japan. I don’t what I want to become yet, but if I work in japan, I willthoroughly welcome that. Japan truly feels like a second home to me.

25Path of Politeness
Kevin Chen (ケン・チェン)

Abstract: 世界には多くの言語があります。それに加えて、言語ごとに多くのニュアンスがあります。日本語では敬語がそれにあたります。敬語は昔から現在までつかわれています。敬語には尊敬語と丁寧語と謙譲語の 3 つのニュアンスがあります。謙譲語では話し手は自分のことを控えるように表現します。丁寧語では目上の人に敬語を表すために「です」と「ます」などを文末につけたりします。尊敬語は
目上の人の動作を表現します。敬語を通すことでコミュニケーションをより円滑に運ぶことができると考えられています。敬語は年齢や性別などによって大きく変わることがあります。しかし、敬語は現在では、大切かどうか分かりません。このエッセイは敬語と敬語の効果について書きます。
What is culture? This thought provoking question can have a multitude of answers
and all of them can be right. However, most people would tend to agree, that culture is rooted
in the past. This, too, can be muddled with many answers. The criteria to define "the past" isas wide the sky is endless. The common ground between all cultures and societies starts with
communication. Communication between two beings the creates transmission of ideas andimposition, and within that conversation, something inherently inconspicuous is triggered;that is the linguistic etiquette in every language.
A single, simple phrase is something that many people starting a new language, findhard to master. A new language comes with new grammar, sentence structure, and evencompletely new words. This approach can produce varying answers to a single question, but
who can say that one is wrong when taking all things into consideration. For English
speaking countries, a new language, especially one from the Eastern part of the world, is adifficult, yet rewarding undertaking.
In Western countries, it is very common to initiate conversation with a positive andfriendly personality. However, some situations require formality, but those times are few andin between. There is no official "system" to rely on, but more of a courtesy to others. On theother hand, Japan does, in fact, have an official formality system.
The Japanese language makes use of a plethora of honorifics that convey a sense ofrespect and humbleness. For Japanese citizens, the hierarchical relationship「上下関係(じじょうげかんけいょうげかんけい)上下関係」is extremely important in social and professional life.
Honorific speech is generally longer that the formal counterpart and at times, it also has
different words to convey the same meaning. In English, a simple phrase like "Goodmorning" can be directed to almost anyone, and it would sound completely normal, but Japan
has various phrases that convey the same meaning, just in a more or different styles.
け い ご

Keigo「敬語(けいご)敬語」 is one such example of a possible method to address
け い ごoneself and another person. At times, it is even required to speak in 「敬語(けいご)敬語」.
Because of the high importance of business vernacular, almost all Japanese are taught the
け い ご

け い ご

way to properly use 「敬語(けいご)敬語」. 「敬語(けいご)敬語」 has long been

26

considered the epitome of Japanese politeness and has continued this thinking even from the
かまくらばくふ

Kamakura Shogunate「鎌倉幕府(かまくらばくふ)鎌倉幕府」. However, 「敬語(けいけ い ごご)敬語」, to the regular laymen, is centered upon the self and the imposition of the self onto
others.
け い ご「敬語(けいご)敬語」is an overarching term that has three categories that each have
けんじょうごtheir own special forms. They are kenjou-go「謙譲語(けんじょうご)謙譲語」, sonkei-go
そんけいご

ていねいご

「尊敬語(そんけいご)尊敬語」, and teinei-go「丁寧語(ていねいご)丁寧語」. The first
けんじょうごis 「謙譲語(けんじょうご)謙譲語」. This is essentially the humble form of 「敬語(けいけ い ご

けんじょうごご)敬語」. In 「謙譲語(けんじょうご)謙譲語」, the speaker willfully lowers oneself
when talking to another person. In that same vein, the speaker will refer to the listener in a
ていねいごhigher social regard. This is 「丁寧語(ていねいご)丁寧語」, while 「尊敬語(そんけい
そんけいご

ていねいご

ご)尊敬語」is an even more respectful version of 「丁寧語(ていねいご)丁寧語」. When
speaking to someone else about oneself, one can say ~moushimasu「～申します」.
On the other side of the spectrum, osshaimasu「おっしゃいます」is used when speaking tosomeone else about that person.
Going back to the example of saying "Good morning", the English sentence is simple
and straight to the point. The Japanese have the formal method which is ohayou gozaimasu「おはうございます」, the informal method ohayou「おはよう」, and the very casual
tone ohha~「おっは～」. Depending on who one is speaking to, age, and even relationshipto the speaker, one might have to change their way of speaking to fit the situation. With somany ways to speak a single meaning, it is difficult to pinpoint what is more polite than theother. In the table below, it shows the simple phrase "I know" and all the ways to say it. It isalso in an order where participants of the questionnaire rate each phrase according to highlevels of formality.
存じております
知ってますけど存じ上げております
知ってますよ
存じてます
知っている
存じています知ってる
知っております
知ってるよ
分かります
知っているわ
存じ上げてます
知っているよ
知ってます
知ってるわよ知っています知ってる知ってる
知っておりますよ
知ってるわ
知っていますよ知っているわよSource: Ogino 1986
In Japanese society, mistakes made by non-native speakers are not as critical as if anative Japanese speaker mistake. For non-native Japanese speakers, one of the harder aspects
け い ごof the language is located in 「敬語(けいご)敬語」and so, mistakes are easily forgivable.
On the other hand, native speakers that make mistakes are more likely to leave a bad
impression.
け い ご

For the sake of not making 「敬語(けいご)敬語」mistakes, many of the larger
Japanese companies will invest in seminars that teach the new and young workforce the27"appropriate" way to speak. However, each young generation that comes, comes with a sense
け い ご

け い ご

of conflicting ideals of 「敬語(けいご)敬語」. For young people, 「敬語(けいご)敬語」is
not a daily occurrence and so when they are suddenly expected to use it in the professional
realm, they are not prepared. A common problem is knowing whether to use「謙譲語(けんけんじょうごていねいごじょうご)謙譲語」or「丁寧語(ていねいご)丁寧語」in a given situation. As a proactive
め い しresult, business cards「名刺(めいし)名刺」 became a norm in Japan.
け い ご

Speakers of 「敬語(けいご)敬語」use the honorific language to exemplify the「上じょうげかんけい

下関係(じょうげかんけい)上下関係」, to enunciate grace and sophistication, and to keep
け い ごcivility between each other. But is 「敬語(けいご)敬語」truly relevant in today's Japan?
え ど じ だ い

Looking back at the Edo period 「江戸時代(えどじだい)江戸時代」, when Japan was at
its most isolated state, the rest of the world was steadily advancing towards the new frontierof technology and art. Compared to present Japan, isolation is not an option. Becoming a
global partner in partaking in technological and artistic growth would be in the best interests
け い ごof Japan, and to do that, Japan must be versatile. In spite of that, 「敬語(けいご)敬語」iscontrary to the versatility idea. It is continually rooted in the idea that the hierarchical
じょうげかんけい

relationship「上下関係(じょうげかんけい)上下関係」takes priority.
In Japan, gendered speech patterns have even formed: women's words「女(おんな)
おんな

こ と ば

おとこ

こ と ば

女 の言葉(ことば)言葉」and men's words「男(おとこ) 男 の言葉(ことば)言葉」.「敬け い ご

語(けいご)敬語」is said to be the special language referred to by women, because of their
け い ごconservative nature. While it is seen that women are an avid user of 「敬語(けいご)敬語」,
there is no real numerical data supporting that claim. In the same vein, gender and age also
け い ご

are not a good indicator for the fluidity and practicality of「敬語(けいご)敬語」. It can besaid, though, that, in some situations, gender does take precedence over age and renown.
Intercultural communication, a result that many people can relate to, make up theculture that many adhere to even now. This exchange of ideas leads to the creation of newones that incorporate the old or vice versa. The younger generation will always be in the state
け い ごof innovation will continually have this mindset. 「敬語(けいご)敬語」is constantly
changing, yet it still contains the essence of what Japanese call culture. The beauty of 「敬語
け い ご(けいご)敬語」 culminates in words that embody traditional relationships and makes clear
the foundation of honorifics and humbleness. Whether it lay in gender, age, or status, 「敬語
け い ご(けいご)敬語」 is something that must strive to contain the core of Japan, even though it issomething that is contrary to the idea of change.
References
Honorific and Humble Forms. (n.d.). Retrieved July 07, 2016, fromhttp://www.guidetojapanese.org/learn/grammar/honorificKeigo (敬語） - The Honorifics. (n.d.). Retrieved July 07, 2016, fromhttp://japanesekeigo.webnode.jp/keigo/
Ogino, T., Misono, Y., & Fukushima, C. (1985). Diversity of honorific usage in Tokyo: A
sociolinguistic approach based on a field survey. International Journal of theSociology of Language 55, 23-39.
Ogino, T. (1986). Quantification of politeness based on the usage patterns of honorificexpressions. International Journal of the Sociology of Language 58, 37-58.

28

Polite Japanese 敬語. (n.d.). Retrieved July 07, 2016, fromhttp://thejapanesepage.com/grammar/chapter_eight/keigo
Roderick, K. (2002, March 31). Keigo: A lexicon of control | The Japan Times. Retrieved
July 07, 2016, fromhttp://www.japantimes.co.jp/community/2002/03/31/general/keigo-a-lexicon-ofcontrol/
Sellner, M. B. (2016, May/June). Polite Language in Modern Japan [Abstract]. IIAS
Newsletter, 304.
Suzuki, M. (2013). Keigo: The Importance of Politeness in Japanese. Retrieved July 07,
2016, from https://www.tofugu.com/japanese/keigo-the-importance-of-politeness-injapanese/
Uchida, N. (1993). Sex differences in conversation. Nihongogaku 12, 156-157.
Wetzel, P. J. (2004). Keigo in modern Japan: Polite language from Meiji to the present.
Honolulu: University of Hawaii Press.

Contemplations of Ardor
Never did I ever dream of coming to Japan. And yet here I am, studying abroad inJapan. However, my immediate reaction to my rejection by Yokohama University left me in astate of stupor. In fact, I was not the only one to have been rejected. My companion George,
also felt the deep pang of rejection. We shared our stories and our opinions on the matter anddecided that Japan was still in our sights. Our stories, however would diverge at this point.
George would eventually make his way to Kansai University and I, Okayama University.
George left one month earlier than me because the semester for Kansai University
was slated for early August. He had shared his events to me like it was a dream for him. Even
now, at the end of the semester, he occasionally messages me through social media andelaborates all the occurrences in his time in Japan.
I, on the other hand, rarely speak of special events that happened to me, opting to holdin my stories for the opportune moment. This may be one of those moments.
It has been a mere 10 months here in Okayama, Japan, but each day has brought me a
newfound appreciation for the multitude of cultures around this planet. Armed with but asliver understanding of Japanese culture from the ever popular genre of anime, I set out toenhance my small understanding.
Far from what was indicated in Japanese pop culture, there was much more to be
had. From food, to clothing, to night life, to traditional events; these things cemented
themselves into my being and made it a part of me.
Cooking for myself was never my strong point, so as a result, I went out to eat
multiple times. Food was comparatively cheap and I took to that plus with fervor. I had
delicacies like the Tokyo Banana, Kyoto Style Okonomiyaki, and the simple yet, inspiring
Japanese sushi.
From an outside perspective, any culture would seem exotic, and that's how I saw
Japan. Eventually, though, I began to see Japan as just a part of life. Events like Hanami andthe cluster of national holidays called Golden Week, make me realize that life is full of thesekinds of events and not just limited to a singular sense.
Even though my time in Japan has been shorter than what I had intended, thememories and experiences will not be forgotten and will continue to form my mind and soul.
And so the page turns…

29

Okayama’s Local Specialties and their Relationship with Momotaro
Claire Bate-Roullin クレア・ベイトルーリン

この論文ではお土産にとして売っている岡山の名物に中心に、日本のお土産についてを検討したいと思う。まず、お土産の歴史また起源について説明して、現代日本に文化的な意義を検討する。そして、岡山の名物を紹介する。その後、岡山の名物やお土産とももたろという昔話の関係について検討する。最後にその関係で、どう経済的や社会的なツールにとして地域アイデンティティの持つの感じを作ること、売り込むことについて検討する。
Omiyage is translated into English as souvenir and yet in my opinion this is not an
accurate representation of the word. A definition of souvenir given by the Oxford English
Dictionary states that a souvenir is: “A thing that is kept as a reminder of a person, place, or
event” (OED). This implies that a souvenir is meant for the person doing the travelling. Thisdiffers from omiyage which are usually bought as gifts for other people as is shown by datacollected from a survey done by JTB, a travel company. In this survey nearly 80% of
omiyage were bought for other people, mainly friends and family (nearly 50%) and onlyaround 20% of omiyage were bought for themselves. (JTB, 2013). From this it might be moreaccurate to consider omiyage as a souvenir given as a gift rather than just a souvenir.
Omiyage giving in Japan is not a recent phenomenon but rather a practice that has its
roots in the early Edo period. At the time, travel was strongly restricted with it even being
stated in a treatise on civil administration that “no one of any class should travel without
reason” (Kanzaki, 1992, cited in Krag, 2014, 22).
Thus, travel by the ordinary class was undertaken for usually religious purposes only.
With the improvement of roads in Japan, especially with the creation of the Tokaido, linking
Edo to Kyoto in the early 1600s, these pilgrimages became more and more popular.
However, these were usually too costly for ordinary people to afford on their own and so avillage’s religious organization, called ko would fundraise, collecting money from the whole
village. This money, called senbutsu would then be used to fund a chosen member’spilgrimage where he was charged to represent his community and pray for their wellbeing on
their behalf (Ikkai, 1988). He would also bring back protection charms. Whilst the culture ofsenbutsu and ko’s has practically disappeared, these charms have evolved into what would betoday’s omiyage.
This history can be seen in the apparent old meaning of the word omiyage. Whilst
there is no definite source for the word, the general consensus is that the Chinese charactersor kanji that used to make up omiyage either used to mean a “a vessel” (Park, 2000), used forfood offerings to the gods, “coming down from a shrine” (Chi et al, 2011) in reference toobjects bought or procured at a shrine or “sacred charm” (Ikkai, 1988).
The current kanji making up the word omiyage (お土産) can be translated as “productfrom the land” reflecting how omiyage has evolved to mean products representing the local
area they come from. This change might be explained by the introduction of the railway inthe late Edo period. As travelling became faster and more convenient, people were able totravel further and bring back more things than when they used to travel by foot. A
consequence of this was that people started to bring back local foods and specialties,

30

otherwise known as meibutsu from the regions they visited, though not all of these wereconvenient to bring back. Foods that would not spoil during the journey and that would be
convenient to transport, started to be developed in response to this demand. An example ofthis is Shizuoka’s Abekawa mochi that started to use gyuuhi, a sugary gel instead as it kept
longer and thus established itself as a local specialty (Dihn, 2013). Another example of how
travelers demand has shaped local specialties and omiyage is Kyoto’s yatsuhashi. Whilst
being presented as a traditional snack from Kyoto, the current most popular form if this,nama-yatsuhashi actually only appeared on the market in the 1960s (Chi et al, 2011).
The importance of defining what a local specialty is, especially in regards to giftingomiyage in Japan’s day to day culture is apparent when looking at the abundance of TV
programs promoting such things. Nearly 35-45 % of Japan’s TV shows focus on foodprograms, usually in the context of travel (Chi et al, 2011). Furthermore, just flicking throughtravel magazines, one can find multiples pages dedicated to the areas local specialties and noJapanese train station is complete without a shop selling omiyage. It is clear from the survey
results as well how much omiyage is a part of Japanese culture when more than 90% of
respondents stated that they bought some when traveling and with more than half stating that
it was absolutely necessary (JTB 2013). This data reflects my own findings, though I
interviewed mostly non-Japanese living in Japan, all had bought omiyage at some point
during their stay here.
Finding what constitutes an area’s local specialty can be difficult since many small
towns might claim that a specific product is special in order to draw attention. According to
Yutaka Mukai, a member of the Ise City Chamber of Commerce and Industry, “In order to bemeibutsu, something has to be a special product; it has to require specific skill or knowledge
for creating it that is possessed by people in a certain region. This skill or knowledge is often
passed down in families from generation to generation, thus preventing those from outside
the region from gaining the ability to produce the meibutsu.” (Chi et al, 2011)
To choose what is clearly defined as Okayama’s meibutsu I decided to follow theofficial tourism website where I identified four main types of meibutsu. Firstly, due toOkayama’s location close to the Seto Inland sea, seafood such as Hinase’s oysters andspanish mackerel (or sawara) are considered a local specialty. These however are notappropriate as omiyage as they do not keep well. Next are hiruzen soba and horumon udon
from Tsuyama. These have only recently risen in popularity thanks to the B-Gourmet GrandPrix held in Hyogo Prefecture in 2011 where Hiruzen’s yakisoba won first prize which has
helped contribute to the local economy due to the advertisement generated by the media
coverage (Brasor, 2011). Instant forms of these are available at omiyage stores in Okayama,
however they do not appear to be highly popular as a form of omiyage as none of the
respondents to my survey had bought them.
One of the ways Okayama’s tourism board seems to promote itself is by labellingitself as “the fruit kingdom”. White peaches, muscat and pione grapes are often cited as thebest local specialties of Okayama, thanks to the warm climate and relative high amount ofsunshine the “hare no kuni” (sunny country) receives. Fruit piking tours, as well as anabundance of peach and grape derived sweets, jellies and fruit parfaits are a few of the ways
the prefecture sells these local products. The association of the region with Momotaro also
helps strengthen its image as a “peach” producing region with all the respondents to mysurvey citing peaches as one of the main local specialties in Okayama.
Finally, another one of Okayama’s meibutsu and possibly its most popular omiyage iskibi-dango. Indeed, according to my survey results the majority of the respondents hadbought kibi dango, either for themselves as a snack or as omiyage to gift to others.
Whilst the origin of kibi-dango is unclear, many theories seem to link the snack with
the Kibitsu Shrine in Okayama Prefecture. One of the theories surrounding the sweets origin

31

according to local historian Taniguchi Sunio is that kibi-dango was a snack usually offered tothe deity of the Kibitsu Shrine before being consumed (Taniguchi, 1970, 64).
The name of the sweet itself is a pun, referring to the Kingdom of Kibi (today’s
Okayama) and the Japanese word for millet, which is ‘kibi’. It would appear that whilst
originally kibi-dango used millet as one of its main ingredients, as the confection become
more popular and was marketed towards travelers, the ingredients changed to mochi, as this
could keep longer. The earliest known seller of kibi-dango in Okayama is Koeido, which still
exists to this day. Whilst the shop started selling these sweets during the early Meiji era, it isthanks to the Sino and Russian wars that its popularity increased. As many soldiers passed bytrain through Okayama to reach the imperial military base in Hiroshima, Koeido would sell
kibi-dango in the station, very much like how it still does today, increasing its popularity as
an omiyage It was in the early 20th century however when Momotaro became linked to kibidango (Koeido, 2013).
Momotaro, whose name can be translated as Peach boy, is the hero of one of the mostwell-known Japanese folktales. In it, the young boy who was found in a giant peach by an old
couple, goes on a quest to kill ogres terrorizing the local population. To help him with this his
mother gives his kibi-dango for the journey, which he uses to gain the friendship of a dog,monkey and pheasant who in turn help him in his fight against the ogres.
The Koeido shop owners would dress as Momotaro and as the demons he fought topromote the local snack (Koeido, 2013). Before this time, Momotaro was not actually directly
associated with Okayama Prefecture, which is surprising considering how interlinked these
two seem to be today. It was in fact only after the Second World War that Okayama
Prefecture started to actively use Momotaro’s story to promote itself and thus create a senseof local identity linked with the character. According to Antoni’s journal article, Momotaro
can be seen as a symbol for Japanese nationalism (1991) used in schools as a form of
propaganda doing the war and afterwards. After the defeat in the Second World War, asymbol of Japanese strength was necessary to unite and rebuild the country largely destroyedby the elite military class’s recklessness and the Allies’ bombs. Okayama, which was nearly
entirely burnt to ashes during an air raid heavily, began to promote Momotaro and kibi-dango
as part of its heritage, perhaps in response to the heavy losses it sustained during the war.
Actually, prior to the 1930s, Momotaro was usually associated with two other places inJapan, Inuyama in Aichi Prefecture and Kinashi in Kagawa Prefecture. It was only after alocal historian wrote a book claiming that the deity enshrined at the Kibitsu shrine,
Kibitsuhiko was the person on which Momotaro was based on that Okayama became themain area associated with the story (Henry, 2009). This is apparent by just visiting the citywhere upon exiting the train station, where one of the lines has just been renamed the
Momotaro Line, one will come across a statue of Momotaro and his companions as well as
face Momotaro-doori, one of the main streets in Okayama City. The pothole covers are also
decorated with the story, whilst many products in omiyage stores bare a connection to it andit is nearly impossible to miss a peach related product or image walking around the city.
As Chi states in his research on meibutsu, the success in promoting a local specialty,
especially as omiyage has potential to affect various facets of Japanese society, not only
strengthening regional cultural identity but also providing local employment, thus helping in
the depopulation of more rural areas in Japan. As he says, meibutsu and omiyage is more thanjust a souvenir or food, it is also a social and economic tool. (Chi, 2011)
In conclusion, researching the history and significance of Okayama’s main meibutsu
sold as omiyage it is clear that the folktale of Momotaro, whether truly originating from
Okayama or not, has been appropriated by businesses and the prefecture for promotional
purposes. In fact, the marketisation of the story has helped create a sense of local identity for32

the region as well as strengthening the association of Okayama with its local specialties suchas peaches and kibi-dango.
References
Oxford English Dictionary. souvenir, n. [online]. Oxford University Press Available from: http://dictionary.oed.com[Accessed 9th July 2016]
JTB Sunrise Tours (2013) お土産に関するアンケート調査. [Survey] JTB
Krag, C.W. (2014) Japanese consumption practices of tourism. An exploratory study of the “hows” and “whys” of Japanese
tourists’ consumption of tourism and nature-based tourism. Masters. The Arctic University of Norway.
Ikkai, M. (1988) The senbetsu-Omiyage relationship: Traditional reciprocity among Japanese tourists. Kroeber
Anthropological Society Papers, 68 62-66.
Park, M.K. (2000) Social and Cultural Factors Influencing Tourists' Souvenir-Purchasing Behavior: A Comparative Studyon Japanese “Omiyage” and Korean “Sunmul”. Journal of Travel & Tourism Marketing, 9 (2) 81-91.
Chi, J., Chiang, F., Gottfresdon, R., Maathur, N., Sugai, E. (2011) Meibutsu: The Economic and Cultural Significance ofTraditional Japanese Products. [online] Knowledge@ Wharton, University of Pennsylvania. Available from:http://knowledge.wharton.upenn.edu/article/meibutsu-the-economic-and-cultural-significance-of-traditionaljapanese-products/ [accessed 23rd May 2016]
Dihn, M. (2013) It’s Not a Souvenir, It’s Omiyage: Japanese Omiyage Culture. [online] RocketNews24. Available from:http://en.rocketnews24.com/2013/03/27/its-not-a-souvenir-its-omiyage-japanese-omiyage-culture/ [accessed 8thJuly 2016]
Brasor, P. (2011) The B-class-food boom reveals true Japanese cuisine. [online] The Japan Times. Available from:http://www.japantimes.co.jp/news/2011/11/20/national /media-national/the-b-class-food-boom-reveals-truejapanese-cuisine/#.V4N5MpN96j Q [accessed 25th June 2016]
Taniguchi, S. (1970) 岡山の歴史. Tokyo: Yamakawa Shuppansha Ltd.
Koeido (2013) History of Kibi Dango [online] Available from: http://www.koeido.co.jp/150years_top.html [accessed 7thJuly 2016]
Antoni, K. (1991) Momotaro (The Peach Boy) and the Spirit of Japan: Concerning the Function of a Fairy Tale in Japanese
Nationalism of the Early Showa Age. Asian Folklore Studies. 50 155-188
Henry, D.A. (2009) Momotarō, or the Peach Boy: Japan’s Best-Loved Folktale as National Allegory. PhD. University ofMichigan

EPOK Reflections
I had little expectations before coming to Okayama, having heard many years abroad
stories, both good and bad, I had decided to come with an open mind and only one goal: toimprove my Japanese. Considering how much I struggled with daily life when I first arrived
such as buying a train ticket or finding the right bus, it is nice to be able to look back and see
how far I have come.
It would be impossible to condense a year of experiences into a couple of paragraphs,
but as clichéd as it may be, through all the challenges I have faced and opportunities I havebeen given, I feel that I have truly become richer as a person.
I am extremely thankful to Okayama University, the Global Office team and the
EPOK program coordinators as well as everyone I have met during this year for making mytime here so enjoyable and worthwhile. From conversations at my part-time job with local
Japanese people, visiting schools, volunteering at festivals, giving presentations at theInternational Centre and a couple of homestays I have been able to meet people and do newthings that have helped me grow as a person and see the world a little differently.
Finally, my time here has enabled me to not only further my understanding of Japanand its culture but also to help me understand my own culture and sense of identity. I havecome to appreciate things from my own country that I might have once taken for granted. I
have also learnt that whatever challenges and situations one is faced with, it is the mind set
with which you face them that is the most important. For all new incoming students, I highly
advise to make the most of the opportunities given to you here, be it through the university
such as the Global Office or L-Café or even outside of campus through your day-to-day life.
More importantly, always keep an open mind!

33

讃岐うどん：うどん界の王者
Sanuki Udon: The Most Famous Udon Brand in JapanEPOK 2015-2016 林宣 (LIN, Hsuan)

SummaryJapanese foods are not only rice dishes. Noodles are also important. That’s why I write thisessay about udon.
Within so many kinds of local gourmet in Japan, Sanuki Udon won the first place in “Local
Brand Strategy Survey” held by Nikkei Research for three times, on 2008, 2010, and 2013.
What make Sanuki Udon the most famous udon brand in Japan can be explained in thefollowing two reasons. First, “Setonaikai- climate” is good for growing wheat and saltmaking. And the good combination of other materials (such as “dashi”, soy sauce, and othercondiment) make udon taste special and delicious. Second, new type of food-tourism which
is known as “Sanuki Udon Boom” makes Sanuki Udon famous throughout the whole Japan.
１．はじめに日本では、都道府県・旧国名などの地名入り名産品がたくさんある。商品名に地名を入れれば、知名度が高くなり、売り上げも上がりやすいといううわさがあるら
しい。こういう地域ブランド化によって、農産・水産・果物・畜産・菓子・ご当地
料理は日本国内だけではなく、海外まで知られるぐらい人気になった。その中で、
讃岐うどんは日本三大うどんの一員と認められている。さらに、株式会社日経リサーチによる「地域ブランド戦略サーベイ」 の調査結果では、ご当地料理というジャンルに分類され、2008 年・2010 年・2013 年の 3 回連続で名産品ブランド力ランキン
グの総合 1 位を獲得したという。うどん界の王者とも言われる讃岐うどんの魅力点
は一体どこにあるのか。このエッセイでは、「讃岐うどん」が有名になる秘訣について述べる。
２．和食はお米料理だけではなく、麺料理もある
そもそも、なぜ日本料理の話なのに、お米ではなくて麺類のうどんが 1 位になるのか。まず、「日本料理＝お米料理」という考えはステレオタイプである。東西の食生活の差異については、お米を食べるかどうかがもっとも大きいな違いといわれている。小麦とトウモロコシが主とする西洋の国々と比べ、東南アジアを含める東アジア諸国では、米を主食として食べていると思われる。特に、ご飯を中心した和食
は、ご飯一杯・お魚・漬物・味噌汁といった定番メニュの組み合わせが自然に浮ぶ。
また、旅行ガイドブックを開くと、よく載せられたお寿司や丼物などのお米料理は、日本を代表するグルメと言っても過言ではない。しかし、日本全国でお米が育てられるわけではなく、気候や土地の条件によって小麦の栽培に適した地域もいくつある。お米を栽培するより小麦のほうが向いてる香川県は、その中の一員である。
３．香川県の地理条件
香川県は、年間降水量が少なく、晴れた日が多く、冬でも暖かいという特徴を持34

つ瀬戸内海式気候に分類される。北の中国山地と南の四国山地に挟まれ、季節風の影響を受けにくい。なぜなら、太平洋から吹いてくる夏の季節風は中国山地に止められ、日本海から吹いてくる冬の季節風は四国山地に止められ、水分が届かなくな
るからである。しかし、同じ瀬戸内海式気候でも、瀬戸内海の北にある岡山県と瀬戸内海の南にある香川県は、水問題に関して状況が異なっている。岡山県は雨が少ないが、大きい川が三つあり、冬に中国山地に積もった雪が夏になると水になるため、水に困ることはない。一方、香川県はそういう利点がなく、昔からため池を使って水を確保し、さらに 1974 年は徳島県の吉野川の水をトンネルで香川県に導かれ、香川用水の完成によってようやく水不足の問題が大幅に改善された。水稲を栽培するのに大量な水が必要であるため、香川県は以前から水が少なくても収穫できる小麦を、讃岐平野で栽培している。以上の地理条件で、香川県は生産の難しかった米作に代わって、小麦が収穫できる農地を作り上げる理由が分かった。
４．讃岐うどんの特徴
日本のうどんの歴史は奈良時代までさかのぼれるが、讃岐うどんの場合は、平安時代に弘法大師により小麦と麺づくりの技術を中国から持ち帰ったのが始まりと伝
えられている。日本各地にさまざまなうどんがある中で、香川県の讃岐うどんは全
国から 1 位と選ばれる理由は極めて強いコシの食感と、ぶっかけ・生醤油・釜玉など多様な食べ方があることである。美味しいうどんを作るには、3 つのキーポイン
トがある。
まずは「コシ」と「のど越し」である。コシがいいというのは、ただ硬いだけではなく、もちもちとした弾力がありながら、しっかりした歯ごたえを感じることである。コシのいいうどんができるのは、「土三寒六常五杯」という独特の製法のおかげである。気温や湿度によって、小麦粉に加える水と塩の分量と生地のこねる時間が変化しなければならない。そして、なめらかなのど越しができるには、こねた生地を十分に足踏みし、数時間ほど寝かせるのが大事なコツである。このように、もちもち、つるつるした食感のうどんができるのである。
次は、「だし」である。瀬戸内海で多く獲れる最高級のいりこから作っただしは、色が薄い黄色で、濃厚な旨みがある。
最後に、「材料」の良さである。讃岐うどんは、小麦粉・水・塩というシンプルな材料で作られる。讃岐うどんを美味しく食べるには、良いだし・醤油・薬味が欠かせない。前の３．で述べたように、香川の温暖で雨が少ない気候は小麦の生産に適する。さらに、地産の小麦粉でうどんを作りたいという願望で、讃岐うどん専用の小麦粉の品種の「さぬきの夢 2000」と「さぬきの夢 2009」が開発された。雨が少な
い気候は塩作りにも適している。香川県小豆島で作られた老舗の醤油と香川県内で栽培された青ねぎを加え、美味しい讃岐うどんが出来上がりである。こういう風に集まれた良い質の材料は、美味しさのみなもとと言えよう。
５．讃岐うどんブーム
讃岐うどんブームは 20 年ほど前に始まり、今なお続いている。そのブームの仕掛け人といわれる田尾和俊（2015）はこう言った。
讃岐うどん巡りはレンジャー。香川は讃岐うどんのテーマパークなんです。日本一
小さな香川県というテーマパークに、うどん店というアトラクションが何百とある。
しかも、“あやしいうどん店”という人気アトラクションがある。郷土料理として

35

うどんを取り上げても若者はなかなか動かないけど、レジャーとしてなら面白がって動く。
田尾氏は、雑誌・ラジオ・テレビなどのマスコミの力を借り、県内の若者を中心に宝物探しのようなうどん探検ブームを起こした。おもしろい・楽しい・怪しいという視点から、。こういう讃岐うどんブームの効果が反映されたのは、フード・ツー
リズム3、つまりうどん屋巡りのために県外から香川を訪れてくる光景である。「香川県観光動向調査」（2004）の結果によれば、42.9％の客は「讃岐うどんを食べるため」という観光の動機として香川を選んだ。また、原直行（2007）のうどん巡りの客層分析によれば、客層は主に 20・30 代で、香川県より県外からの来客が多い。特に 2 回目以上のリピーター客が多い。讃岐うどんの魅力に関し、価格と味はもちろん、うどん屋の数・バリエーション・うどん屋の雰囲気などのことも判明された。
６．結論
以上、このエッセイでは、讃岐うどんの美味さの秘密と讃岐うどんブームになった秘訣について述べた。自然環境の恵みによって、讃岐うどんは掛け替えのない美
味しさが作られる。うどん屋巡りというレジャーを推進する斬新なアイデアで、讃岐うどんブームが起きた。さらに、「讃岐うどん」は日本全国ので名産品ブランドの1 位と認められた。香川県の浜田恵造知事（2013）は「香川県は知名度が低いが、讃岐はとても高い。讃岐で引きつけ、うどんを介して香川県に結びつけるのが良いと考えた」と話した。美味しいうどんが生産できるが、必ず売れるとは限らない。
そのため、売る手段が大事である。讃岐うどんは地域ブランド大賞をもらえるほど知名度が高まった理由は、讃岐うどんブームをはじめ、県知事によるさまざまな PR
プロジェクトのおけげであると言っても過言ではない。この大成功な例を参考になり、日本の各地域もこれから宣伝手段を工夫し、特色のある名産品を世間に見せるのだろう。

<参考文献>
国際うどん大学。https://www.tablemark.co.jp/udon/udon-univ/、2016 年 6 月
23 日閲覧.
『まるごとわかる ふるさとおもしろ食べもの百科④中国・四国』向笠千恵子監修、日本図書センター出版.
田尾和俊（2015）「ブームの仕掛け人が語る「うどん巡り」という娯楽の発明」、『月刊「事業構想」』2015 年 3 月号。
http://www.projectdesign.jp/201503/pn-kagawa/001989.php、2016 年 7 月 7日閲覧.
原直行（2007）「讃岐うどんフード・ツーリズム-うどん屋巡りの客層分析-」、『香川大学経済論叢』第 80 巻第 2 号.
日経リサーチ（2013）「「うどん県」改名効果でブランド力が急上昇 第 1 回「地域ブランド大賞」受賞自治体特集⑤香川県」。https://www.nikkeir.co.jp/news/2013/12/11/_1_2253034/index.html、2016 年 7 月 11 日閲覧.

3

フード・ツーリズム：フードを味わうことやフードの生産地域の特質を体験することが、旅行の主要な動機となること

36

Reflection
At first, I was really nervous about living alone in a foreign country. But after just a
few weeks, I get used to the easy life style here and made some news friends in Kuwanoki
dorm and L-café. I have to say that L-café is a good place to meet new people, both Japanese
students and non-EPOK international students. It’s a friendly space to hanging out for a shortchat or lunch break. Also, attending events and volunteer trip are good ways to earn more
special experience.
As for classes here, I took Japanese courses, EPOK classes, and a few classes withgeneral Japanese students. Some of them are pretty fun and exciting, and things I like themost are classes with field trips. For example, we get to visit local high schools and cool
factories in Okayama, and I got a chance to homestay with a local family for one day. These
are special experience I might never get if I’m just a visitor stopping by for just a few days.
EPOK classes are mostly taught in English, while others are in Japanese. I think themost challenging thing for me is “language”. Though I do speak Japanese and English, eitherof them is my mother tongue. So I often feel frustrated when I tried to switch between 3
languages--Japanese, English and Chinese. (Just like right now, please imagine I struggling
with my poor English and Japanese grammar and writing skill at midnight.)
Last, I want to talk about the most important thing I’ve learned. That is, to “takethings easy”. Before coming to Japan, I’m a kind of person who rather chooses reading andwriting than talking, because I never felt ready to do free talk with foreign people. Aftertalking with many people here, I realized communicating is not that hard than I thought. True
communication takes place even when the conversations are lack of advanced vocabulary or
grammar. And that people contact with open mind and kind heart, more than how well yourlanguage ability is. So it is totally okay for not being a perfect English or Japanese speaker.
“You are better than you think you are.”Dear EPOK fellows, thank you for all the happy time together. Be confident with yourself
and hope to meet somewhere again sometime.

37

Japan: An Individualist or Collectivist Society?
Kim Ly 李輝夢
Summary: 西洋的な視点で見ると、日本は独特な文化を持ち合わせているようだが、私の経験から察するに、日本人は集団行動を好み、他人と違うことを恐れる。一般
的にはこのような社会は集散主義社会として知られている。このレポートにおいて、多くの日本人はどのように個性を獲得するのか、なぜ最新の流行を追いかけなければというプレッシャーを感じるのかについての問題提起を行った。その結果、これらの問題に対して、日本の社会構造を代表する縦社会、単一の文化、歴史、言語、および民族を背景とする集団への帰属意識、集団行動をとることによる長所および短所、並びに日本独自のサブカルチャーを生んだ日本人の気質から日本についての深い考察を得た。
“Japan is the only country where…” or “the Japanese are the only people who…,” arephrases that I had personally heard countless of times during my stay in Japan. From a Western
perspective Japan is deemed to be somewhat unique and possess characteristics or stereotypes
that Japan is known to only have. During my extensive stay in Japan, I noticed one thing about
Japan and Japanese people; is that the society and its people tend to stick together to sometimes
restrictive levels and generally avoid changing the status quo. People that I’ve met and seen
often jump on the bandwagon and avoid or are too afraid to be “different” from the rest. How
exactly do the majority of people in Japan find their individualistic features? Why do many
Japanese people tend to feel pressured to follow the latest trends? Of course, “many” does notmean “all” Japanese people, however, from a general consensus; Japan is known to be
somewhat a collectivist society. Why this may be so could be analyzed from the roots ofJapanese culture and behavior. I will describe the Japanese peoples’ collectivist nature andexplain pros and cons of conformity and its effect on Japan’s society.
Conformity is the act of matching attitudes, beliefs, and behaviors to group norms(Hogg and Vaughn’s Social Psychology 2005). From a Western perspective, Japan is known
to be somewhat conservative and indeed has a certain degree of conformity embedded within
its culture. This could be presumed by the fact that Japan is comprised of a country which isinhabited by primarily Japanese, in contrast to melting pot countries such as Europe or theUnited States. Being a small island with tens of millions of people who share the same culture,
history, language and ethnicity, there is no doubt that Japan appears to be a homogeneous
nation. Only about two percent of the nation’s population comprise of foreigners (excluding
other Japanese descent ethnicities and Nikkei Japanese). As a result, there is little to novariation among the Japanese in regard to the cultural traditions of Japan making hardly any
difference between political and religious ideologies of one group versus the entire group. This
could be the reason why one would feel pressured to stay in the in-group to avoid losing faceor even feel shameful.
Geert Hofstede, a Dutch social psychologist who had developed a matrix of culturaldimensions based on his comprehensive studies created a database which assessed anddifferentiated national and organizational cultures with six measures: power distance,
individualism, masculinity, uncertainty avoidance, long term orientation and indulgence.

38

According to Japan’s dimension of power distance, “Japan is a borderline hierarchical society
and that the Japanese are always conscious of their hierarchical position in any social setting
and act accordingly” (Hofstede). I can agree with this claim based on my own personal
experiences and other foreigner’s experiences whom have experienced sometimes
painstakingly slow decision making, having to wait for the decisions to reach every layer ofthe hierarchical layer of the organization or group. In corporate Japan, a proposal or claim mustreach every department to the top guy who can finally take the decision, which perfectly
displays Japan’s power distance within its society. Managers ask for all the detailed facts andfigures before taking any decision making changes very difficult to realize in Japan (Hofstede).
Noted by blogger and English teacher Tristan Vick, he describes this as the “talking incircles syndrome” which “affects everything from school functions, such as PTA meetings, tocorporation and employee relations, to national politics.” As a side effect, these makeagreement hard to come by when one person does not completely agree or even make it near
impossible to state the problem straight forward and then tackle the issue (Vick). Vick, as ateacher, every year joins kenshuukais (education research seminar) in which teachers get
together to learn teaching methodologies and focus on new techniques to improve learning andeducation. However, Vick strongly shows how dissatisfied in how real problems often only gethinted at in a roundabout way and are never succinctly put out. There was once a time during
one of Vick’s kenshuukais （研修会）where a teacher had objected to the way English wastaught in Japan and believed it was not adequate enough. To her response however, the otherpeople in the seminar raised objections by saying it was impossible to challenge the curriculumthat had already been mandated by the Japanese government (Vick). “Instead of objecting to
her radicalism, they simply dismissed her methods, and nobody, not a single person, [werewilling to be a rebel, stick up for her, and go against the system that could have given students
a real chance at learning English more properly]” (Vick). They did so simply because of theimpression that it was impossible to change the ways that had all always been done. This clearly
demonstrates groupthink, how people in groups “[think] the same, and because everyone else
holds to the same beliefs, it is believed as true simply because there is a ubiquity of like belief”(Vick). Groupthink, if used effectively, can attribute to more precise results if one is wellinformed and correct about a certain issue. However, if their consensus is wrong from the very
start, it can only mean that the whole group is wrong and that there is usually no way ofovercoming the issue. Anything that is alien to the status quo often out rightly gets dismissed
solely since it does not conform to the group mentality. Vick had experienced countless oftimes where his idea or opinion was straight out rejected by the simple phrases like “But thisis Japan. That’s not how we do it in Japan” or simply “This is the Japanese way.” The public
education system in Japan is indeed conformist and rather rigid. This becomes more of an issue
since “group-think dominates the way Japanese respond to real world issues and spills over
into their politics and everyday life too” (Vick).
Where I grew up, the United States taught us Americans to pride ourselves for our
uniqueness, individualism and freedom due to our highly autonomous society. In contrast,
Japanese people have a more group oriented way of thinking in order to maintain the “Wa”(和) or the “peacefulness of society” or “harmony” in society. Anything which creates adivision, like religion or politics, is viewed as something to keep on the low down to avoid
confrontation wherever possible. According to Hofstede’s database mentioned earlier, “Japanis one of the most uncertainty avoiding countries on earth.” It had additionally stated that this
could be attributed to the fact the Japan is constantly threatened by natural disasters in which
the Japanese people needed to prepare themselves for uncertain situations. Likewise, thispreparation for emergencies and precautions can apply for every other aspects of society. One
could say that in Japan, “anything you do is prescribed for maximum predictability” (Hofstede).
One thing you might notice is that Japan has many ceremonies within its culture such as

39

weddings, funerals, and other social events. From cradle to grave, people are prescribed in great
detail by education how to behave and act. However, in a way, this sort of conformity helps
promote unity—or at least a sense of unity. There must be a certain level of comfort that comesfrom that feeling of like-mindedness, almost like trust; otherwise I doubt they would do it somuch. Japanese are generally taught to “not cause trouble for others,” and are taught thisprecept from primary school. People are respectful and taught from an early age to show respect.
Respect not only being to your boss or your parents or superiors, but respect for theenvironment and everyone you come across translating to a more harmonious society. This
results in a population that is socially hypersensitive yet not restrained in any other way as longas an individual’s action does not cause trouble for others (Fleury).
Based on my own experiences in Japan, I noticed that interact with Japanese people forthe first time was quite rigid. I often had to give careful thought to every word I say before I
say it. Although this allows me to interact with others on a higher plane of respect and manners,
it also creates barriers. I cannot simply relax and show my true self in just the first or second
meetings because I would usually be too busy trying to conform to the social etiquette.
Although this applies to all people that I would meet for the first time, I feel more overwhelmedwith Japanese people.
Moving on to social norms and trends, I believe the Japanese have flourished with anabundance of subcultures. The wealth of these subcultures provides some evidence that Japanis not as collectivist as one may think. Although Japanese people are initially brought up to
believe in the same ideals, everyone has an equal opportunity to choose which path they follow
in life. Not all people choose to work for large corporations and become a salaryman. The
variety of subcultures in Japan do include a salaryman where
everyone looks like this,Who are often obligated to work
vigurously
and stressfully
making them look like this, on
there daily commute to workand have to drink withcoworkers and superiors as a part of their method to get to know
one another and socially bond (enjoyment is optional). However
there
are
also
hikikomoris/NEETS(notrecommended)whoarefreelancers or don’t have a job
who often are otakusor“geeks,” another subculture ofpeople who indulge themselveswith endless amounts of anime.
To add on the list, there are also:
Kogal, shibuya-kei, harajuku-kei, akiba-kei, metal heads, hip hop enthusiasts and many many
more.
Although modern Japan has come a long way through thick and thin in becoming moreindividualistic since post-war times Japan inevitably remains a conformist society. This may
be the cause of Japanese tradition of highly valuing refinement. “For something to be refined,
it must conform. One cannot achieve greatness within a category or group without being amember. Hence education is very much about conformity” (Miyanaga). These are just some of
the assets of Japanese tradition. As depicted in a Japanese proverb, “the nail that sticks up getshammered down,” those who are different or stand out tend to be avoided and often excluded

40

in Japanese society, which ultimately leads to the pressure to conform, therefore suppressing
individualism (Kobayashi).
Bibliography:
Fleury, Andrew et al. "Is Japan A Conformist Society And, If So, Why? - Quora". Quora.com.
N.p., 2016.
Web. 11 July 2016.
Kobayashi, Yotaro. "GLOCOM Platform - Opinions". Glocom.org. N.p., 2016. Web. 11 July2016.
Lanken, Kyle. "What Makes Things Popular In Japan". GaijinPot Blog. N.p., 2016. Web. 11 July 2016.
Vick, Tristan. "Do You Know The Muffin Man?: Conformity In Japan: The Good, The Bad, And The Ugly".
Swirlymuffins.blogspot.jp. N.p., 2012. Web. 11 July 2016.
Vick, Tristan. "Do You Know The Muffin Man?: Conformity In Japan: The Good, The Bad, And The Ugly
(Part 2)". Swirlymuffins.blogspot.jp. N.p., 2012. Web. 11 July 2016.

EPOK Reflections:
My dream since high school was to become an English teacher and someday live inJapan. After coming to Okayama University, not only had coming to study abroad
accomplished one of my dreams, but I experienced many things I had never and probably never
could have experienced before. Not only did I enjoy myself to the fullest during my stay, I
believe that I had grown as a person. Not only did I just improve in my Japanese skills, I felt
like I had become a whole new person (for the better). I was able to reunite with many of myJapanese friends but additionally was fortunate enough to meet people from all around theworld with some who I am very thankful to be friends with and had taught and guided me
through many hardships I had during the past year. Had being afraid of not being able to makefriends because I was somewhat conservative definitely made me worry when I first moved to
Okayama. Okayama was completely foreign to me with no one that I knew and no place I wasfamiliar with. But not very long had I met the friends that encouraged and provided me theopportunity to become a more social person and built the confidence in myself mentally. I had
challenged myself and experienced job hunting for the first time, which I did not even plan on
doing so during my study abroad but eventually decided to do so in order to discover what I
want to do in the future. Sure I had my share of ups and downs here and there but all of thoseexperiences helped me find the person that I am now, and it is a whole new me that I am
definitely content with. I never had any expectations before coming to Okayama but I ended
up with more than I could every hoped for.

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Teaching and Learning English in Japan
Joseph Coll ジョセフ．コル

僕のテーマは「日本の英語勉強と英語教育」。この論文に日本の教育制度を研究してなぜ義務教育の時英語の学生が文法とか読書だけを勉強しました。日本人学生の意見は大切ですから「何のために英語を勉強したいですか」を聴きます。日本の中学と高校で英語は義務教育のでその理由はだいたい「義務的」と思うです。それと、今の岡山大学の英語学生が意見を聞いて自分の作るアンケートを答えます。最後に何の方法が日本政府を使ってどんなように日本の学生のために英語教育を改善します。

The opportunity to learn English in Japan is something presented to students at a very
young age, with organisations such as MEXT taking steps in 1998 to introduce mandatory
English classes in a select amount of primary schools and Eikaiwa (英会話) schools being
available for children even before they have started elementary school. The reason I’ve
chosen to research this topic is because during my time in Japan, I’ve been fortunate to not
only have teaching experiences in some of the smaller Eikaiwa’s around Okayama, but also
as an assistant within some of Okayama University’s English language classes, one being forpresentation skills, and the other being for more traditional speaking skills. I was also
fortunate enough to be able to sit in a presentation by Kensaku Yoshida, about the methods ofEnglish teaching in Japan, and ways in which the methods of it need to be evaluated andchanged for the better.
English is studied within Japanese schools for at least six years, from junior to seniorhigh school, with most students starting to study English in junior high school as acompulsory subject, up until 2002. In general, in high school, students are able to choose
another second language aside from English, but for the most part, high schools tend to teach
only English, as the majority of universities treat English as a compulsory subject in theirentrance exams. However, due to the methods of English teaching in Japan, students are often
left unable to communicate with native speakers should they have the chance, as they lack the
vocabulary and communication skills needed to hold and keep up with a conversation, despite
those years of mandatory education. Students are often taught phrases or grammar points thata teacher will explain to them to gauge their understanding, and then must use thisinformation to communicate information that they may very well have little interest in,creating an almost artificial conversation, which doesn’t properly prepare them for the realthing. For comparisons sake, during my time learning Japanese at Okayama University, whena new grammar point or piece of vocabulary in introduced to us, we’re given the informationnecessary to use it, but are free to apply it in a way that interests us, rather than being given a
set topic. Conversations then become less about a repeat after me mentality, and become

42

about the individual using what they have learned to express themselves. Students gain theirown goals as opposed to a vague “I wish to learn English because it’s been with me for solong”.
To get a better understanding of such things as why Japanese students want to learn
English, how long they’ve spent studying English etc., I created a small questionnaire to ask
students from one of my classes I assist in at Okayama University.
The questions were as followed:Why do you want to study English?

What have you spent the most time studying about English?

What is your strongest point in English?

What is your weakest point in English?

Do you enjoy learning English?

What would you like to learn in English?

The pool for these questions was 28 Japanese students. Firstly “Why do you want tostudy English?” The majority of students chose to travel and for work/study reasons, 8 and 12
people respectively. Other options included to meet new people (4 students), because of pop
culture (2 students) and I have to/It’s mandatory (2 students). Secondly, we have “What haveyou spent the most time studying in English?” Writing and speaking were the two options tofall quite short on numbers, with only 1 and 3 students choosing these options respectively.
Grammar came in slightly lower than what I had expected at 6 students, and reading with 5.
By far the most chosen option was listening at 13 students. However, when examining thenext question; “What is your strongest point in English?” there’s an anomaly in resultscompared to the results gained from the previous questions. Most students find reading to be
their strongest point, with a staggering 17 students. The previous highest choice, listening, isdown to only 2 students finding it to be their strongest suit, despite having possibly spent themost amount of time studying it. Grammar again is lower than I had expected, with only 5
students finding it to be their strongest point, and writing and speaking being at 1 and 3
respectively. Moving on to what students find to be their weakest point in English, as
expected, speaking and listening are their weakest abilities, at 10 and 9 students choosing
these options respectively. Reading and writing are the lowest chosen options, at 1 student
choosing reading, and 2 choosing writing, and finally grammar comes in at 6 students finding
it their weakest point in English, despite the majority of time from mandatory English classes
focussing on grammar. Question 5 saw 25 students saying that they did enjoy learning
English, with only 3 saying that they did not. Given the chance, I’d like to have interviewed
these 3 students to get more insight into why they don’t enjoy the language. Finally, I left thestudents with an optional question that they could fill out themselves, as opposed to giving
them pre-set options to select from. From the students that chose to write something down,
there was a very clear, common theme between all their answers, on “what they would like tolearn in English?” Conversation skills for daily life was the overwhelming top choice here,

43

and isn’t too surprising to me. From classes I’ve assisted in, or helped teach around the
Okayama area, lesson plans and curriculum are still focused on teaching grammar points andreading and writing abilities, rather than giving students practical ways to apply these thingsin conversation
It seems that for students, there’s a feeling of responsibility to take English classes,
thanks to their requirement in certain exams and fields of education and work, as there’s alack of passion involved for them to take any real interest. Similar problems can be foundwith non-native English teachers, teaching the language to students. Whether it be a lack offunctional grammar, vocabulary, or a similar mind-set of the fear of making mistakes. Many
non-native English teachers almost carry a sense of embarrassment towards their position,
and won’t often admit to being an English teacher, should the topic come up, but insteadchoose to lie about what they teach.
Recently, efforts have been made to make to shift the emphasis of English language
education to more verbal based communication skills. The idea being to introduce the
TOEFL examination (a speaking and listening comprehension based test) as part ofuniversities entrance examinations, thus requiring the focus of high school level English
classes to shift to a more communication based curriculum. “There’s no other way left tochange (the current English teaching system in state schools). We need to set an attainment
goal for students to achieve high TOEFL scores” (Toshiaki Endo; 2013). While being an
admirable idea, I believe it doesn’t quite solve the problem altogether, as I feel it is skipping
over important steps. A shift to a more communication based curriculum is good, but also
requires teachers that have an expansive knowledge of the language already, if not native
speakers to teach, who are an unfortunate limited resource. Secondly it would be unfair to put
students into a testing environment that they may not understand. This is a method that needs
to be introduced over the span of a few years, to ease students into a new testing
environment, and make sure they’ve been supported with the proper knowledge of what
exactly they will be tested on.

References:[1] Honna, Nobuyuki, and Yuko Takeshita "English Language Teaching in Japan: Policy
Plans and their Implementations." RELC Journal 36.3 (2005) 363-383. Academic SearchComplete.
[2] “English Education in Japan - From Kindergarten to University” Atsuko Ikegashira, Yumi
Matsumoto and Yoshiko Morita[3] Toshiaki Endo – (2013); to communicate in English, TOEFL is vital: LDP panel. (April 5,2013) Viewed on July 5th 2016

44

EPOK Reflection
The EPOK experience has been a very unique one for me, this being the longest
amount of time I’ve spent completely out of my comfort zone. Initially I struggled to settle in,but I feel as if that was to be expected of a lot of students, which eventually helped me tobecome more relaxed, as all the current EPOK students were in a similar situation, so there
was a sense of comradery between us all. It’s both thanks to those people and the staff andstudents at Okayama University, that I’ve grown to become a bit more confident in myself asa person, as they’ve really helped me come out of my shell, if only a little, so I’m very
grateful to all those people I’ve met.

Of course, Okayama University have also been incredibly accommodating and helpful
with any issues I may have had, and have helped present me with so many unique
opportunities I never thought I could experience, from being able to create my own TatamiBeri mat in Study of Japan class, creating a possible yuru-chara for Okayama, and helping toteach young children English in Bizen-Manabijuku. Teachers for all my classes have also
been very receptive to any issues I may have had, especially in the second semester inJapanese 3. Given the opportunity, I’d like to come back and really put myself out there a bit
more, but nevertheless I’ve enjoyed my experience here at Okayama University, andwouldn’t hesitate to recommend it to anyone else.

45

Ai Wanto tu Supiiku Ingurishu
Geoffrey Ashford

このレポートでテームは日本で英語を教える問題です。問題はたくさん英語の先生は英語があまりできません。英語の試験の中心は書き読みけど一番大事なスキルは話です。試験は使わない英語もあるからその勉強は難しすぎし日本人は試験後、単語をすぐ忘れます。ビズネスでよく英語で話が要るけど日本人は読み書き方が勉強したから英語であまり話せません。そして、未来の試験と英語の授業の中心は英語の話になった方がいいと思います。

How Japanese speak English has been the butt of many jokes, but these jokes hold a
bit of truth. Most Japanese students speak with what is called “katakana” English, but notbecause they want to, it is due to how they have been taught. The Japanese ministry ofeducation is trying to rectify this issue, but seem to be making more mistakes than headway.
Japan does not necessarily need more foreign teachers to teach English, but rather needs to
update its teaching system to one that actually teaches students.
The Ministry of Education and many other officials have noticed the poor English
skills of the average Japanese person. To help with speaking, the hiring of native English
speakers to teach in Japan has been greatly encouraged. Unfortunately, many of the native
speakers that are hired have little to no experience teaching English, and as such, tend to help
very little in the education for Japanese students.3
Japan’s education system is heavily based on tests. There are tests for passing eachclass, entering schools, measuring English level, and more. However, the abundance of tests
has taken away the meaning of tests, and instead changed how students are taught. Education
has become less about teaching students, and more about cramming knowledge, and46

preparing for the next test. Encouraging cramming actually takes away from the educational
value of schools. By cramming, students are able to retain a large amount of knowledge forthe next test, but after the test, the students end up forgetting almost everything.4
English is taught in the same way, cramming vocabulary, and memorizing sentence
structures for the next test. This is not language acquisition; this is only a test passing strategy
that does not allow for the long term use of a language. However, this is not entirely theteacher’s fault, as the test itself takes some blame. When tests like the Eiken have ridiculous
questions like, “Although the advertisement for the cruise had promised ___ dinners, theguests were disappointed by the quality of the food aboard the ship.” with the multiple choiceanswers of “1) elliptical 2) abject 3) sumptuous 4) imperative.” 4All the words in the question
are fairly common, except the four options as answers. When I first saw this question, it took
be a bit to figure out the answer because no one uses sumptuous. If a student were to try andpick up vocabulary from reading, like native speakers do, they would have to read 500,000 to
one million words to even find one use of the word. Spoken, on television or in movies, it ismore around one use of sumptuous per one billion words.4 What is worse is this isn’t a one ofa kind question, but rather a common style of question. This forces students to cam words
that they will NEVER use, wasting their education, and fostering a disdain for the English
language.
For future improvement, many primary schools are starting to introduce English atearlier ages. Currently 5th and 6th grade classes have some English curriculum, but theministry of education is looking at introducing English around 3rd grade.2 This may help
some, but the issue is not start time, but the frequency. Usually in primary school education,
English is taught in a more fun way buy native speaker using easy English and games. Thesemethods get the students to learn, not just cram. Unfortunately, the students will only learn
English one to two hours a week. With very little frequency, it is difficult to learn a language.

47

The frequency of English classes increases in junior high, and senior high school, but those
three to five hours a week are spent in the cramming style, which helps very little with
Language acquisition.1
Although studying abroad is seen as the best way of language acquisition, there arereally only two things it provides. First, instead of studying English for three hours a week, it
suddenly becomes 50-80 hours a week. The second, and more important is the constantpractice of speaking and listening in English. The previously mention cramming style focuses
on written English. Students cram vocabulary and grammar, but may or may not know thepronunciation.4 Students also don’t get to practice their spoken English. This combined withthe usual shyness, and fear of mistakes cause students to not want to speak English. Just by
spending two hours a week doing speaking practice, the Japanese student’s English abilities
could grow much faster than with current methods. However, the main issue there is the
English teachers themselves have poor speaking skills and then transfer that weakness down
to their students.2
The main purpose of learning English is to use it for business, but if business workers
cannot speak the language after going through six to twelve years of studying English, it
seems as if time was almost wasted. With Japan being such a test based society, one way tochange the teaching method would be to change the test. Instead of focusing on the written
section of the test, there should be just as much or more focus on the speaking portion, as
spoken English is much more important in business communication than written. Anotherway to help would be to limit or do away with multiple choice tests, and make the questions
fill in the blank. In any given situation in English, many words can be used, and there is notjust one correct answer. By encouraging students to use what vocabulary they have tocommunicate, the system of lingua franca can be established. Lingua franca is where people
can communicate with a language that is not their native tongue. These methods would

48

require more work from the test providers, both in administering and grading the tests. Bychanging the test, the way instructors teach would be forced to change to better prepare
students for the tests. After implementation, test scores are bound to be shockingly low, but
after about five to ten years, Japanese students’ English performance would improvedrastically.

References:
Interview of students from Akita, Tokyo, Chiba, Aichi, Kyoto, Osaka, Hyogo, Okayama,
Yamaguchi, and Fukuoka prefectures.1
Public Lecture on the Future of English Education in Japan by Yoshida Kensaku form Sophia
University2
Personal Experience teaching English in Bizen, Okayama.3
Karlsson, Hans. "Is the Eiken Doing Japan’s English Learners More Harm than Good?" Japan
times. N.p., 8 June 2016. Web. 9 June 2016.
http://www.japantimes.co.jp/community/2016/06/08/issues/eiken-japans-english-learnersharm-good/#.V1mv0vl97IV 4

49

Youth and childhood independence and identity development;
A brief look into the development of identity and independence of Japanese and western
youth from early childhood into adolescence.
Amira Keddeh
この作文は子どものせいちょうかていにおけるほごしゃのかんよについて、日本とオーストラリア、アメリカおよびイギリスとのひかくによってけんとうを行うものである。また、子どもの社会的責任についての教育を、「出る釘は打たれる」と「子どもの夢」のかんてんから、こうさつするものである。「出る釘は打たれる」の考え方は、オーストラリア、アメリカおよびイギリ
スでは見られないものであり、この日本独自の考え方を教育の点でこうさつすることは、オーストラリア出身者としては非常に有意義なものである。特に、それぞれの子供の夢の独自性と子供に同質性を求める教育とが並存するという一見矛盾するげんしょうについてこうさつする。
From the western perspective, the sight of anearly primary school aged child walking alone toschool in the morning, instantly invokes a sense ofconcern and urgency to find that child’s parent or
guardian. However, in Japan, this scene is the norm
rather than the exception. The sense of self-relianceand confidence that these young children exude issimultaneously fascinating, impressive andconcerning. The first impression of this would be the assumption of an absence of paternal
instinct on the behalf of the parent or guardian, but on the contrary, these children are often thecenter of the familial relationship in that parents rarely do things purely for themselves andinstead the focus of the home is set on the development of the child. Comparatively, children
in western countries are rarely ever seen without the hovering presence of a guardian; be thata parent, teacher or older sibling or relative. When comparing Japanese society and western
society there is a large disparity in the average age of when children commute to school alone.
The degree of self-reliance and responsibility among young children
differ greatly between western and Japanese society. Fundamental
differences in how children view their
responsibilities seem to affect their
behaviour and ability to act on theirown accord. In western society, young
children are often treated as incapableof basic responsibilities such as walking
to school alone or going to a local supermarket; this is adistinctive difference compared to Japanese children who
naturally walk to school alone or with other local children
their age. In my interviews with local Japanese students
regarding their early childhood and upbringing, I found that
all of them walked to school from their first year; somewould walk with older children from the same school who
lived in the same neighbourhood, however the majority

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stated that they would often walk alone or with peer aged children. In comparison, startingfrom primary school and often continuing until the final year of primary school it is often rare
to see Australian students, for example, walking to school alone. Often Australian parents
would also drive their children to high school, though this is not always the case with theavailability of a public bus.
On first seeing children walk to school alone in Japan,
many westerners, myself included, feel a sense of surprise andsometimes concern, about seeing a young child on the streets
without a supervising adult. In this sense, independence for the
average Japanese child begins at age 6 when they first enroll andstart attending school. Furthermore, around this age, Japanesechildren begin learning, through observation of others, aboutsocial responsibility from their peers and school. Elementary
school children in Japan also learn to do things for others byhelping in serving lunch in the cases of some schools and keeping
their surroundings clean through cleaning up their school after
the day is over. In the Japanese school system there also exists
lessons on “morals” to teach children what is deemed acceptableby society as a homogenous whole. Interestingly though, westernchildren rarely begin noticing social “responsibilities” orobserving social “behaviour” until it is highlighted by their teachers. Additionally, it seems thatwestern society teaches the adult to not interfere in how a child interacts with society, often
preferring to leave this entirely up to the parent. Interfering in how a child interacts with its
surroundings or society is seen as overstepping the bounds of what is acceptable behaviour.
The biggest difference in this case appears to stem largely from the multicultural aspect ofwestern society, in that, different cultures often combine in one country. This results in a vastlydifferent set of cultural behaviours, beliefs and values within one country.
Multiculturalism allows for different values to be accepted within the same community,
however this may present problems that stem from clashing values and perspectives. This israrely an issue in Japanese society due to the predominantly homogenous aspect present in the
majority of the Japanese community. Conversely, Japanese society places great importance inthe harmony of a society and the homogeneity of the people living within the scope of thatsociety, children are also encouraged to become independent and follow their dreams- within
the societal norm, of course. “Adolescents have become increasingly individualistic in theirinterests while retaining some of the more traditional collectivistic cultural values.” [Sugimura& Mizokami, 2012].
The homogeneity of Japanese culture, through the western perspective, is often
described using the Japanese idiom「出る釘は打たれる」 [deru kugi wo utareru] whichroughly translates to, the nail that sticks out will be hammered down. From the western
perspective this is seen in a negative sense in that differences are discouraged, however thiscan also have other meanings for the Japanese. This idiom can also be translated to mean thatthose who excel or stand out are also subject to criticism. Therefore, if one stands out from thecrowd, there will always be those who will criticize or try to bring you down; therefore, it takes
courage to be different but one must also accept the hardships that come with great success.
Yet despite the inclination to conform, children are also encouraged to follow their dreams.
With the changes that arise form an increasingly multicultural world, the current and younger

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generations are moving more towards choosing jobs and studies that take them in very different
directions than that of their parents.
In regards to differences within the societal norm, the results of myinterviews indicate that being different was viewed as negative on thewhole. Or rather being contrary or speaking ones’ mind was discouraged.
This is partly due to the concept of 「本音と建前」 “honne andtatemae”. This being ones “real” self and the “outside” self that one
displays when interacting with others. One student mentioned that she wasmore contrary to other students when she was young, in that she often
spoke her mind. This caused issues and discord with other students andeventually her mother and grandmother suggested that she change so that
she would fit in more. Once again the individual’s perspective is discouraged in order toobtain a social harmony with others. In fact, it is preferable to stay silent in the event of adisagreement; “Japanese culture by comparison tends to approve of or even endorse silenceas part of conversation. Silence for one thing is to maintain sociability in avoidance ofoffending the listener though open verbal utterance- a common social phenomenon among
Japanese. Conversely, silence could convey anger and hostility, while verbal utterances ofthese emotions could be disastrous.” [Lebra, 2007]. This aspect is fascinating and unique toJapan; whilst there is a general opinion that the individual has a responsibility to adjust
his/her behaviour to fit in with others in western society, they are not outright asked tochange their behaviour if it doesn't conform.
Within western schools, children often fight or argue and this is seen as normal andeven beneficial in that it teaches them how to deal with conflict and how to problem solve.
Whilst dealing with problems in the classroom, children learn how to deal with different ideas,religions and cultures. On the contrary, within Japanese schools and indeed within Japanesesociety in general, conflict of any sort is highly discouraged and usually glossed over in orderto preserve the “harmony” of the group as a whole. Furthermore, it is here the problem with aphenomenon known as “ijime” or bullying arises. The distinct individual is often ostracizedand cast out from the social circles within the school, and this is seen as normal behaviour inorder to coax that individual to return to the normal parameters of acceptable behaviour.
Overall, the main difference between the upbringing of children in the two cultures
starts at an early age mostly in the amount of independence given. Japanese children are
expected to become more socially adept at a younger age but are not given much responsibility
to earn money or an allowance until they reach university age. On the other hand, westernchildren are given little to no independence until high school age where many will often findpart-time jobs like babysitting or begin doing chores to earn money from their parents.
Conversely, Japanese students have little to no control over their money until much later in life,
some even indicated that some of their money is still handled by their parents even at university
level. The bigger difference in behaviour between adolescents in Japan and those in westerncountries stems from the influence that societal norms have in their lives. Where Japaneseyouth place emphasis on the individual within a collectivist society, in western society theemphasis is purely on the individuals’ achievements. As a whole, Japanese society is more
harmonious but often at the cost of the individuals’ sense of uniqueness. However, although
the societal whole in western countries is not as harmonious, the ability to problem solve anddeal with conflict is much higher.

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Bibliography;
Lebra, T 2007, Collected Papers of Twentieth-century Japanese Writers on Japan :Identity, Gender, and Status in Japan, Volume Vol. 2 (1), Global Oriental, Leiden, NL.
Available from: ProQuest ebrary. [10 July 2016].
Sugimura, K, & Mizokami, S 2012, 'Personal identity in Japan', New Directions For
Child & Adolescent Development, 2012, 138, pp. 123-143, Academic Search Alumni Edition,
EBSCOhost, viewed 11 July 2016.
Interviews with Okadai students from different hometowns and with exchange students
from western countries were conducted plus two interviews with Okayama teachers.
Reflection;
Looking back on my exchange experience I realize that I have changed from the day I
first set foot in Okayama. The decision to come here for an entire year of study was possibly
one of the hardest I’ve ever made and it has had its positives and negatives like any otherexperience. Even though I’ve been traveling from an early age, being this far away from home
without family was a first for me. Okayama is so conveniently located close to many interesting
places in Japan and I’ve taken that opportunity to travel around to nearby cities. I have regretsof course, that I did not travel more, but I think having spent almost every given holiday orlong weekend in another city is something I should be quite thankful for.
My expectations for this exchange program were exceeded beyond what I’d hoped for,and the staff at global partners did their best to make this program easier on all the exchange
students. I also had the opportunity to meet, and get to know very well, students from othercountries all over the globe. These friends I am very sad to leave behind but I am hopeful wewill all one-day meet again. Not to sound too cheesy, but the dormitory life has been so helpful
in that I feel like I’ve got another small family here in Japan, it’s been like a little support circleof people in the same unfamiliar situation. I’m also grateful for the help that the RA’s in
Kuwanoki have given. My travels would have been much harder to organize had I not received
help from all the people here who put their time and effort into making our lives a little bit
easier.
I think the things I will miss the most are how convenient Japan is and how absolutely
lovely strangers can be here! It’s been so easy to get around the country and living here has
been very easy to adapt to. The strangers (usually older obachans and ojichans) that I’ve met
on trains have been incredibly sweet and kind. The amount of help you can find if only you
have the bravery to ask (even in very poor Japanese) has been astounding. I sometimes refer tothis experience as my “bubble of non-reality” because it really has been like stepping awayfrom reality into a happy little dream. Maybe one day I’ll be able to come back again but until
then, good bye and thank you!

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The rebellion and expression of Japanese youth through eccentric fashion
Tegan Smitham

色々な日本の若い人たちはソーシャル抵抗のために、面白いファッションを着ています。最近の日本で、たくさん若い人たちは伝統的な社会の考えに反抗しています。反抗力は強くなくても、ファッションの意味は強いです。東京市の中に色々なファッションのタイプが見えます。例えば、ガングロとロリータというファッションのイメージは特に強くて、伝統的な日本人の考えに相いれないです。日本社会は難しくなれるので、逃げるために、人たちは好きなファッションのサブカルチャーが探しています。今、たくさん外国人も日本のファッションを着ています。世界中、現実逃避の方法になってました。

‘The nail that sticks out gets hammered down’. This Japanese proverb plays an active part inreinforcing the idea that fitting in and working with a group mindset, rather than an individual
one, is crucial on assuring a productive and industrious society.
In many Western Societies, individualism is a desired trait that roots from early childhood
into adulthood. Though the importance of teamwork is highlighted during school years,
students are always encouraged to ‘follow their dreams’ and pursue goals that may beperceived as selfish in a number of Eastern Societies.
However, due to the influx of globalization, which has been immensely amplified through theuse and innovation of the internet, seeds of Western idealism have begun to sprout
throughout Eastern cultures. Modern youth in Japan are turning to individualistic expression
through fashion as a means to rebel against a rigid social and working culture. Far fromanarchism, this form of social rebellion is quiet and personalised, which commonly only
affects the individual, rather than several other parties.
Such examples of rebellion are more often seen within bustling cities rather than towns andvillages in the countryside, as traditional aspects of life are more prominent. It’s a rarer sight
to bear witness to an eccentric fashion enthusiast in the midst of rice patties than in the heartof Shinjuku, Tokyo.
There are a number of negative consequences associated to those who express themselves
through these sub-cultures. Due to the homogenous and nationalistic nature of Japan and its
society, an individual can be accused of bringing shame of their family and country should
they choose to stand out. The refusal to conform can be met with anger and distaste alike,therefore an inclusion within a community who share the same views and ideals is an
important factor to consider.

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Each fashion sub-culture represents a different form ofrebellion. For example, Lolita and Ganguro are polar
opposites in their forms. Lolita fashion, which isinspired by the Victorian Era and Rococo sentiment ischaracterized by its call for modesty and an end to‘unladylike’ mannerisms. Terasa Younker, a graduate
student of New York University who worked in a
number of Lolita garment shops as part of her research,
explains that Lolita is a complex form of rebellion andan escapism from both modern ideals, traditional roles
such as marriage, adult work life and the widespread sexualisation of young women.
[Younker, T. 2011]
On the other hand, Ganguro, a ‘Hip-hop’ inspired fashion sub-culture which hit the peak of
its popularity during the mid-nineties, is characterised by heavy makeup, dark tan and shortskirts – both of which conflict heavily with Lolita ideals. It is also a direct contradiction to
Japanese beauty ideals; which relies heavily on pale skin, natural makeup and dark hair.
Ganguro’s form of rebellion focuses upon freedom of self-expression and sexuality, and is
widely believed to be a type of ‘revenge’ upon submissive roles demanded by traditional
thinking. [Macias, P; Evers, I. 2007]
A student named Xuexin Lie from Spelman College in Atlanta travelled to Tokyo University
and conducted interviews in an attempt to understand the Japanese perception upon the
Ganguro lifestyle. Out of the 66 participants involved, 52% believed this fashion style to be arevenge against traditional Japanese values, which 38% believed it simply to be a matter ofgenerational difference. An overwhelming majority also believed that an important
motivation for Japanese girls to practice Ganguro is to identify as individuals, leaving behind
acceptable Japanese social behaviours. The majority of the participants agreed that Ganguro
is a confrontation to Japanese society and expectations, and those who wear the fashion do soout of rebellion and desire for individualism. [Xuexin, L. 2005]

There are several other sub-cultures within theeccentric fashion society within Japan, each with
their own means of expression and individualism.
Such include Decora, Gyaru, Kogal, Visual Keiand Mori Girl.
Within the fashion community as a whole, thecreation of smaller sub-cultures and theirrespective groups allow for the individual to feel asense of belonging, whereas alone, social rejection
may be more frequent in occurrence.
The objective of eccentricity is to express individualism, yet within sub-cultures, the attempt
to differentiate oneself from other members is often lost due to inevitability of similarities instyle. There is a constant push for new and innovative means of expression, all while

55

remaining loyal to the underlining themes and message of each fashion type. Because of this,
there is a frequent creation of subgenres within each culture that allows the wearer to pick acertain style that resonates more with them individually than others might. Lolita is the mostoutstanding in this regard, as subgenres are constantly being produced. Originally, Lolita held
three main choices of wear – sweet, gothic or classic. However, in recent years a number ofother choices have been steadily gaining popularity, some of which include 姫 (princess),pirate, steampunk, aristocrat and boy style.
Eccentric Japanese fashion and the ideals behind the clothing have not only been limited toJapan’s shores. In recent years, a number of Japanese designers have gained traction overseas
and a few featured in major fashion shows in New York and Milan.
Despite the global potential to expand the market even further, many Japanese designers are
struggling to find to the resources to reach out to foreign clients. Realising this issue, theForeign Ministry within the Japanese government devised a strategy, introducing ‘Kawaii
Ambassadors”, three well-known style icons within Japan whose goal it is to spread theindustry internationally.
The famous Lolita model, Misako Aoki is one of these ambassadors. She has been charged tohost fashion shows and expeditions in a number of countries including Russia, Brazil andFrance.
Another strategy put in place by the Ministry is the Japan Fashion Week, sponsored by theinternationally famous New York Fashion Week, which is intended for international
journalists to discover new trends.
While semi-successful, the fashion industry has yet to find a means of firmly marketingoverseas. Many famous brands still reside in small boutiques within Harajuku and Shibuya,
which makes it difficult for foreign Japanese fashion fans to access their favourite clothing.
Online ordering has become the most popular means of doing so, yet without the market
exposure, only a small amount of foreigners are aware of such fashion. Though the subcultural communities overseas are limited, thosewithin feel a sense of community like their
Japanese counterparts. They too use fashion as ameans of self-expression, individualism andrebellion against social expectations.

To conclude, eccentric fashion and theirrespective sub-cultural communities within
Japan act as a means to rebel against rigid
tradition and social beliefs without the harm of anarchy. The ever-growing culture represents
the changing mindset of Japanese youth who are introducing themselves to the relatively
Western belief that individualism should not be met with shame and can simultaneously exist
within a society while still emphasising the importance of teamwork.

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Bibliography
Macias, Patrick; Evers, Izumi (2007). Japanese Schoolgirl Inferno: Tokyo Teen
FashionSubculture Handbook. San Francisco: Chronicle Books. p. 66.
Hollimon, J. (2010) Japanese Subculture: Kogals and Lolitas, Rebellion or Fashion
Younker, T. (2011) Lolita: Dreaming, Despairing, Defying. New York University Publishers
Xuexin, L. (2005) The hip hop impact on Japanese youth culture, Southeast Conference of
the Association of Asian Studies SEC/AAS
Tabuchi, H. (2010) Paris, Milan, Tokyo. Tokyo? Global Business, The New York Times
EPOK Reflection:
Looking back upon my time as an EPOK student at Okayama University, I acknowledge all
the experiences that I’ve had and the wonderful people I’ve met and interacted with; both
Japanese and international alike. Spending a year in Japan has allowed me to experience
wonders that come with the seasons, whether stunning leaves in autumn, snowfall in winter(which as an Australian, I was very enthusiastic about), cherry blossoms in spring andfestivals and wavering heat in summer.
I have been told many times that leaving one’s home country in itself is an incredible thing.
There are many people out there in the world who have never stepped a foot outside of theirown country – their own state perhaps. There are many instances where some people simply
don’t have the chance - whether it is about money or any other possible factor. Yet here weare, an ocean away from familiarity; from comfort. Thinking upon that perspective, I knowthat I am very fortunate to have been given this opportunity to come to Japan and study thelanguage in its home environment. I think the immersion has been unbelievably helpful toboth my language and social skills alike and would have missed out on many things had I
simply continued studying Japanese back home.
It was certainly worth it. As with any experience, there will be great times and there will also
be hard times. Yet looking back at all the wonderful people I’ve met, the close friends I’ve
made and the fulfilling experiences I’ve had, I can safely say that it was a good decision.
Classes here have been consistently interesting and the teachers are all wonderful. The Studyof Japan and Chado class that I’ve taken have been particularly excellent in allowing
opportunity to experience things that I may not have been able to otherwise. Such examples
include going to the Tatami-beri factory and making a mat, trying my hand at Bizen pottery
and learning some of the processes involved in the Japanese Tea Ceremony.
I go home leaving behind a beautiful place, filled with wonderful and kind people. I am
eternally grateful for that and will never forget my time as an EPOK student at Okayama
University.

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Nikkei, Nihon-Jin, and Self Identity
Akemi Matsuda
EPOK 2015-2016

私にとって、アイデンティティーはとても大切なことです。アイデンティティーがあれば、今の自分が理解できます。たとえば、日系アメリカ人の歴史にはとても暗い時がありました。第
二次世界大戦の時、日系アメリカ人は、アメリカ政府に、収容所に入れられました。その時にたいていの日系の人々が「しかたがない」と言って、その生活が良くなるように努力しました。その姿勢が日系の人々をたすけました。そして、その強い展望を持っている人々は、今もそのように生活しています。それは私にとって大事なことです。
アイデンティティの重要性が少し分かるように「日系アメリカ人と日本人の違い」について説明したいと思います。

Many people do not understand the differences between a Japanese native and aJapanese person born and raised somewhere else. Nikkei is a term used for people of Japanese
ethnicity, but who are born in a country other than Japan. I am a fourth generation, Yonsei,
Japanese-American (Nikkei Amerika-Jin) who was born and raised in California, UnitedStates of America. From my experience of living in Japan for nearly a year, I have come tounderstand more differences and similarities between the two that I did not know before.
There are even differences amongst Japanese-Americans depending on where you are from,just as there are amongst people from different prefectures. It is difficult even for me toknow the differences between Nikkei from all over America, but I have some knowledge ofthe differences between Nikkei from California, specifically Los Angeles, and Nikkei from
Hawai’i. In my opinion, the biggest difference between Nikkei and Nihon-jin is self-identity.
From my own experience, I came to realize some differences between Nikkei born in
Los Angeles, and those in Hawai’i. My father’s parents were born and raised in Los Angeles,
and my mother’s born and raised in Hawai’i. On my father’s side of the family, Tsunetada
Matsuda, my great-grandfather, came to California from Tottori in 1911 and worked on farms
to earn money. He later returned to Japan to marry his wife Tsuyako, and brought her backwith him to California in 1923. Around the same time, Kazuma Matsumoto, my otherpaternal great-grandfather, immigrated to East Los Angeles, California, from Hiroshima, in
1913 for higher education after leaving his life at a Buddhist monastery. His wife, Yukie
Matsumoto, left her family’s silk farm in Fukushima in 1920 to attend tailoring school in
California. On my mother’s side, both pairs of great-grandparents immigrated to Hawai’ifrom Hiroshima around the early 1900s to cultivate farms. Soichi and Ito Kaneoka, who
resided in Honolulu, owned a farm. While Tamakichi and Tamae Kamigaki, who were in
Kona, had a coffee bean farm, which later turned into a Macadamia nut farm. Growing up
seeing these differences even amongst my paternal and maternal family, I eventually came tounderstand more prefectural differences while living here in Japan. This gave me an insight
to some differences that I may have not noticed before because they started to blend together
during my grandparents’ time. One language difference I have known from before was that
my Hawai’i born family refers to a rice ladle as shakushi, a word my Los Angeles bornfamily strongly opposes, using the name shamoji. I can now understand that this was most

58

likely due to a prefectural dialect difference that had not disappeared over the years. It isbelieved that most dialect differences eventually disappeared amongst Nikkei as years passed.
People originally from different prefectures married, their children then using mixed dialectsof Japanese and ways of life as their standard.
As World War II came around, Nikkei were soon seen as traitors due to Japanese
involvement with the opposite side. “The hysteria of World War II temporarily pushed theJapanese to hide their connections to Japan, but their dual identity reemerged in the aftermathof the war as Hawaii and its people became a symbol of the of the American and Japanesealliance against communism” (Miyasaki 148). I do not agree that it was mainly Japanese
Hawaiians that became a symbol of alliance, but as Japanese American, I believe thatJapanese Americans as a whole were seen as a symbol of alliance and strength. The struggle
to get back on their feet after being forced into living in internment camps for several years
inspires me to work hard and to be thankful for the life I have been given. As Graue says,“These are stories of immigration, relocation far from ethnic communities, assimilation,
resistance, and reawakening of cultural interest” (60). Their struggles have created a new
cultural outlook for Japanese Americans, the term “Shikataganai”, now seen as a positive andempowering term. This term is seen completely different to Japanese natives, as they had adifferent experience during that time. To my understanding, “Shikataganai” to Japanesemeans that something can’t be helped. But to Nikkei, it means that the situation is inevitable,
so why not make the best of your situation and thrive, showing your oppressors that theycannot break you. I believe that this strong mindset the Nikkei had throughout their time in
the internment camp came mainly from the Issei, first generation, who had come from Japan.
Their strong mindset is very much like the pride and honor that the Japanese had throughout
history. Especially with the honor and thinking of Bushido, the way of the warrior. According
to Koshiro, “the younger generations in both countries should continue to narrow theperception gap and to build a common ground in understanding the event” (799). I agree withthis but seeing as how much of a sensitive topic it still is, it is difficult for the younger
generations to begin speaking about it as we are not directly involved.
Japanese people tend to be hospitable and respectful. From an outsider’s point ofview, that is a stereotypical view of Japanese natives. Living here, I came to see that this ismostly very true. And culturally, Japanese natives follow old traditions fairly closely andimplement these traditions and ways of living in daily life. Some do not even realize that it is
implemented in daily life. Where as many, not all, older Nikkei tend to continue to implement
these traditions and ways of living, although their children and grandchildren may not. As sad
as it is, the farther the generation away from the first immigrants in their family, the more
traditions and customs tend to fade. I noticed this in my mother’s side of the family more than
my father’s. My mother’s parents grew up speaking Japanese to their parents and continued
with Japanese traditions and ways of living, but as they grew older and had their own
children, the language was not used at all, and only some of the traditions were carried on. In
Hawai’i because of the bombing of Pearl Harbor, Nikkei were not placed in camps, rather
they were placed under oppressive restrictions and rules. It seemed as that decision was madein pity for they were also attacked by their homeland.
Whereas in my father’s family, tradition and customs were well imbedded into my
grandparents and their siblings. By mid-April and May of 1942, both of my paternal
grandparents and their families were placed in internment camps. Kazuma and Yukie
Matsumoto were placed in Poston Relocation Camp with their three daughters, one of them

59

being my grandmother, Chizuko, who was nine years old at the time. They were originally
supposed to go to Manzanaar Relocation Camp due to their residence in East Los Angeles,
but were placed in Poston, Arizona because Kazuma was chosen to become a translator forthe government. He would translate documents for the government so that they could
decipher some Japanese messages and such. Although it was tough for them to become
accustomed to living in their camp, they were able to overcome the difficulties by living eachday as if it was any other. Tsunetada and Tsuyako Matsuda were sent to the temporary campat Santa Anita Race Track for about five months with their three children, one of them mygrandfather, Kenji, who was thirteen at the time. I was told that the families brought there
were forced to stay in uncleaned stables, having no where to place everyone. They were later
moved to Gila River Relocation Camp and eventually to Tule Lake Segregation Camp.
Tsunetada and Tsuyako Matsuda took their children back to Japan when World War II ended,
returning to their hometown Yonago, Tottori for several years before my grandfather returned
to California alone at the age of eighteen. I feel that having a stronger tie to the Japanesetraditions and customs is thanks to my grandfather who had lived in Japan for several years at
such a young age. My grandmother’s family wasn’t the most traditional, but they still carriedon important traditions and ways of living; teaching my cousins, brother, and myself from ayoung age.
“Where are you from?” This question carries many different meanings to every
individual. It can be where you were born, where you grew up, where you consider yourhome to be, or even where your roots are from originally. I cannot always answer thatquestion immediately as it is very difficult to do so. But one of the main answers I have, isthe history of my family and the struggles they went through to give me the life I am living.
This is self-identity in a looser outlook. To everyone, there is a different meaning to selfidentity whether it be your race, ethnicity, sexual orientation, etc. In terms of self-identity, I
am a fourth generation, Japanese-American, who is proud of my own family background andthe struggles they have gone through. I like that I am Japanese and that because of mybackground I have an understanding of the Japanese culture that others may not have. In
conclusion, Nikkei and Nihon-jin have many differences but many similarities all dependingon your own self-identity, background, and how you as a person perceive yourself.

Bibliography
Graue, Elizabeth. “Textbook: Mothering, Education, and Ethnicity: The Transformation ofJapanese American Culture.” Multicultural Perspectives, 8.3 (2006): 60.
Koshiro, Yukiko. “Sadao Asada. Culture Shock and Japanese-American Relations: Historical
Essays.” The American Historical Review, 113.3 (2008): 798-799.
Miyasaki, Joel Tadao. “Review Creating the Nisei Market: Race and Citizenship in Hawai’i’s
Japanese American Consumer Culture Imai Shiho University of Hawai’i Press
Honolulu.” Journal of American Ethnic History, 32.2 (2013): 147-149.

60

Reflection
Leaving home, I was definitely nervous and unsure of my decision to leave mycomfort zone and live in a different country for a year. I have had a strong desire to study
abroad in Japan since middle school, leading me to eventually become a Japanese major incollege. Learning about my background and traditional culture has always been an interest ofmine. I have always felt like something was pulling me to learn more about the culture that I
have only grown up with partially. Finally, being here in Japan, and living here for 10 months
really brought my dreams to reality and has opened many new doors I did not know were
there. Choosing to come to Okayama University is a decision that I would make again if I hadgone back in time. I would not change any of my experiences here, good or bad.

I have accomplished many things and changed so much while being here. These 10
months have flown by and it is a pity to see it coming to an end. I have made amazing
memories and extraordinary friends here that I do not want to separate from. There is also a
lot more to learn and see that it is difficult for me to go home, but I do miss home. I can’t
wait to see what the future holds for all of us and for the next time we can meet again.

61‘The Tale of Genji’and its contribution to Japanese culture
Chelsea Lindsay-Webster
私は、日本の文化で、むらさきしきぶの「げんじ物語」ほど有名な本はないと思います。世界中の人がこの本を知っています。いろいろな国の人が、げんじの恋物語を読んで、楽しんでいます。私も平安朝の世界に興味があり、この時代の女性作者の本を読むことが好きです。このため、私の論文の内容は「げんじ物語」の主要な特徴と、この本に見られる日本の文化についてです。おもしろくて、
ゆういぎな内容だと思います。「げんじ物語」の主要な特徴は今様歌や女の人の見方や平安時代の心情や感情に多く共感できるちころです。今でも、現代の読者は「げんじ物語」の登場人物を労ります。それは、むらさきしきぶの才能のおかげです。「げんじ物語」は日本の文化にとても大切な影響を与えています。１０００年後の今もこの本は出版されていて、とても価値のあるものだと思います。

The Tale of Genji, often considered the world’s first true novel, written by the court
lady Murasaki Shikibu has long fascinated and enthralled readers, its popularity continuing to
the present day. The Tale of Genji was written during the mid-Heian period (794-1185), atime of peace which produced a great flourishing of aristocratic culture among the court of
the Emperor in the capital Heian-Kyo. Not much is known of the author, not even her real
name, as Arntzen (2005, p 26) informs “the name by which we know the author is acombination of that of one of the main female characters in The Tale of Genji, Murasaki, andan office title, Shikibu (Bureau of Rites), because her father held a post at one time in thatbureau.” However, the discovery of her personal diary, written during the years 1008 to 1010,
help give us some insight into the author whose work has left such a lasting legacy inJapanese culture. Its enduring impact is proven in that The Tale of Genji’s literary influence
continues to be seen not only in Japan but around the world and in many different medias, notjust that of the original text. Shirane (2008, p 1) summarises this enormous impact on
Japanese culture by stating that “The history of the reception of The Tale of Genji is no lessthan a cultural history of Japan, for the simple reason that the Genji has had a profound
impact at various levels of culture in every historical period since its composition …
remarkably, The Tale of Genji has become many things to many different audiences throughmany different media over a thousand years … It is also one of the few Japanese texts that, inthe modern period, has had a global reach, coming to be recognised as part of world
literature.” It is important to consider what it is about The Tale of Genji that has appealed,
and continues to appeal, to a broad variety of readers. How is it that people around the world,
so unconnected to the culture of ancient Japan, find empathy and meaning in The Tale ofGenji? What features have made it so intriguing and how have they in turn influenced
Japanese culture? In aiming to answer these questions I will be looking at the main salientfeatures of The Tale of Genji which include: poetry, the glimpses of a women’s perspective,
and the expression of the feelings and emotions of the period that evokes empathy withreaders of any time or place. In order to look at the lasting influence of Murasaki’s poetryfrom The Tale of Genji, it is firstly important to look at the background and prestige of poetry
in the Heian court in order to understand why it is such a crucial element both in the story andbeyond.
It can be said that in no other court did poetry and literature play such a crucial role,and hold such a prestigious status, as in the Heian court. Gerlini (2014, p19) states that thisliterature then cannot be understood without having knowledge of how the court functioned,
as the two are inescapably intertwined with each other: “Heian literature as a whole is often
defined as court literature: its role, function and its very existence cannot be properly

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explained outside the social-historical frame of the court”. One of the most important featuresto understand is that of the use of Chinese and the development of a vernacular Japanesewritten language. Like many things originally imported from China, the Chinese language
was originally used mainly by male court aristocrats with the aim of obtaining a sense ofequality with China, as well as showing off superior knowledge and also serving an
administrative function in allowing records to be written down. However, Chinese did not
replace the native spoken language of Japan and with the difficulties of translating native
poetry into Chinese characters, a vernacular kana script was developed that allowed the
evolvement of written Japanese syllables as well as allowing court ladies, who were generally
discouraged from learning Chinese characters, to write their own poems and stories. Thisdevelopment of a more universal vernacular script allowed the flourishing of poetry, whichsoon became an integral part of court life, especially in regards to love and courtship. Womenand men lived generally separated lives and poetry was a socially accepted means of allowing
them to interact with each other. Garber (2007, p14) helps explain both this separation andpoetry’s importance in this regard by stating that “Poetry’s solitary responsibility for inter-sex
communication owes its prevalence to the historical reality of an extreme physical, social,
and visual separation of women from men. Men generally existed in a social ‘public realm’
while women, by contrast, socially existed in a ‘private realm’ … a courtier’s attractivenesswas determined by how well he could express himself poetically, and poetic exchanges were
essential for a man to prove himself desirable in the eyes of a woman at court”. Poetry was
the most essential factor in proving ones’ romantic suitability to a potential love, becoming
almost an obsession in the Heian court. As such I believe that one cannot diminish theimportance of the poetry included in The Tale of Genji, it is not placed there just for effectbut because each poem provides an insight into the character who composed it and theirrelationship with the receiver. An example can be seen in the poem offered by Yūgao to
Genji initiating their courtship, Arntzen (2005, p27): “kokoro ate ni sore ka to zo miru
shiratsuyu no hikari sohetaru yuhugaho no hana. At a guess I see that you may indeed be he:the light silver dew brings to clothe in loveliness a twilight beauty flower.” Garber (2007,p39) explains how this poem reflects Yūgao’s attractiveness and suitability as a romantic
partner by stating: “By equating this unknown visitor to the dew and herself to the flower,
Yūgao is demonstrating her poetic skill. The choice of the fan to go along with the
moonflower (yuhugaho) recently picked by Genji, and the scent she imbues it with, further
illustrate her skill at poetic exchanges … Through the details of her poetic package, Yūgao(the low- ranking daughter of a provincial governor) is able to represent herself as a desirable
female entity worthy of pursuit even by the likes of Genji (the Emperor’s second son). From
Genji’s reaction and subsequent actions, the effectiveness of Yūgao’s poetic representation ofher attractiveness is apparent.” Yūgao’s poem offers an example of an ideal attractive poem
and also illustrates how the initial stages of courtship begin. However, one must rememberthat this exchange is set in a story and it is unlikely that such spontaneity and overlapping ofsocial boundaries could have occurred or been initiated by a woman at the time. The poetryfrom the Tale of Genji has contributed widely to Japanese culture in that they became someof the most famous examples of Heian waka poetry and have been, and continue to be,studied long after the Heian period, as well as being enjoyed by both Japanese and nonJapanese alike, capturing the hearts and imaginations of readers of all ages and nationalities.
They personify the very essence of Heian aristocratic culture and can still make valued
contributions in fully understanding the complexity of the characters’ emotions and thoughts,
especially that of the female characters who can be given a voice through this medium.
The Heian period is most notable now for its profusion of female authors writing
personal diaries and fiction which were circulated around the ladies of the court. Thesewritings did not hold a vast amount of prestige among the contemporary male aristocracy,

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The Tale of Genji perhaps being an exception for its sheer novelty and scale, and generally
were not regarded as anything important or long lasting. However, for it is my opinion that inmodern times they provide an essential source of evidence into what the Heian court was like,
especially the life of a court lady, providing a rare female viewpoint which is often lost in
history. Despite The Tale of Genji having a male protagonist, there are many female
characters whose personality and personal feeling are expressed through their poetry andinteractions with Genji. Arntzen (2005, p29) compares “the complex picture of male-female
relationships from a women’s perspective” in Genji to that of the works of Jane Austen,allowing western readers to gain some kind of perspective even though the two narratives
could never be linked. Arntzen (2005, p29) then continues, using the Yūgao chapter
previously discussed, to exemplify this feature of female expression by stating: “The fact thatpoetry is exchanged between the lovers means that we hear a woman’s voice, and that
moreover her desire is expressed equally with that of the man. Note also that Yūgao initiatedthe relationship, and the narrator in no respect condemns her for this. If nothing else, asimplistic notion of a complete and long-standing subjugation of women in Japanese society
is challenged by the portrayal of women in The Tale of Genji, even as the novel also amply
provides evidence of the undeniable restrictions under which they lived.” As well as hearing
the voices of women through the poetry they compose it can also be said that, as Murasaki
Shikibu was a woman herself, her voice is expressed through the female characters she
created. Though perhaps not as personal a voice as those expressed through the various‘pillow books’ written by other court ladies, I believe The Tale of Genji could be said to offer
a more honest and truthful expression of human emotion as a wide variety of characters arepresent, with very human flaws and imperfections, which resonate with readers of all
backgrounds even to this day.
It is almost unbelievable that a novel written more than one thousand years ago
continues to be in print and has been translated from archaic Japanese into modern
vernacular, and then further translated into many different languages around the world. It has
been read and enjoyed by people of varying ages and backgrounds and for many has inspired
an enduring interest in Japan, including myself! What feature has so captivated and enthralled
readers throughout the ages? It can be said that Murasaki’s exceptional skill at portraying thevast scape of human emotions and sentiment is what has continuously drawn readers to thestory of Genji. Though undeniably not recent, Maki (1940, p121) explains how this feature
has kept readers returning to The Tale of Genji by stating that “the novel owes much of its
vitality to the unchanging nature of emotions that are to be seen in Lady Murasaki’s
characters. The love, hate, fear, joy, hope, anxiety, sorrow, and other emotions that flow
through Prince Genji, Murasaki, Yūgiri, Tamakatsura, Kaoru, Niou, Agemaki and all thewealth of characters that appears in the book are the same as those that many people today
have experienced”. It is this ability to recognise ourselves in Murasaki’s characters, toempathise and sympathise with them in their struggles and triumphs, which marks The Taleof Genji as a truly a great piece of writing. It is the desire to express these emotions of love,
jealousy, desire, shame and sadness that has seen The Tale of Genji adapted to numerous
modern mediums such as television, film, comics and manga, making it even more accessible
to a modern audience. For example, the highly sexualised manga of Maki Miyako (Shirane(2008, p344) “which focus on the spitefulness of women. Her opening scene, for example, is
one of hatred and intrigue”. Maki’s version contrasts with other interpretations of the worldof Genji as highly romanticised, instead depicting it as dark and gritty. Shirane (2008, p344)
states that her characters “suffer from ‘women’s nightmares’, characterised by malice, hatred,
and unsatisfied love”. Readers can identify with both the positive and negative feelings
portrayed by the characters in The Tale of Genji and as such draw parallels between

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themselves and those characters and their emotions. It can be said that perhaps some of theemotions felt by certain characters have been magnified by the audience, perhaps evenimagined, but this does not alter the persisting impact they have had, and continue to have, on
audiences even to this day, promoting new versions and adaptions of The Tale of Genji foreven more audiences to fall in love with.
In conclusion it can be said that while there are numerous features from The Tale ofGenji that have helped the epic contribute to Japanese culture as a whole, perhaps the mostimportant and recognisable feature is Murasakis ability to portray human emotion andpersonality with such skill that readers of any historical age can identify with the charactersthey are presented with. It is this portrayal of both the positive and negative attributes ofhuman nature that has allowed Genji to transcend the ages and to continue to impact readers
today. The importance of poetry can also not be underestimated for it is this that allows theessence of the Heian court to be shown to modern audiences and also allows women a voice,which is rarely seen in historical novels or documents at all. It is these features that willcontinuing the enduring legacy of The Tale of Genji, and it is hoped that many more
adaptations will exist on new medias in the future.
Bibliography
Articles
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Arntzen, S (2005) The Heart of History: The Tale of Genji. Available: www.asianstudies.org/eaa/taleofgenji.pdf. Last accessed 08/02/2015.
Maki, J (1940) Lady Murasaki and the Genji Monogatari. Monumenta Nipponica. 3 (No. 2), p. 480-503.
Books
Gerlini, E (2014) The Heian Court Poetry as World Literature: From The Point of View of Early Italian
Poetry. Firenze University Press, Firenze.
Shirane, H (2008) Envisioning The Tale of Genji. Columbia University Press, New York.
Tyler, R (2001) The Tale of Genji: Unnabridged. The Penuin Group, London.
ThesisGarber, M (2007) The Importance of Poetry in Japanese Heian-era Romantic Relationships. Project
Advisor: Professor Naomi Fukumori. The Ohio State University.

Reflection
Before coming to Japan, I was extremely anxious and nervous, not only about being
away for so long in a foreign country but also if I would be able to learn and improve in a
new environment. When I first arrived, as expected, it did take a while to settle in but theteachers, staff and students at Okayama University were extremely helpful and soon I madenew friends and felt at home. The EPOK classes were varied and interesting and althoughmainly taught in English, each class provided ample time to converse with Japanese students
during group work etc. These classes also provided us with the opportunities to go on field
trips and excursions where we not only were able to talk with Japanese people outside of theclassroom environment, but also learned and experienced many interesting things about
Japanese culture. The highlight for me personally was the visit to Konpira-Kyu Shrine for the
EPOK class ‘Family and Gender’. Previously I thought my main problem would be not being
able to converse with or make Japanese friends. However, Okayama University provided a
lot of areas to socialise and work together with Japanese students and I have made lasting
friends here. I believe I have had such a wonderful opportunity and I know I will treasure mymemories of studying here.

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How Traditional Japanese Culture Impacts Modern JapanDavid Bathこの論文について伝統的な日本の文化は近代的な日本と日本の近代化を影響しました。この論文はまるっきり西洋の文化になりませんなしには今めかしました。日本は植民地にならなかったそして、西洋に日本は文化的が特異です。

Japanese culture is a very rich and unique culture in the world, that has shaped theidentity of a nation. Japan is the most striking of the Western world, unlike other majorcountries has maintained a very unique culture that stands out. There are many examples ofthis throughout Japan, and it makes the country enormously interesting for foreigners andvery important for Japanese people as well. Firstly, through my research I have found that inJapan’s history, instead of really ‘Westernizing’ they were able to modernize and remained
very independent from any Western powers. This is a very stark contrast to the other Asian
countries at the time.
Even though Japan had adopted some Western cloths, foods, industries, etc, theygenerally maintained their own culture and unique worldview. However, modernity of course
has an immense impact on a nation's tradition and culture. The reverse is also true; a nation's
traditions can also impact an effect a modern country or the modernization of a country. This
is in fact one of the primary reasons Japan was able to jump the gap and become one of thegreat nations of our time. In the past Japan’s education, unification under the lords of the landand constant peace (after the warring period) led to not only a growing economy but a path tomodernity.
During the Edo period we can see Japan really begin to thrive in culture, educationand infrastructure. Due to their closed economy and blocking themselves off from most othercountries they maintained a peaceful nation for hundreds of years, while simultaneously
building up their many roads, waterworks, farms, etc. I believe this idealism of the Japanesespirit is a major part of the Japanese mind. Even though a generally closed nation they stilltraded with the Dutch and were very open minded about the things brought in from othercountries. We can still see this openness to a variety of ideas in Japan today, through their
many Buddhist temples alongside their many Shinto shrines.

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Due to many of these factors they were able to modernize very rapidly in the 19th
century. They had the resources, manpower and capital to be able to compete in the modern
market at the time. This is after the opening of the ports and the movement of power directly
to the emperor. Because of this general loyalty and only small conflict from this change thenation was able to be united and not divided and warring. I think that because of the cultural
influences of the Edo period they were able to unite and work to modernize during the Meiji
revolution.
Of course at first their industry had been very expensively bought and machinery wasbrought in from Europe. However unlike other Asian nations Japan was able to cut down andreduce costs substantially during this period so that they could save money and turn a profit.
A good example of this was Nakayamasya, a factory that was built during this period thatwas made in a way that all measures were taken to save money. I think that the educatedpopulation was a very important aspect to this, and this culture built around that was very
crucial in the development of Japan into the modern world.
During the Edo period there were many different important cultural traditions andcustoms that came into Japan. Because of a strict social structure and the artistic and culturaldevelopment through the growing of individual’s wealth and ability to gain more knowledge
Japan’s culture was able to prosper. Items like the Ukiyoe wood block prints, art schools andkabuki theatres were a great example of these sorts of cultural pieces that many Japanese
could enjoy directly or indirectly.
Interestingly enough we still see many of these cultural pieces around today, whether
it be the tea ceremony or the traditional home, Japan has managed to keep its identity.
However, the Japanese during the Meiji period had opened themselves completely to theWestern powers and took it in their best interest to copy and match the kinds of systems,
technologies and even cultures of the West. They had matched the systems of the British,
French and Americans in many of the main components of their countries, such as inindustry, the military, railroads and transportation, etc.
Even through the attempted Westernization and modernization of Japan, Japan hadlargely remained Modernized but not quite Westernized as we had seen in other countries.
For example, in construction, Japan had copied many materials and building designs yetchanged many aspects of these Western buildings with traditional Japanese building
techniques and used many local materials for the sake of saving money due to the economy.
You can still see the combining of Japanese construction methods and Western materials
today. In railroads, even though the Japanese copied Western systems they still tied therailroads to their traditional stations and communities.
I believe that this is not anything new either, as we had seen in the ancient times when
the Japanese had borrowed the Chinese alphabet, the Chinese tea, Buddhism, etc. They had
always managed to integrate the systems yet change them into a Japanese style. The tea

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culture in China was very relaxed and meant for parties, yet when introduced into Japan it
eventually branched off and became a very structured and meaningful tea ceremony.
The Japanese language had adopted the Chinese characters yet still remained a very
unique language from Chinese. It changed according to how they structure it in a Japanesestyle. The Japanese had Buddhism brought over yet they still practiced Shintoism along with
it. I believe when it came to the Westernization and Modernization of Japan these same
principals apply. They managed to be one of the few countries to successfully industrialize
while keeping a significant uniqueness despite the pushes to move towards pure Western
styles.
This can be seen all over in modern Japan, the bicycles, cars, streets, architecture, etc.
Is to the most part unique in its style and how it’s constructed. It still has the core idea of theWestern model and the core features of how it works, yet the Japanese construct it with theirown methods or how they think it’s best to be built through their perspective. This is also
very apparent in the social aspect of Japan as well.
In the social aspects of Japan there is still a very clear hierarchy seen, especially inwork and school settings. You have this culture of senpai and kohai, which is generally only
seen in Japan. Whereas in Western countries like the United States, grade in schools isn’t all
too important on a social level, especially to the extent in which it is in Japan. In theworkplace you see this boss and coworker social structure which is also apparently much
more strict than in a western country like the United States.
Another good example of this sort of social culture in Japan is the politeness culture
they have. The Japanese have different language forms meant only for humbleness andhonor. This clear drive to be sure to be as polite as possible and to honor bosses, teachers,
senpai, guests, etc. and to be as humble as possible when regarding yourself or your family isa very clear example of how the Japanese traditions show even now in modern Japan.
This I think clearly shows how Japan’s traditions and cultures have strictly kept Japan
Japanese while being able to add many other pieces from other cultures, despite the rapid
pushes to become like a Western power. I’m hoping through the many problems facing Japanand many countries in the current world, Japan can maintain its cultural heritage. Although I
believe Japan will always have the Japanese mind and spirit.

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References

Naofusa, Hirai. "TRADITIONAL CULTURES AND MODERNIZATION: Several Problems
in the Case of Japan." Cultural Identity and Modernization in Asian Countries. N.p., n.d.
Web. <http://www2.kokugakuin.ac.jp/ijcc/wp/cimac/hirai.html>.
Buntrock, Dana. "WITHOUT MODERNITY: Japan's Challenging Modernization."
Architronic. N.p., n.d. Web. <http://corbu2.caed.kent.edu/architronic/v5n3/v5n3.02.html>.

Reflection

I’m really glad I decided to come to and study in Japan. I have not only learned somuch about the Japanese culture and language but also made lifelong friendships. Being able
to completely submerge myself in another culture for almost year has really helped to widen
my perspective on the world. This has really been a life changing adventure and if I could I
would do it all again.

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Chado- evidence of its influence in modern Japan
Joseph Bauermeister

Summary:
この作文で茶道について話したいと思います。特に、現代的な日本は茶道にどう影響しましたか。イギリスの元々茶文化に対して、日本のはもっともアクセ
シブルでした。昔の日本で、誰でもは茶道を楽しむことができて、今の日本の社会に茶道の影響を見ること思います。

Introduction:
Chado, the Japanese tea ceremony, is not a word that you may hear often in modern Japan.
What was once a core part of daily life and a common practice for the Japanese people has
become a part time endeavour for passionate hobbyists and a novelty for festivities andevents. Although society is no longer as entwined with Chado as it once was, I believe thatthe influence that Chado has had on Japanese culture and society continues till this day. Thisessay aims to assess to what extent it could be said that the influence of Chado in modern
Japanese is evident, and how it can be seen in today’s society. Along with the open ended
thesis question I have proposed, I will be trying to include content regarding the history of
Chado as well as it relevance to olden Japan. I will comparing the role that it plays in society
with the role that tea plays in British society, how it differs, and how it might be similar insome ways. Through this essay I will be trying to provide the reader with some information
about Chado as well as trying to kindle thought regarding the way that the past continues toinfluence Japanese modern life even when it does so in unseen ways.

History of the tea ceremony:
Chado, the Japanese tea ceremony, involves a few key elements, the process, the tools and the spirit ofChado itself. The process entails how one enters the tea room where Chado is held, how one greets thehost as well as the other guests and order in which things are conducted. Essentially the motions of theevent. The tools include the actual objects and items that are used in the ceremony, the ground matcha
tea, the bowls from which you drink and the whisks are examples of such objects. Lastly the spirit ofChado, the importance placed on sincerity, respect and appreciation. These three parts that I havedivided Chado into have separate origins, all three are essential for what is known now as Chado.

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Brief history of tea and Chado
The majority of the process of Chado was created by the innovative tea master, Sen Rikyu
who introduced key themes such as sincerity and simplicity to Chado. During his lifetime
during the 16th century he became close to a powerful Daimyo at the time, Hideyoshi. His
friendship and influence on such a powerful man in 16th century Japan could have been oneof the reasons that the Japanese tea ceremony spread as widely and as freely as it did. Chado
became a core part of the daily life of not only the upper class in society, but also the soldiers,
businessmen and ordinary people of 16th century Japan. Something as widespread as Chado
could surely be thought to have influence upon the future state and customs of Japan. Muchof the spirit and teachings of Chado originate from Zen Buddhism which started to bepracticed in Japan in the year 552AD. In fact, Chado could be considered similar to Zen
meditation with its focus on purity and a free mind. Its link with Buddhism could be one of
the reasons it spread so easily in Japan.

Comparison with British tea ceremony:
Akin to Chado, taking tea in Britain used to involve a strict rule of etiquette and also featured
sweet snacks to compliment the tea. However, unlike Chado, this was only available to theupper-class who were the only ones during the 18th century who could afford to buy theimported tea, fine china and pastries. In addition to this there was no spirituality or sense of

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sincerity or simplicity that came with the British tea ceremony. In fact, it could be said that atea party took on the spirit of opulence, one up-manship and showing off how refined andwealthy you were to fellow aristocrats. Because of the exclusivity of tea until it became
affordable for the ordinary members of society, tea had a muted effect on British society. It isinteresting to think that while Chado was once widely practiced by everybody, it is now
enjoyed by a particular few. Conversely, while tea in the UK was once a luxury, it is now
consumed by the majority of households almost daily.
Evidence of Chado in Modern Japanese society:
When observing modern Japanese society, it is hard to differentiate what influenced ororiginated certain customs and practices. For example, both Buddhism itself and Chado have
many of the same focuses as each other, particularly purity, sincerity and a clear mind.
However, something I think Chado may have influenced the most are scenarios in Japanesesociety that involve a relationship dynamic between host and guest.

Sen Rikyu’s rustic and simplistic style of Chado could have helped popularise
Wabi Sabi which grew to be such an influential concept in Japan. Wabi Sabi isthe appreciation of the simple and the minimalistic, both of which are now
heavily associated with Japan especially in terms of its design and electronics
industries. Although Chado originally used common items with a natural andrustic appeal to them, the kind of items that Sen Rikyu would have used havebecome in themselves ironically expensive and mor e exclusive than they wereback then. In conclusion, I believe that Chado resulted in the widespreadinfluence of Japanese minimalism as well as helping to shape the relationshipdynamic between host and guest in modern Japan.
Bibliography:"Experience Japanese Culture Through The Japanese Tea Ceremony | JAPAN Monthly Web
Magazine". Japan-magazine.jnto.go.jp. N.p., 2016. Web. 8 July 2016."Japanese Tea
Ceremony". Japanese-tea-ceremony.net. N.p., 2016. Web. 6 July 2016.Sasaki, Sanmi, Shaun

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McCabe, and Iwasaki Satoko. Chadō. Boston: Tuttle, 2002. Print.
Hendry, Joy. Understanding Japanese Society. London: Routledge, 1995. Print.

Reflection:
During my time here at Okayama I have managed to gain many valuable experiences that I certainly
wouldn’t have gotten elsewhere. The original reason I chose Okayama was due to my love of the morenatural, historical and traditional side of Japan. In addition to that, due to me being from the countryside
myself, I wanted a smaller city. Thanks to the university I was able to engage with the local community
in many different ways such as by visiting local villages and highschools. Through the friends I havemade here I was able to find a new motivation for studying Japanese, one separate from worrying about
doing well in exams which has brought me so much stress in the past. I would like to thank my teachers
for providing such committed support in helping me improve my Japanese. As well as all of the friends
who have helped make my time here as enjoyable as it was. My time here certainly wouldn’t have been
the same without each and every one of you.

73

The History and Modernization of Geisha
Brighde McGahey (Rei)
このレポートは「芸者の歴史と現代化」昔に京都にたくさん芸者がいました。芸者の仕事は男の興行です。この興行の中で芸者はお茶をあげて、踊りをして、男と話しました。でも、第二次大戦のとき、芸者は京都にでて、工場に行って、新しい仕事を見つけリました。それから、最近京都に芸者は有名な人。外国人
は芸者の見るが好きだから、今芸者は慣行三京です。時々京都に祇園に芸者を見られます。外国人はたくさん写真を撮ります。何で京都の芸者は変わりますか？このレポートはその質問を答えます。
Walking through modern day Kyoto may feel like nothing has changed in the past two
hundred years. The buildings still retain their authentic appeal and the vendors still sell
Japanese delicacies such as sweets and matcha inspired items. If you should happen to findyourself within the Gion district, Kyoto's most famous sight-seeing area, then you may evenbe lucky enough to catch a glimpse of wandering Maiko and Geiko (The local dialect namefor Geisha) as they move to and from entertainment establishments. If you were to ask aforeigner, who had not been to Japan, about Geisha they would possibly think to the famous
film 'Memoirs of a Geisha' and refer to the entertainment as prostitution. However, this film
has stirred up a lot of controversy as to the authenticity of the information it gives and thisfollowing essay will explore the reasons behind this whilst detailing the history andmodernization of Geiko.
To discuss this effectively, this essay will begin by examining the Gion district before
794. To find the roots of Geiko we must start in the late 600's with the Saburuko girls.
Saburuko girls were the first recorded 'Geiko-like' performers in Kyoto. Often misplaced
from their families due to social and political upheavals, those with an education would often
find themselves waiting tables and offering conversation with customers. The higher class
Saburuko girls would dance and entertain at elite social events, which is the direct root of thelater Geiko profession. (Szczepanski, K). Whilst these girls did offer sexual trade tocustomers, this profession was soon overhauled as the capital moved to Kyoto, or Heian, in
794.
In 794 Heian began to thrive around a beauty obsessed culture. Throughout thefollowing centuries dancers were in high demand, and thus the tradition continued to beconsidered Heian's defining quality. Between the Twelfth and Fourteenth Century came therise and demand of the Shirabyoshi entertainment girls. Prized for their knowledge of the arts,
poetry and dance, these girls were often the daughters of wealthy aristocrats who would force
them to perform at events in order to continue to earn money and make ends meet. Due totheir wealthy families, these girls were highly educated and were considered adept at playing
instruments such as the drum and flute. (Newworldencyclopedia.org, 2016)

74

The Eighteenth Century brought forward the most recognizable form of Geiko, andbegan the exciting new district of Gion. Dubbed the 'pleasure quarter' in the past, this sexual
trade became rarer and rarer as customers began to want the entertainments more than thepleasures. Originally as a male profession visiting brothels, female Geiko began to rise andlimitations were placed on them in terms of where they could perform and what they could
wear. Despite the heavy limitations, the industry became only more popular with time.
Whereas the garb of the Geiko was limited to plain colours, they were now recognizable fromthe bright established silk garbed courtesans. Starting from 1680 and continuing on into the1700's were the odoriko, translated to dancing girls, who would perform for high classsamurai. Exploiting the arts, these girls would grow up to be known as the first authentic'Geiko' and by 1750 they had begun to stray completely from the sex trade, and began tofocus entirely on the arts and education. By 1779, the Geiko profession had been officiallyregulated. By this point, the female 'Geiko' had all but driven men out of the business, andthey were in very high demand.
By the following Nineteenth Century Geiko continued to be a highlight of Kyoto, and
it is rumoured that the Meiji Restoration itself was plotted amongst the many tea-rooms ofGion as the very samurai who initiated it were those who would flock to the company of
Geiko in the evenings. Both the Imperial Faction and the Shinsengumi frequented the
districts. (Dougill, J. 2005). By 1813, the first Geiko were officially recognized and theindustry continued even despite the Meiji Restoration. Although the samurai class fell, theGeiko continued to work in the entertainment district and upheld their already thousand-yearold traditions.
It was World War II that brought the downfall of traditional Geiko. The Japanese
Government closed down the majority of entertainment districts and even the most famous of
Geiko were forced to leave and work manual labour in factories. Those who were wealthy
enough to remain began to lose their reputation as once again low class prostitutes stepped up
and began to call themselves 'Geiko' and thus began to sully the original tradition. Not only
this, but the men they so often served had been called to war, and thus the Gion businesses
struggled to remain open. In 1944 all Gion establishments were closed and the women wereforced to work and it was a whole year later before they were allowed to return and work.
These Geiko that returned decided to completely reject western influences and focusedstrongly on keeping culture and tradition alive. A quote from Mineko Iwasaki, a Geiko of thattime, reads: "I existed in a world apart, a special realm whose mission and identity depended
on preserving the time-honored traditions of the past." (Iwasaki, M.)
Although the profession struggled, it remains to be a dominant part of Kyoto's history
and can even be witnessed today. Modern Kyoto consists of five main Geiko districts known
as hanamachi. Whereas olden Kyoto had thousands upon thousands of Geiko, these modern
districts do not hold that many. A section of ‘Kyoto: A Cultural and Literary History' cangive us the exact figures from 2004.

75"Gion Kobu (82 Geiko, 24 Maiko) Pontocho (43 Geiko, 5 Maiko), Miyagawa-cho (39Geiko, 23 Maiko), Kamishichiken (15 Geiko, 8 Maiko) and Gion Higashi (11 Geiko, 5
Maiko)."(Dougill, J. 2005)
Every year these five flower districts put on a dance performance in order forcustomers to experience the difference between their styles. This performance is called'Miyako Odori' and is designed to represent the seasons.
For foreigners, the tourism industry of Kyoto is one of its most defining features. Fora price of roughly 10,000 yen to 20,000 yen you can purchase a very famous package tounderstand exactly what it feels like to be a Maiko or Geiko. Maiko Taiken is a package thatmany beauty shops offer across Kyoto that allows you to experience being a Maiko. From theintricate details in the makeup, to the heavy kimono, it gives a very authentic feel forwesterners. Although the Geiko tradition has begun to die out over the years, a surprising
amount of Japanese teenagers and adults visit Kyoto in order to experience this. Personally, I
have visited these establishments twice and on each occasion there were an equal amount offoreigners and Japanese in the make-up rooms and wandering the streets. Once all dressed up,
you are able to wander around Gion district and take photographs with various shrines, andother points of interest. In doing this, it really made me respect the amount of effort Maikoand Geiko go through in order to get ready for each day. And I cannot imagine how it mustfeel wearing so many layers in the deep heat of summer.
Another tourism point is Gion Corner. Situated in central Gion district, each night
authentic Maiko will frequent the building and perform for paying customers. The price isnowhere near as expensive as it may have been in the 1800's, but it allows tourists toexperience a true taste of Japan.
This essay has explored the origins, growth and modernization of the Geikoprofession. Whilst I feel that the Geiko profession may yet continue to decline, I undoubtedly
agree that it is one of Japan's most defining features. Gion District has such a diverse andintense history, with even more culture that I haven't touched on. Although Geiko are often
considered shrouded in mystery, the district itself has fought through many hardships andcontinues to be a thriving community even today.

76

Reflection of EPOK Program
If someone had told me four or so years ago that I'd be spending a year in Japan- on
the other side of the world! - I would have probably laughed at them. I'm not the mostconfident person, and the idea of travelling such a distance to a country that is so wonderfully
different to my own would have terrified me. And yet despite this, EPOK has been the bestyear of my life. It also allowed me to experience a lot of new things, such as travelling on aplane for the first time. I was lucky enough to arrive with two other students whom I knew
very well from studying with them for the previous year.
When I first arrived, the most surprising thing for me was probably the humidity.
Despite it being October, the weather was still fairly hot and humidity was something that
England really didn't have. Even if the clouds were grey, I found myself struggling against
the suffocating heat. Luckily, this soon subsided and winter rolled around. I even managed towitness snow a few times, which I heard was pretty rare for Okayama. EPOK allowed me toexperience many, many aspects of Japan. From travelling to Osaka, Kyoto, Kobe, Hiroshima
and more places, to experiencing Maiko Taiken, Chado, Kimono and even creating a love inme for the traditional instrument, Koto, which I now take lessons for and have evenpurchased one to continue my learning!
I have met the most amazing people, both Japanese and EPOK, and I believe those arefriendships that could easily last a life time, no matter how big the ocean between us. I now
want to visit other countries, such as America, Korea and China. I want to experience more
and more of the world, and without the EPOK program I'm not sure I would have that feeling.
The JASSO scholarship has been amazing, and has allowed me to live comfortably in Japanwhilst studying and travelling. I think my particularly favourite of all places had to be a brief
trip to Okinawa with Krystal. We'd spent all morning travelling only to arrive at the airportand be told 'Sorry, your flight is cancelled.' We drudged our way all across Osaka to findsomewhere to stay for the night, then drudged our way back to the airport the following day.
Once we arrived in Okinawa, I swear my face was pushed so hard up against the car window
as we were driving to the middle of the island. Everything looked like something out of an
American movie. There were palm trees, golden beaches and emerald ocean! I felt like I wasin a dream. Krystal, however, was focused on driving, and probably thought I looked likesome excitable five-year-old or something. We spent the following two days chilling onbeaches and exploring the over-sized aquarium park that Motobu had to offer.
Honestly, I wish I could do another year of EPOK. My Japanese language has
improved immensely, my knowledge of Japanese culture and traditions too. The people here
have been incredibly hospitable, and are always willing to help if you find yourself lost on astreet. Everyone has such a positive attitude to foreigners, and I really feel like I could
happily live here for the rest of my life.
Thank you EPOK, and thank you to everyone I met during my stay. Thanks for all thetrips, the parties, the classes, the exploration and especially for making me feel welcome andincluded.
Finally, as we would (probably not) say in England:
Cheers loves! Keep calm, and carry on!

77Communication with Japanese citizens
Maneesha Kuruppu Appuhamilage
まとめ
日本では外国人と会話する機会があまりありませんが、もし彼らに話せる機会があったら彼らの意見は少し変わってくると思います。だから私は日本人と話してみました、彼らは外国人のことをどう思っているか知りたかったので。いろんな意見を聞きまして、一つはっきりしました。それはことばのかべがあるので、声をかけられるのは怖いそうです。でもそれを克服したら、しぜんにお友達になれることが分かりました。
Introduction
Even though Japan and Sri Lanka are Asian countries, more than common things they have a
lot of different things like language, culture, traditions and so on. And by communicatingwith Japanese friends and families, I have come to learn a lot about Japan which leaves meeither shocked or amazed.
My main reason as to why I came to Japan is do research and through this, I have made a lotof Japanese friends and I have a lovely host family as well. Even though laboratory work was
my main priority when I first arrived here in Japan, overtime I experienced many things I
haven't and gained new objectives. And therefore to understand Japanese culture andtraditions, their way of thinking and expressing things and their opinions on foreigners havebecome one of them.
The research that I will be carrying out is mainly through communication with Japanesepeople and noting down their opinions and experiences with foreigners. I searched up about
interactions between Japanese people and foreigners, and a word that always popped up was‘Gaijin card’. It seems like a wildcard that foreigners often use for forgiveness of any
misbehavior or offence in Japan. The word ‘Gaijin’ is a universal accepted word forforeigners in Japan and it is referred to as ‘outsiders’. There is a type of Japanese people whowants to befriend foreigners for self-serving purposes such as learning English. But obviously
not everyone is like that. I have met many different Japanese people such as students who
speak excellent English and students who have no knowledge of English at all. But they stillwanted to be friends with me hoping for true friendship and not for their benefits.
MethodI was interested on the opinions Japanese people had on foreigners so I conducted survey
where the questions I asked was ‘what do you think of foreigners?’ and ‘Has their opinions
changed after they met me?’. I asked these questions to my fellow laboratory members, myhost family and my Japanese friends. Many had different opinions on foreigners and some
said that their view on foreigners changed after they met me while for some, it hasn’t really

78change much. I carried out this survey on people from different age groups (eg; 10s, 20s, 40s
year old)
Results
The following are the results for the interviews I carried out.
10-year-old Japanese girl:①外国人の事をどう思う？
日本語がうまく話せなくても、がんばって日本語で話しかけてくれる。うれしい。
日本人と かみの毛の色や目の色、体も違うと思う。でも同じところもあると思う。

②私と会う前と会った後の外国人への考え方
はじめは、知らない人だから あまり話せなかった。それは、外国人だからとか、日本人だからは関係なく知らない人とは話せない。
少しづつ話始めて なか良くなれたと思う。なか良くなれたら、日本人とちがう見た
目は気にならなくなった。
18-year-old Japanese female:①外国人の事をどう思う？
I got cold feet when foreigners came close to me because I wasn’t used to foreigners andthere is a language barrier as well.
②私に出会って外国人に対する見方(みかた)が変わったか？
After I met Maneesha, the language barrier wasn’t there anymore and we became friends
naturally. It was fun.
24-year-old Japanese female:①外国人の事をどう思う？
I think my image on foreigners has changed.
For example, I had prejudice and wrong images about Chinese, but I changed that way of
thinking about Chinese after making great friends.
Therefore, I am sure that a race is not problem. The most important thing is the personality
and now I hope to make global friends in future.

24-year-old Japanese female:①外国人の事をどう思う？
外国人のことを怖いと思ったことはないと思います。私は幼 い頃から英語を勉強していたので、駅などで外国人が英語を話しているのを見たら「話しかけてみたいな

79

ぁ」と思っていました。英語でない言葉を話している人 たちを見ても、何を話しているのだろう、と興味を持って見ていました。昔から、外国から来た人と話してみたい、友達になりたいという思いが強かったと思い ます。
②私に出会って外国人に対する見方(みかた)が変わったか？
留学や他の国際交流を通してたくさんの外国人と出会って、 「外国人」ということをあまり意識しなくなるようになりました。つまり、ただ「新しい友達ができた！
私と違った文化知っていて面白い！」という感じです。 なので、Maneesha に会う前と会った後では、外国人に対する意見はあまり変わっていないと思います。「外国人だから」ではなくて、ただ 「Maneesha だから」友達になれてよかったと感じます。

24-year-old Japanese male:①外国人の事をどう思う？
テレビで見てると外国人の人は怖いイメージがあるけど、日本に留学で来てる外国人は真面目で意識が高いなって思う！日本人より頑張ってるなって思います。
②私に出会って外国人に対する見方(みかた)が変わったか？
マニーシャと会って、マニーシャは真面目で頑張っているなって思うけど、外国人のイメージはあまり変わっていません。

40-Year-Old Japanese lady:①外国人の事をどう思う？
文化や言葉のちがいがあるので、物事の考え方やとらえ方が日本人とはちがう そん
ざい。
たとえば「おじぎをする」について。
相手に頭を下げることは日本では日常的(にちじょうてき)です。頭を下げる意味も「あいさつ」「おれい」「あやまる」と場面によって色んな意味がふくまれます。
しかし、外国人が考える「頭を下げる」は良い意味(いみ)ではないため、頭を下げる事は少ないと感じています。
日本に近い文化や考え方の国の人は、スムーズに日本の生活が送れ、ほど遠い国の人は生活しづらいのではないかと思っています。
②私に出会って外国人に対する見方(みかた)が変わったか？
マニーシャさんの場合、頭を下げて「あいさつ」をする行為(こうい)はとても自然(しぜん)で、日本人に好印象(こういんしょう)を持(も)たれていると感じました。

80

一生懸命(いっしょうけんめい)日本の事を勉強して留学して来たのだと、話す言葉一つをとってもよく分かります。
マニーシャさんを通して実感(じっかん)した「外国人の見方」は、国によって異(こと)なる文化や考え方の違い(ちがい)を 理解(りかい)しようと がんばる人と「自分の国ではちがうから…」と理解(りかい)しない人の2種類(しゅるい)の人がいると思うようになりました。
「国」よりも「人」によるものだと痛感(つうかん)しています。
見た目で「言葉が通じないかも」と目を合わさない様に逃げてしまいがちですが、「言葉が通(つう)じる」だけで、とても自然(しぜん)に仲良く(なかよく)なれる事を子供に身を持って体験させてあげられてマニーシャさんに感謝(かんしゃ)しています。

Conclusion

These answers really touched my heart. After communicating with them, I understood that it
is mostly the language barrier that separates Japanese people and foreigners. To be honest
this is my second time studying in a foreign country but first time in a non-English speaking
country so I had a lot of worries as to how I was going to live here and will I ever makeJapanese friends. But I have realized that after we overcome all these fears, we are all thesame despite the fact that some of us were brought up in a totally different environment fromthe Japanese community. And thus I was able to make friends naturally and even thoughsometimes we struggle with words we end up having a great time. But I won’t say that every‘Gaigin’ is a good person but unless we talk to them, we can’t just judge them. And evenafter few interactions there may be differences that we cannot get used to but if there is atleast one thing we have in common, we can enjoy it together.

81

日本社会における軽減税率の導入と問題
林士堯

09153005 工学部機械システム学科 (EPOK)SUMMARY:
The Japanese government plans to introduce the reduced tax rate to cushion theimpact of the planned consumption tax increase from the current 8 percent to 10
percent in April 2017. Fresh foods such as rice and meats, processed foods such asbread, noodles, snack foods and non-alcoholic drinks will be kept at a consumption tax
rate of 8 percent while the rate for other products will be raised to 10 percent. Alcoholic
drinks, food served at restaurants, and newspapers will not receive a reduced rate,
however, hotel room service meals, catering foods and lunches at companies and schoolcafeterias will be categorized as eating out and subject to the 10 percent consumptiontax.
On the other hand, implementing a reduced taxation rate makes it difficult tomaintain planned social security expenditures. Some believe that the increase in
security expenditures can be alleviated by increasing tax revenue resulting from anincrease in tax revenue by the government.
Consumption tax revenue is, in principle, used for social security expenditures;
meaning that fiscal discipline will slacken if social security costs are not reduced. I
expect that the Japanese government will show leadership and find an aacceptable
solution to this issue.
最近、「軽減税率」という言葉が「消費税率 10％への引き上げ」と共に広まり、頻繁に耳にする。2015 年 12 月 16 日の朝日新聞によれば、自民・公明両党は同日の会議で 2017 年から消費税率を 10％へ引き上げると同時に、消費税の軽減税率の導入を正式に決定したという。軽減税率の対象品目は主に、「外食」を除いた「生鮮食品」と「加工食品」である。軽減税率の導入によって、消費税率の引き上げによる家計への負担が和らぐと見られる一方、導入に伴う政府の財源の減収で社会保障の財源の不足と、「生鮮食品」と「加工食品」という対象品目の線引きの曖昧さなど、課題はたくさん残る上、軽減税率の導入は時期尚早だという見方もある。このレポートでは、日本における消費税をめぐる導入と改正の歩み、日本の食料品の消費税率制度と海外諸国の税率との比較、また軽減税率の導入に関する残された課題について検討する。
消費税の軽減税率の導入は日本で消費税の増税による家計への負担を軽減させる対策として考え出された。もともと消費税は 1988 年に竹下登内閣
が税制改革の目玉として打ち出され、その後、国民所得の増加とともに、政府は 1995 年 4 月に消費税率を 3％から 4％に引き上げ、さらに地方消費税の 1％を合わせ、消費税率全体は 5％にした。1997 年から 2012 年まで消費税率は 5％82を維持したものの、2014 年 4 月、安倍政権の「アベノミクス」政策の目玉の税制改正対策で、消費税率を 5％から 8％に引き上げ、さらに 2015 年 10 月に10％へ引き上げの予定があったが、1 年半延期し、2017 年 4 月に実行する。
10％への増税は家庭への負担が高まるため、不満の声が上がり、「実行時期をさらに延期」または「導入しない」という声もある。増税の対策として、政府は食料品などを対象とする「軽減税率」を考え出した。軽減税率は 2017 年 4月の消費税率の引き上げと共に導入する。このように、政府は消費税率の導入後も徐々に引き上げるだけではなく、地方再生のための「地方消費税」と「軽減税率」という国民の負担軽減の対策を打ち出した。
海外諸国、特に西欧諸国には消費税の軽減をすでに導入した国が多いのだが、それらは日本における税制と異なる。異なる点は主に、品目の線引きと消費・軽減税率である。消費・軽減税率は国によって異なる。例えば、イギ
リスでは付加価値税の標準税率は 20％だが、食料品などの税率は 0％となっており、フランスでの軽減税率は 5.5％、ドイツでは標準税率が 19％で、軽減税
率が 7％などであるのに対し、日本では消費税率は 2017 年 4 月から 10％になるが、消費税率の引き上げと同時に導入する食料品などの軽減税率は 8%である。一方、アジアでは、中国以外のほとんどの国で軽減税率を導入していない。また、すでに導入している海外諸国で、軽減税率の対象品目の線引きは国によって異なる。高田（2004)は、各国の軽減税率について、客観的合理性や根拠のある仕切りができているわけではなく、それぞれの国の歴史的な背景やその他の事情が影響すると述べている。例えば、ドイツでは、同じハンバーガ
ーでも、店内で食べる場合は 19％の付加価値税が適用されるが、持ち帰り用の場合は７％の軽減税率が適用される。一方、イギリスでは、同じ持ち帰り用の食品でも、フィッシュアンドチップスやハンバーガーなど温かい食品の場合
は 20％の付加価値税が適用されるが、スーパーで売られている惣菜は税率はゼロとなる。このように、海外諸国の軽減税率と対象範囲は国の事情によってそれぞれ異なり、日本も外国の税率の歴史から教訓を学び、検討する必要がある。
日本における軽減税率の導入で、家庭への負担を軽減することができるが、その一方で課題も多く抱えており、不満の声もある。実際、2016 年 1 月
18 日の NHK ニュースによると、「軽減税率」を「酒類と外食を除いた飲食料品」に導入する方針への評価の調査で、「評価する」人はおよそ 40％である
一方、「評価しない」人は 50％余りであった。課題としてはまず、減税による社会保障の財源不足である。2015 年 12 月 22 日の NHK ニュースによれば、財務省の試算で、軽減税率による減収は年間約１兆円を見込んでおり、もともと消費税率の引き上げによる増収分は年金、医療、介護、子育てなどの社会保障の財源に充てる予定であったが、減収による社会保障の財源不足で、どのようにして捻出するのかが大きな課題となっている。また、対象から外れた「外食」は、その定義として「食品衛生法で規定される飲食店などが、その場で飲食させるため、テーブルやいすなどを設置した場所で食事を提供すること」であるのが「加工食品」との線引きがあいまいだという指摘も出ており、消費者が混乱し、食品販売者の事務負担も大きくなる。例えば、牛丼屋やハンバーガ
ー店で商品を購入し、そのまま店内で食べた場合は「外食」となり、10％の消費税が課されるが、飛行機での機内食を取るシートや新幹線などのワゴンサー

83

ビスが「飲食の設備」にあたるかどうかが明確ではないため、「外食」となるかどうかはっきりしない。このように、軽減税率の導入について、利点がある
ものの、まだ大きな課題が残っており、混乱を招きかねない。
以上、日本での消費税率の歴史、日本と海外との消費税率の比較と、軽減税率の課題について検討した。課題がまだ山積みになっているが、家庭の財政負担を軽減するためには、軽減税率の導入が不可避かつ不可欠と考えられる。今後、政府が様々な軽減税率の課題に対する対策を打ち出すことと、企業も政府と協力する姿勢を示すことで、問題が次々解決され、税の支出の減少による家族の可処分所得も増加し、人々の満足度が向上することができると考えられる。
＜参考文献＞
高田具視（2004）『食料品に対する軽減税率の導入問題』税大論叢、154~157 頁
日本公認会計士協会（2012）『我が国の消費税の現状と今後の方向性について』租税調査会研究報
告第 24 号、2〜17 頁
朝日新聞「税制改正大綱を正式決定へ 与党」（digital.asahi.com/articles/DA3S12120094.html 2015 年 12 月 16 日閲覧）
NHK WEB「どうなる？軽減税率。基本がわかる 7 つのカード」（www3.nhk.or.jp/news/keigenzeiritsu/, 2016 年 1 月 13 日閲覧）
NHK WEB「軽減税率「評価する」約４０％「評価しない」５０％余」（http://www3.nhk.or.jp/news/html/20160113/k10010369281000.html,
2016 年 1 月 18 日閲覧）***************************************************************************
Reflection 感想
私にとっての留学とは、まさに「出会い」そのものでした。21 年間
台湾のみで育った私の初めての海外留学と生活は人生に多くの新たなものを運んできてくれました。日本の文化だけではなく、世界の文化、土地と人々、その中で自分がどうあるべきかを考えるきっかけにもなりました。政治に対する興味の違い、環境や平和についての考え方、知識としては知っていたが現実に大きく存在した歴史的・宗教的な価値観の違いなどを体験し、自分の人生の浅はかさを実感しました。振り返ってみて、この一年間は自分にとって生まれて初めてのことが数えられないくらいたくさんありました。まず最初は一人暮らしです。一年間の一人暮らしは生まれて初めてですが、料理と掃除が意外と面白かったです。特に初めて自分で作った料理を食べた時の感覚は、多分一生忘れられないだろう（その料理自身がまずかったけど（笑））。
課外活動としては、京都外国語大学主催の模擬国連（Japan
University English Model United Nations)に参加しました。日本各地の大学

84の学生が集まり泊りがけで行う大規模な会議で、各国の学生の国際的な問題について考え方や意見を聞くことができました。会議中で一悶着があったが、最後にみんなのおかげで想像以上に良い結果を得ることができて、本当に嬉しかったです。模擬国連を通して友達も増え、英語とコミュニケーション能力（と日本語能力（笑））が格段に上がったと思います。その他には、岡山地元でボ
ランティアしたり、台湾人留学生のイベントに参加したり、一日一日を無駄にせず充実した毎日を過ごすことができました。
留学の間にもう一つの目的は日本全体を見ることでした。最初の頃は一人で旅行するのが怖かったですが、他の人に頼らないで旅行したかったです。日本に着いてから、すぐ旅の計画を立て始めました。なぜかというと、「もっと多くの場所に行けばよかったな」という後悔したくなかったからです。日本にいるうちに、できるだけ北端と南端までに旅行してみたいです。この一年間を思い出すと、私にはもう思い残すことがないといえるでしょう。関西、四国、東北、北陸、関東、北海道まで行って、新しい友達ができたり、日本文化に触れたり、本当に素晴らしかったと思います。
最後に、留学して一番強く感じたことは、人と人のつながりの大切さです。一年間だけでも、外国人の友達と早いうちに仲良くできたのは信じられなかったです。多様な価値観を持つ人々や様々な国籍・人種が共存しているか
ら、理解できないことや混乱することも少なからずありましたが、一年という限られた時間の中で、たくさんの人と知り合い、関わりあっていくことで、人間のつながりの面白さや周りの方々に支えられて生きているということを実感
できて本当によかったと思います。帰国しても、これらの大事な人たちを忘れたくないと思います。岡山大学に留学しにきて、よかったです。次は、2 年
後、アメリカの大学院に目指す！

85

日本の小学校のカリキュラムについて
なまえ：イスマイル、シュアイロ(ISMAIL, Syuairoh)

要約：私の研究は日本の学校の手短な歴史と構造、そしてまた小学校カリキュラ
ムに焦点を当てたものである。私は岡山県立イシイ小学校とヤカゲ小学校を訪れ、授業の観察と、またインタビューや質問を先生へ行った。研究の方法としては、文
献調査、論文、新聞記事を参照している。
日本の小学校の生徒たちは道徳、体育、算数、理科、音楽、総合的学習、家庭科、そして美術を学んでいる。国語, 社会 . 義務教育として、小学校教育は中学校に進むために不可欠な基礎的内容を学ぶ、初歩的段階にあると言える。
私の結論として、日本の小学校カリキュラムは利点が多いと言える。小学校では
給食の時間や掃除の時間が毎日設けられている。その時間は少年期の小学生にとって、規則を養うことのできる非常に大切な時間である。そのうえ、小学校カリキュ
ラムに満足しているとすべての回答を得ることができた。しかしながら、小学校の英語教育は５年生からではなく、１年生からの開始を望む声が多く挙がっている。

Summary: Curriculum in Elementary school, JapanMy research is focused on short history and structure of the school system, and the pros
and cons curriculum system in elementary school, Japan. I went to Ishii elementary school andYakage elementary school in Okayama prefecture to make an observation during classes and.
also interview & ask several question to teachers. Refer to books, article and journal article arealso my methodology of this research.
Japanese elementary school’s students are learning moral education, physical education,mathematic, arithmetic, science, music, special activities, home economic and arts and crafts.
4
Elementary schools also represent the first stage of compulsory education, providing children
with the basic knowledge necessary to begin their middle school studies.
In my conclusion, I can say that curriculum system in Japan have more pros than cons.
They have school lunch and cleaning time session every day which is it very important to makethey more discipline at the young age. Moreover, my all respondents are also satisfied withcurriculum system in their school. But most of them said English learning are also importantand is better to start from 1st grade instead in 5th grade in elementary school.

CURRICULUM IN ELEMENTARY SCHOOL, JAPAN4

40. Nemoto, Y. (1999). Japanese education system. Parkland, FL: Universal /uPUBLISH.COM.

86

This research project looks into a short history and structure of the school system andthe pros and cons curriculum system in elementary school, Japan. I went to Ishii elementary
school and Yakage elementary school in Okayama to make an observation during classes andinterview & ask several question to teachers. I also refer to books, article and journal article to
make this research.
After World War II, the United States occupied Japan and made liberal proposals forreform of the Japanese school system. In 1947, the Fundamental Law of Education and the
School Education Law were enacted and a 6-3-3-4 system was set up on the principle of equal
educational opportunity which is 6 years of elementary school (from 7 years old - 12 years old),
3 years each for middle school and high school and 4 years for university. There are alsokindergarten and nursery schools for pre-school children. Japanese law also requires all
children between ages 6-15 to receive education. Public elementary and middle school tuition
is funded by the government, so that all children receive an adequate education, regardless offamily income. However, public high schools do charge for tuition and students in private
elementary, middle and high schools pay much higher tuition fees. Central government also
supplies textbooks free of charge to all children enrolled in public and private elementary
schools and middle schools.
Curriculum is an education course that school offers. The Education Ministry sets thenational curriculum for all public schools, from kindergarten to high school, to ensure
standardized education. Under this system, each school creates its own curriculum conforming
to the provisions of the School Education Law, the Enforcement Regulations of this law and
the Course of Study while taking into account its own circumstances and the situation of thecommunity. The Japanese school year runs from April to March. Children who have their 6th
birthday on or before 1st April can enter the first grade of elementary school of that year. Thereare 3 terms: spring, fall and winter. The spring term starts in early April and usually ends on
July 20; after 40 days of summer vacation, the fall term starts on September 1 and finishes in
mid-December; winter term begins in early January and ends in mid-March. Class size in Japanaverages 36-40 students to one teacher in urban areas.
Japanese elementary school begin around 8.30 am and ended at 3.20 pm. On Monday,
at the beginning of each week around 7.40 am, a morning assembly is held before classes begin.
Everyone attends the 15-minute assembly. At 8.30 classes begin. Each period between 40 and
45 minutes in elementary and students are given a 5- to 10-minute break between consecutive
classes. During the morning hours there are four classes such as Math, Japanese, Social studies
and Science and many elementary schools also include a 20-minute recess. Music, moral
education, Home economics, Physical education, Arts and crafts, special activities also taught
in Elementary school. In home economics, children learn nutrition cooking, sewing and otherrelated household matters. Moral education classes use stories to encourage children to think
about right and wrong. In special activities class, the homeroom teacher decides on activities
such as reading and the class president or vice president attends the children’s council.
The lunch time starts at 12.30 pm about 40 minutes. At public schools, where school
meals are provided, the students are responsible for carrying the meals to their classroom andserving portions. They have no canteen in their school. They eat together with classmate andhomeroom teacher and cleaning up afterwards. The dishes also have a balanced diet and themenu always changed. After lunch it's time for recess, which is about 20 minutes long. Someschools use this time for cleaning the classrooms: The students move the desks and chairs to
one side of the room, then broom and wipe the floor, clean the blackboard, and throw away thetrash. Afternoon classes begin after the cleaning. In lower elementary school classes are onlyin the mornings, and the children go home after lunch. But in upper elementary school and87higher there are five classes each day. Elementary school students also can choose from a wide
variety of after-school clubs, which usually meet once a week. Through club activities thestudents have the opportunity to receive training in sports, or to deepen their understanding of
subjects that interest them. Once the students enter middle school, though, extracurricular
activities take on a bigger role: Some clubs meet several times a week, or even every day, andon some days the students won't leave school until around 5 o'clock.
My respondent for this research is 2 teachers from Ishii elementary school and 2teachers from Yakage elementary school in Okayama prefecture. I ask the same question tothese 4 teachers which is to respondent 1 (Philippines female) and respondent 2 (Japanesemale) in Ishii elementary school and respondent 3 (Japanese female) and respondent 4(Japanese male) in Yakage elementary school. My first question was “are you satisfied withcurriculum system in your school? and what is the pros of curriculum in yourschool/elementary school in japan?
Respondent 1 said she is very satisfied. Moreover, in Ishii elementary school, they have
English immersion class since 12 years ago. They also teach arts, physical education and musicin English from 1st grade. She also said almost all elementary schools incorporated the subjectof moral education into the curriculum and used supplementary books on morality because she
thinks moral education can prevent problem behaviour among students such as bullying,
truancy and school violence and encourage in children a respect for human life.
Respondent 2 said he is very satisfied because they have English immersion. He also
believes disciplining children at an early age helps them develop good study habits andprevents the development of undesirable behaviors.
Respondent 3 said she is satisfied. She said in elementary school they mainly focus ondeveloping the character of the individual, rather than their intelligence but teacher also
provides them with interesting in and out of class activities, Indeed the elementary school
methodology combines study with fun activities such as uses pictures and toys.
Respondent 4 said he is very satisfied. The school lunch and cleaning session withclassmate is very important. It can enhance cooperation between of them. School meals arealso promoting maintenance of balanced diets and prevent of obesity.
My second question to them is do you agree English learning should start from 1st gradein Japan? what is the cons of curriculum in your school/elementary school in japan?
Respondent 1 said she is very agreeing. Since English is the most widely spoken
language in the world. It is enough reason to keep the language on the curriculum.
Respondent 2 said he agrees. The cons are maybe the school hours is too long which isalmost 8 hours. Moreover, teachers always give homework every day to them. He worries thatthe students will come bored and unwilling to further study in high school because tired ofschool life. He also said 1992, the elementary schools class even have in Saturday and it alsoburden the teacher.
Respondent 3 said she is agreeing. The cons of curriculum system in Japan is lateteaching English education.
Respondent 4 said he is agreeing. Another cons of curriculum system are bullying.
Japanese students have a very strong relationship class. This interaction sometimes creates agroup of slaves extreme and nasty bully other students who are not in their group. Althoughthese cases are decreasing in recent years, the threat is real and has been a source of concern
to school administrators.

88

In my conclusion, I can have said that curriculum system in Japan have many benefits.
I agree that discipline and moral education is very important to teach from young age. I also
thought the school lunch and cleaning process are very help student to be more cooperative,
responsibility and not dependents to others. Moreover, my respondents are also satisfied withcurriculum system in their school. But most of them and I prefer English learning are also
important and is better to start from 1st grade instead in 5th grade in elementary school.
BIBLIOGRAPHY
Comparative study on school-based teacher education curriculum in Japan and U.S.A (2003),
Published in Kyoto : The Research Institute of Bukkyo University
Kids Web Japan : Schools. Retrieved July 12, 2016, Error! Hyperlink reference not valid..
LeTendre, Rohlen. (1998) Teaching and Learning in Japan. Published by: The Press Syndicateof The University of Cambridge.
NCEE » Japan. (n.d.). Retrieved May 31, 2016, from http://www.ncee.org/programsaffiliates/center-on-international-education-benchmarking/top-performingcountries/japan-overview/
Nemoto, Y. (1999). Japanese education system. Parkland, FL: Universal /uPUBLISH.COM.
Robesa R, Hilario and Du Wei. (2006) Thesis : Elementary Mathematics Education
Curriculum of Japan and the Philipines.
Wray, H. (1999). Japanese and American education: Attitudes and practices. Westport, CT:
Bergin & Garvey.
My Review Experience in EPOK program
Actually I am very glad because my friends and I are the first batch from Malaysia thatjoined EPOK program. Before arrive Okayama, I am very worry if it difficult to get halal foodbut actually it’s not hard as I thought. I am very happy to know there have halal menu in
Okayama University (Okadai) cafe and also halal meat & ingredients that sold every Saturday
in lobby Kuwanoki dormitory by Japanese male (Kurosawa-san). It is easier to eat because wecan cook in our apartment. Moreover, Japanese here especially sensei here are very kind andhelpful. For example, I took Japanese cuisine and it’s in Ramadhan (Muslim fasting month),but sensei never discriminate us. Even though there have eating session in class, but sensei
never forget to give us to bring the food to home. She also re-arranged lunch time in Ramadhanmonth to the next month. Moreover, here also have Okayama Islamic Centre near to Okayama
University. Even though it is small but it is very convenient to Muslim like us to pray or break
fast there during Ramadhan. I can say that Japan is very rich country and Muslim friendly. I
also went to rural area (inaka) and I think that inaka people very easy going, kind, friendly andhelpful. They really want to talk with us even though their English is limited. I also hope EPOK
can make more classes with Japanese students so that we can communicate more with them.
Lastly, Tutor tutees system also really helped me a lot. My tutor always helps me whenever I
have problem in Japanese language or to go somewhere in Japan.

89Child Poverty in JapanNor Mohad Zamid

このエッセイでは、日本(にほん)における子供(こども)の貧困(ひんこん)に関す
る(かんする)認知(にんち)と関連(かんれん)について議論(ぎろん)する。子供(こども)の貧困(ひんこん)は深刻(しんこく)な問題(もんだい)であるが、不(ふ)運(うん)
なことに子供(こども)の貧困(ひんこん)にはあまり目(め)が向けられて(むけられて)いない。その上(うえ)、中(なか)には、子供(こども)の貧困(ひんこん)について
これまで聞いた(きいた)ことがないという人(ひと)や、私(わたし)が子供(こども)の貧困(ひんこん)について尋ねた(たずねた)ときに衝撃(しょうげき)を受ける(うける)人(ひと)もいる。このように大きく(おおきく)、発展(はってん)した国(くに)では子供(こども)の貧困(ひんこん)が存在(そんざい)すること、そして年々(ねんねん)増え続ける(ふえつづける)ことを知って(しって)いる人(ひと)がいます。日本(にほん)の貧困(ひんこん)に関する(かんする)ウェブサイト(うぇぶさいと)では、
日本(にほん)では６人(６にん)に１人(ひとり)の子供(こども)が貧困層(ひんこんそう)であると述べて(のべて)いる。 子供(こども)の貧困(ひんこん)は大人(おとな)や家族(かぞく)の貧困(ひんこん)と分けて(わけて)考えられ(かんがえられ)、定義(ていぎ)されるべきであるが、子供(こども)の貧困(ひんこん)にはあまり目(め)が向けられて(むけられて)いないためにほとんど遂行(すいこう)されていない。先進国(しんこく)である日本(にほん)を調査(ちょうさ)の背景(はいけい)として例(れい)にとってみると、日本(にほん)ではこれまでに、この問題(もんだい)の存在(そんざい)と先進国(せんしんこく)との関連(かんれん)に関する(かんする)多く(おおく)の疑問(ぎもん)が提示(ていじ)されてきた。日本(にほん)は人口(じんこう)が多い(おおい)が、現在(げんざい)では出生率(しゅっしょうりつ)の低さ(ひくさ)により人口(じんこう)は減少(げんしょう)し、高齢化(こうれいか)が進んで(すすんで)きている。
In this essay, I will discuss about the relevance and awareness about child poverty at
Japan. Child poverty was a serious issue but unfortunately child poverty is given less attention.
Besides, some people admit that they never heard about child poverty and shocked when I am
asking them about child poverty. Who knows that in this big and developed country, childpoverty exists and rose year by year. The poverty of Japan website stated that one of six children
at Japan was classified as a child poverty. Child poverty should be defined and measured
separately from adults, family and household poverty, but this is rarely accomplished because
child poverty is given less attention.5 Took Japan as research background, which is developed
country, have raised many questions regarding the relevance of this issue exists at thisdeveloped country. Japan with high population but now shrinking due to a lower birth rate andthe increase of aging-society.
5Middleton, 1997

90

Figure 1: Percentage of Child Poverty Rate in Japan. Source: http://www.hinkonstat.net/ (2015)

CHILD POVERTY
RATE IN JAPAN

16.3

16.1

15.7

14.2

13.7

14.5

PERCENTAGE (%)

13.4

Children was so important tocountry. They play an importantrole for country development asthey will lead the country
Child Poverty Rate
someday. As in another word,child is a ‘stock’ for a country.
Nowadays, Japan have a very
serious issues which is child1997 2000 2003 2006 2009 2012 2014
poverty, falling birthrate andYEAR
aging society. These issues havea strong relation. This is because,the elders getting older, while the number of children and elders not balance yet the children
also were not well prepared for the future because of lacks of education due to poverty. To
lead a country of course they need an education and knowledge in their head.
Regarding to the awareness about this issue among Japanese, 30 Japanese have done
answer my bilingual questionnaires (English and Japanese). Respondents are lecturers andstudents of Okayama University. First question is “Do you know what child poverty is?” 「子
こ

ひんこん

し

(こ)子どもの貧困(ひんこん)貧困とはどのようなものか知(し)知っていますか。」andthe response was 90% for Yes and 10% for No. Second question is “Do you think Japan having
にほん

こ

ひんこん

this child poverty issue?” 「日本(にほん)日本にも子(こ)子どもの貧困(ひんこん)貧困は
おもあると思(おも)思いますか。」and the response was 93.3% for Yes and 6.7% for No. The
response was beyond my expectation because my last research on summer 2015 at Osaka the
response was inverted from this time. I think this is because the research area, which Okayama
is small town while Osaka is the third largest city in Japan as well.
So, from the response we know that child poverty issue was not yet widely spread inJapan. Child poverty issues was not received significant attention by public. The truth is there
also some people that never heard the term of child poverty and they often misinterpreted childpoverty as a family poverty. It is imperative to know that child poverty is measured by children
who is 17 years old and above that lives with family with a household income is 50% of medianincome internationally and child poverty and family poverty was two different issues.
Next, I had interviewed two Japanese from different background. First interviewee is
Yuko Takahashi who was grow up at rural place in Japan. She said that she has a friend who
is classified as child poverty and often absent to class due to health. Her friend doesn’t haveenough money to have complete routine meals like us. Her friend often ate just one time per
day and the portion of dish is very little because they have to divide with whole family. Apartfrom that, they often get sick and absent. So, her friend having a trouble on education. Herfriend cannot focus in class because sick and also they often think about how to get rid fromthe poverty. They tend to work rather than go to school. Yes, Japan has equal education system,
but data shows that children who are in poverty are not very good at school grade. Educational
background carries a lot of weight in Japanese society. So this thing would be an obstacle.
“After World War Two most were poor at that time people tend to care and cooperate eachother. Nowadays, effects of individualism (from America) they do not care each other as before

91(I am not saying Japanese are not friendly. I just said about tendency of our social system“When we become friends we trust and cooperate each other”).” –Yuko Takahashi
The neighbors’ behavior also being distraction to them. Some neighbors hate them anddo not want them to live there. They lost connection with neighbors so they are so difficult toget help when they really need it. Some of them are struggling just to eat. The common problem
is they usually cannot enter university or cram school due to the fees which is expensive. The
common rate of school fees is more than 1,000,000 Yen (per year) to enter private school, morethan 500,000Yen (per year) to enter public school while the enrollment fee was around 300,000
Yen, Cram school summer lecture (5 days) was 16,980 Yen. Many students rent scholarshipwith no interest or low interest. For the poor and excellent student there have scholarship fromgenerous old people that are poor when they are kids. They give scholarship as a contribution
from a company and to make better evaluation of the company.
Yuko also had shared some incident when she was at kindergarten which is, she wants
to invite her poor friend to return home with her mother’s car, but Yuko’s mother does notallow her because of the status of life which her friend is a poverty child.
Usually, poverty child comes from broken family which most of them live with theirmother. Single mother then to be stress due to divorcement and they get angry easier even on
small things. So, children tend to be passive because they scared if they will get scolded. Thisbehavior being an obstacle to the child to grow up normally.
My second interviewee is Takaaki Nakayama who is from Kobe, the sixth largest cityin Japan. When I ask about child poverty, he admit that actually he do not really know aboutchild poverty.
“Actually, I didn’t really know that there was still child poverty in Japan. Because I live inKobe. Also Japan is a rich country. I thought there was enough social security for child poverty.
So I believe potential poor children would be saved by social security.” –Takaaki Nakayama
But surprisingly according to the Health, Labor and Welfare Ministry’s latest survey, arecord 16.3 percent of children lived in households that earn less than half the national medianincome as of 2012 — 0.6 percentage point higher than in 2009 and up from 13.7 percent as of2003. Unlike other countries, there are no “street children” in Japan. However, many kids
actually do not have breakfast. The reason why they go to school is to have school lunch. The
potential reason why child poverty is getting worse in Japan is because the increase of thenumber of part-time workers in Japanese society.
In fact, he didn’t know about child poverty. But he got shocked when he was told about
the rate of child poverty in Japan. Japanese total population is falling because of the decreasingof birthrates and aging of the population. To keep economic growth, Japan need enoughworkers. Therefore, child poverty is a serious issue for the future, because Japan are losing
future workers.
“To help break the chain of poverty, the government should substantially expand theavailability of student aid, such as scholarships and grants, that doesn’t require repayment,
rather than offer loans that create financial hardships. It should utilize all available resources
to prevent a situation in which children with high motivation from poor families cannot receivea higher education because of the limitations of their parents’ income.” –The Japan Times
As a conclusion, living standard really affects the education. Poverty child have a dream
to be success but social, family and people being an obstacle to their dream. Social mobility
and individualism of some Japanese makes poverty child feel neglected and they think that will

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be the end of their life which is forever being poverty child. Japan’s government have to rethink
about this issue because children play an important role for Japan’s future. Without them, whowill lead Japan someday? People getting older and die. Moreover, the aging society wasincreased every year.
Bibliography
AFP-JIJI. (2015, April 3). Fund in the works to reduce child poverty.
http://www.japantimes.co.jp/news/2015/04/03/national/social-issues/fund-works-reduce-child-poverty/
Aglo Info. Child Benefits in Japan. http://tokyo.angloinfo.com/information/family/toddlers/child-benefits/
Akito, O. (2012). Education Policy and Equal Opportunity in Japan. New York : Berghahn Books.
National Institute of Population and Social Security Research Website. (2014). Social Security in Japan 2014.
http://www.ipss.go.jp/s-info/e/ssj2014/007.html
Poverty Statistics of Japan Website. (2015, September 17). Kodomo no Hinkon.
http://www.hinkonstat.net/
Takashi, O., Shinpei, S., & Miki, K. 2010. Child Poverty as a Determinant of Life Outcomes : Evidence from
Nationwide Surveys in Japan. Social Indicators Research, 99, 81-99.
Middleton, S. (1997) Small Fortunes, York: Joseph Rowntree Foundation
Yuki, H., & Isabel, R. (2015, September 10). In Japan, 1 in 6 children lives in poverty, putting education, future
at stake. The Japan Times http://www.japantimes.co.jp/news/2015/09/10/national/social-issues/one-sixjapanese-children-live-poverty-threatening-education-future/
Tomohiro Osaki.(2016, April 14) Japan Ranked 34th Out Of 41 Developed Nations In UNICEF Child Poverty
Index. The Japan Times http://www.japantimes.co.jp/news/2016/04/14/national/social-issues/japanranked-34th-41-developed-nations-unicef-child-poverty-index/#.V4JEYo9OLIUEPOK Reflections
I’ve wanted to come to Japan since I began studying Japanese since my first year of Bachelor
Degree at University of Malaya (UM). Since at UM only second year and above are eligible
to join exchange program so, last summer I’ve joined ASEAN Program at Kwansei Gakuin
University for 10 days. Honestly, exchange program and summer program totally different.
Other than the duration, exchange program was more challenging and we got chance to know
more about ourselves though. Since I am more comfortable living at small town, so, I think
Okayama suits me well. Struggling as Muslim at non-Muslim country was an expected
matter, but, all people are same. I got chance to continue practicing what Islam taught us
without any major obstacles such as prayers and I also had fasting month here. There werealso have Halal Food Market and at OkaDai Café there also served Halal Bento. Next, thearrangement of syllabus and program for EPOK students was convenient to us. Since thesyllabus full with Japanese culture and traditions contents, it’s helped me to know more about
Japan rather than I read on books, internet and television. My eyes opened wider and myknowledge about Japan had gained a lot. About Japanese language, I had known more suchas the dialect and true pronunciations. The EPOK Tutor-Tutee Program also helped me a lot.
My tutor such a kind and very helpful person. She has showed and taught me more about
Japanese. Sometimes. She being my best friend, sometimes she is my teacher and sometimes
my driver. Furthermore, I found the teachers here were all helpful and close with student. I
think the best part of my experience was meeting new people from around the world andmaking friends. At Okayama University, I’ve learned a lot. I know myself more and tend to
be more independent than before. So despite any hardships I am glad that I came and joined
EPOK Program.

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Investigating the Relationships between Physical and Mental Health in Japanand Japanese Lifestyle and Culture
By Maya Nolan, University of Surrey, UK
SUMMARY
ほとんどの人は日本人がとても健康だと思います。実際、２０１５年の WHO の報
告では日本は世界でいちばん長い平均寿命を記録しました。日本人はよく魚や大豆製品を食
べ、あまり脂っこい食べ物をたべないので、日本人は健康なのではないかと考えました。私はそれを確かめるためにアンケートをしました。その結果、確かに予想に合う結果は得られましたが、一方で日本人は一般的に考えられているほど健康的ではないということも分かりました。しかしながら、アンケートの結果は日本が世界で最も健康な国のひとつであることを証明するのに十分なものでした。
INTRODUCTION
Japan’s life expectancy has been steadily increasing over the decades and is now known
to have one of the highest life expectancies in the world. In fact, in 2015 it ranked number 1, withthe average person reaching 83.7 years of age. Japan also holds the record for highest life
expectancy for women, 86.8 years, and has the 6th highest life expectancy for men with 80.5 years(WHO, 2016). There is a particular focus on the Japanese diet in the study into the life
expectancy – a typical Japanese diet is thought to be low in saturated fats but high in fish Omega
3 and soy protein (Kurotani et al. 2016). In 2005 the Japanese government developed the‘Japanese Food Guide Spinning Top’ which illustrates the average recommended Japanese dietand there are already studies linking this ‘Spinning Top’ diet to low risks of cardiovascular andcerebrovascular disease in Japanese individuals. An active lifestyle might also be a contributing
factor considering the popularity of sports clubs (“bukatsu”) among students during most of theiracademic life, and active hobbies among Japanese adults too. For example, in 2011 it was foundthat the percentage of Japanese individuals participating in sports was as high as 63% (Statistical
Handbook Japan, 2015).
However, despite the high life expectancy Japan still has some health-related issues toface. For example, Japan has a high incidence of suicides. In 2013 there were 26,063 incidencesof suicide and it was the leading cause of death for those between 15 and 39 years of age in 2013
(Statistical Handbook Japan, 2015). In relation to this there’s also the issue of work-related stressin Japan. According to the Japan Times, in 2014 1,456 people claimed compensation for poor
mental health at work which is an increase from previous years. There’s also been an increase inbusinesses claiming that they’ve had employees taking over a month’s leave or quitting due topoor mental health.
The aim of my project was to investigate whether there could be a possible relationshipbetween the Japanese lifestyle and this high life expectancy. What makes Japan supposedly
healthier than the rest of the world? Also what does the average Japanese person actually consider
to be physically or mentally healthy and the difference in these views with those of Westerncountries like America and the UK.
RESULTS AND DISCUSSION
For my project I carried out an anonymous questionnaire which questions participants on
numerous lifestyle aspects. It asks about participants’ diet, exercise, health and disease as well as
childbirth. The questionnaire was available online (athttps://maya122.typeform.com/to/fZDROG) and was answered by 51 participants – 26 Japaneseparticipants and 25 participants from the “West”, which consisted of people from the UK, USA,
Germany, Italy and Australia. Participants also varied in age from those in the 18-25 age group to94

those over 50 years old. There was also around a 50:50 ratio of females and males who
participated.
Japanese Diet vs. Western Diet
As illustrated by the bar chart
Average Daily Diet Constituents perthere are some differences in what each
Country/Region
person eats daily in Japan versus theWestern countries and the UK. For 100.00%
example, as expected, a higher
50.00%
percentage of Japanese participants eat
rice and noodles daily, compared to
0.00%
participants from the UK. Eggs, soy
products, fish and tofu are also part of
the average daily diet of more JapaneseJapan
WesternUKpeople than people from the UK.
One of the questions asked in
the survey was how many servings ofPercentage of the Japanese and Westerneach of the food or drinks eachParticipants
who ate 1 or More Servings ofparticipant had in an average day. As
these Food Products Daily
shown in figure 2 a higher percentage
of Japanese participants than Western 100.00%
participants ate more than one serving
50.00%of tofu and other soy products a day. A
higher percentage of Japanese
0.00%
participants than Western participantsalso eat at least one serving of fish andeggs per day. These results do seem tosupport Kurotani et al’s reports that theJapan
Western
average Japanese diet is higher in soy
protein and also in Omega 3 which is provided by fish. However, from these results it can’t be said
that the Japanese diet significantly contains less saturated fats than the Western diet since thepercentage of participants who ate one or more servings of red meat or white meat was very similar
to that of the Western participants. Additionally, it was reported that a higher percentage ofJapanese participants eat one or more servings of dairy products, such as cheese or yoghurts, whichis also a source of saturated fats.
Another noticeable result from the graph is that tea seems to be a main component of thedaily Japanese diet, even more so than participants from the UK, despite the British “tea-drinker”
stereotype. In fact, 73.07% of Japanese participants’ drink one or more servings of tea on anaverage day whereas 56% of Westerner’s will drink tea on an average day. 34.61% of these
Japanese participants’ drink as many as 3 or more servings of tea a day whereas only 12% ofWestern participants will drink 3 or more servings of tea. However of course it is important tonote that the types of tea that those in Japan and those in the West drink are different. In the Westthe most commonly drunk type of teas are black teas such as Ceylon or Assam tea, and often thismay be drunk with milk and/or sugar. Whereas in Japan green tea, oolong and kōcha (紅茶) are
more commonly drunk.
Exercise and Physical Activity
Each participant was asked about daily physical activities in terms of amount of weekly
exercise they do and their main form of transport. Results found that the modal average amountof weekly exercise for Japanese participants was less than 1 hour (42.31% of participants)
whereas it was 1-3hours for Western participants (40%). This low amount of weekly exercise
reported by the Japanese participants was unexpected considering the “bukatsu” culture of Japanand the statistics for sport participation published in the Japan Statistical Handbook, as mentioned
in the introduction.

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It was also interesting to note the main forms of daily transport used by Japanese andWestern participants. Participants had to choose which transport they considered their main formof transport (the transport they used the most) from a choice of cycling, walking, car, train, bus
and taxi. Results showed that cycling was very obviously the main form of transport for Japaneseparticipants, with 69.23% reporting they cycled every day, whereas in the west this was only thecase for 28%. Walking and trains were pretty similar between both regions but it was interesting
to note that 0% of the Japanese participants reported the car as a main form of transport whereas
28% of Western participants did. So despite the low amount of reported weekly exercise Japaneseparticipants do seem to use a lot of active forms of transport like walking and cycling so may infact they may get more exercise than stated in the weekly exercise results.
Physical and Mental HealthParticipants were questioned on whether they perceived themselves to be physically andmentally healthy. 15.48% of Japanese participants perceived themselves to be not physically
healthy, compared to 36% of Western participants. Reasons for this perception was pretty
consistent between both regions and tended to be about putting on weight and not exercisingenough or not eating a “balanced diet”. It should be noted that no participants reported having
serious illnesses such as cardiovascular disease or diabetes although 4% of Western participantsand 3.85% of Japanese participants did report to have/have had liver disease. Despite fewer
Japanese participants reporting to think they are not healthy it was interesting to find that only
61.54% thought that the Japanese population as a whole was healthy whereas 84% of Westernparticipants perceived the Japanese population to be healthy.
In regards to mental health only 15.38% of Japanese participants reported that they didn’t
think they were mentally healthy whereas 40% of Western participants said they didn’t think they
were mentally healthy. Reasons reported by Japanese participants who thought they weren’t
mentally healthy revolved around “stress” or were described as feelings such as being “sad” or“angry”. Whereas for Western participants who thought they weren’t mentally healthy, themajority gave reasons such as “depression”, “anxiety” and “eating disorders” as well as “stress”. I
also noticed that for Japanese participants not everyone who said they didn’t think they werementally healthy provided a reason, whereas every participant from the Western countries gave areason for their answer. I believe this is most likely due to the stigma of mental health in Japanand the taboo of talking about it in Japanese society– Japanese people may be less willing toadmit to having any mental health issues or when they do, don’t seem to fully understand what
they are feeling due to lack of public awareness. On the other hand, in countries such as the UK,
mental health is an issue which has been campaigned about and made publically aware for years
now, so they are more open about discussing it and also have more of a clear idea of what theymight be suffering from.
DISCUSSION AND CONCLUSION
It certainly does seem that the Japanese high life expectancy may be linked to diet andlifestyle. In consistency with Kurotani et al’s findings my questionnaire also finds that the
average Japanese diet contains essential Omega 3 and nutritional soy. The average Japaneseperson also intakes antioxidants in the form of green tea which may be another factor linked with
their seemingly good health. In addition to diet, physical exercise is of course another importantfactor for good health. Although results show that weekly exercise is low, I believe that the fact
the Japanese majority cycle and walk to their destinations on a daily basis provides the Japanesepeople with enough physical activity to keep them moderately fit and healthy.
In regards to mental health in Japan there does seem to be some issues with Japanesepeople being able to cope with the stresses of school and work. The excessive pressures placed on
young Japanese to get good grades, enter a university, and find a job whilst also doing extra
activities or a part-time job, seems to be having negative effects on the mental health of someyoung Japanese. It doesn’t seem to improve in adulthood, with a lot of Japanese workers having
to deal with the tough Japanese economy and having to work overtime at work, it’s no wonderthat Japanese adults are often having to claim compensation for poor mental health at work and96

the term “karoshi”, literally translated as “death by overtime”, exists. It doesn’t help that there is
still stigmatism of mental health in Japan which means that Japanese people are unlikely to seekout and receive help from professionals, family or friends.
Overall though, it is easy to see why there’s this global perception that Japan as a country
is very physical healthy and fit – they have a high life expectancy, live active lifestyles and have adiet rich in fish, soy and green tea. However, it is starting to seem that this may not necessarily
still be the case in the future. The Japanese diet is changing. The Japanese people are not eating
so much fish as the world still seems to think and actually the diet appears to be just as high insaturated fats from red and white meat as the Western diet. Snacking also seems to be a frequent,daily occurrence, especially amongst younger generations, and it is becoming more frequent tosee “overweight” Japanese people. Whether this is down to Western influence or something else,
there are already signs that the “typical” Japanese diet is slowly drifting away from the healthier,“traditional” diet and so there’s the possibility that a few decades down the line Japan may nolonger sit at the top of the list of high life expectancies. On top of this change of diet there’s also
the effects of mental health to consider which of course will also have an impact on the happinessand physical health of individuals, and so poor mental health can also have a negative impact onlife expectancy. However, attitudes to mental health in Japan does seem to be slightly improving
with more mental care support being introduced into the workplace and suicide rates are
declining.
With the described changes in diet and existing mental health issues it’s probably likelythat Japan won’t remain at the top in terms of life expectancy and will be overtaken by othercountries in the top like Monaco and Singapore. However, I believe that if Japan doesn’t drift too
far from the traditional diet and keeps fish, soy and Investigating the Relationships between
Physical and Mental Health in Japan and Japanese Lifestyle and Culture.

REVIEW
I can honestly say that my year at Okayama University has been one of the best years of mylife. I had never heard of Okayama before coming here but it is a beautiful and calm city which I haveenjoyed living in very much. Okayama University is filled with so many wonderful people who havemade me feel so welcomed and always seem to do their utmost best for everyone. There are indeed
some extraordinary individuals here at Okayama, who I have had the absolute pleasure of meeting andbefriending and these friendships have helped me to truly enjoy “Japanese” life to the fullest as I got
to see and experience lots of Japanese cultures and beliefs. It’s not just Japanese cultures that I’ve
been able to experience. I’ve been able to meet people from all over the globe, who have happily
shared their experiences with me. I have truly learnt a lot.
Without a doubt, this year at Okayama has provided an opportunity to grow and develop as anindividual. I am definitely more independent and resilient than I was at the start of this journey andliving in another country has also in general just broadened my mind and, in some ways, made me
more mature too. Not forgetting the fact that I have also learnt a new language and lots of practicallaboratory skills in my research here. I have achieved all I had hoped to during this exchange andmore! It’s definitely an experience I would recommend. Thanks for everything Okadai! さよなら！

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The contrast of the opinion in eye health care within Japan and international countries
Danny Da’Val-

Introduction
ヘルスケアは、日本でより重要になってきています。多くの変更は、政府が日本で起こっています。私は政府が人々を告げるものを知りたいと思いました。私は目に興味を持っているので、私は目の詳細を尋ねました。私は調査を行い、学生たちにそれを与えました。学生は自分の意見が異なっていたかどうかを確認するために、日本およびその他の国からのものでした。結果は、別の国からの学生が同じような考えを持っていると述べました。

The countrywide healthcare has become a growing concern amongst the Japanese
population. The Japanese health care system is set to make many changes with their new
vision plan set over the next 20 years to be complete at 2035[1]. These plans have many ideas
to generate an unmatched health care service to bring prosperity to both Japan and the world.
Because of this news, I became interested in hearing the opinion of health care fromresidents of Japan, both born in Japan and from different countries that have travelled to live
here. I decided to narrow my field to health care of the eye as that is my main interest. An
article from 2007 divulged, that the current focus of eye care in Japan is more towards
eyestrain and eye fatigue rather than prevent of serious eye conditions [2]. This concept was
supported by a discussion I had with an Ophthalmologist here at Okayama University while
attending his class. He talked about how he tested trehalose, a disaccharide sugar used incosmetics, could be used in eye drops to help those with dry eye syndrome. The trehalose in
the eye drops helped reduce drying out when tested but the Japanese pharmaceuticalcompanies did not want to make another brand of eye drops with the many they already have,whereas these drops are currently being manufactured in Europe.
Collecting Data
To gather opinions on health care of eyes in Japan, I decided to construct anddistribute a survey, as I felt it was the most appropriate way to collect opinion based research.
I wanted to enquire about different aspects with the survey I constructed, then analyze thedata. I combined this with similar research I found from the internet. Firstly, I wanted toaddress eye sight as a whole, asking which sense participants find most dear and their opinion
on how and if they lost their sight. I’d also enquire if their opinion of lost sight would change
if they were born or acquired with sight impairment.
Next I began enquiring more specific areas of health care of eyes. More specifically I
addressed colour vision testing. This is a common technique used to identify the mostcommon form of blindness, colour blindness. This technique I have previously noted has

98been used in England and by talking to an Ophthalmologist here, the technique has also usedfrequently in Japan. I wanted to ask if they have seen this type of testing before and if so
where. This would provide insight to how this technique is used in Japan as well asinternational countries and how they differ. I’d even ask them to partake in a couple of colour
vision tests myself, like those indicated below, then ask them how they found the examples.
The last question was based on a topic of research right here in Okayama University,
retinal prosthesis. Retinal Prosthesis entails using a photoelectric dye to replace dead or
damaged cells in the eye to restore sight to those whom are visually impaired, like retinitis
pigmentosa. In healthy eyes, there are a set of cells known as photoreceptor cells, which canbe further divided into rod and cone cells. These cells absorb light to generate a potential
difference in order to stimulate the optic nerve so we can see. In some diseases, thephotoreceptor cells are damaged but the other cells and structures remain intact. With thisknowledge, it is possible to replace these dead photoreceptors with a prosthetic replacement.
The photoelectric dye currently being tested absorbs light within the visible light spectrum
and generates a potential difference, just like rod and cone cells. For this question, I enquired
how willing the participant would be to use this form of treatment if they needed it.
I distributed the questionnaire to a number of classes of students from both Japan andinternational origin, to see how their answers changed from country to country. I chose to
distribute to students as they are still in education so they hold the most current opinion andinformation of eye health care. In total, I was able to collect surveys from 104 students. Thesestudents partake in different majors, one third of which taking science-based topics like
medicine and dentistry. This allowed me to receive both a generalized opinion and a more
endowed opinion from those who have studied this area in further detail. From this I canidentify if there is a difference in opinion between individuals partaking in different majors.
The results I gathered I shall discuss below.
Results
As mentioned earlier, I distributed surveys to students partaking in a variety ofcourses, allowing reliable data. The list is stated on the right. Of my 104 participants, 87
claimed that sight was their most important sense. This is further supported with an article I
found by Ron Bailey. He revealed 98% of the respondents of a 2005 internet market study inJapan also claimed sight as their most important sense. This is heavily supported by question
7, which reveals the individual’s dependence on sight.
The question asked how difficult for the individual to have impaired vision, many
students chose high numbers, showing their dependence on sight. This dependence is further
enhanced with the next question asking their likeliness that they would undergo treatment toimprove their vision. The results I gathered showed that many people were more likely to try
and improve their vision. This opinion changed however for the majority of people when theconditions changed to being born with visual impairment rather than being acquiring visual
impairment through your life. Most people claimed that this change would definitely alter
their opinion because the change would mean they would not have as strong as reliance andthen as strong of an opinion, on sight, which is a fair comment.
Analysis of the colour vision testing reported that 85 of 104 students answered thethree tests correctly. Of those who made mistakes, the most common was of the number 74,

99

the one of the left. This is most likely because the number is coloured in by different
wavelengths of green, the less noticeable wavelength causes the fluctuation in the results.
This reveals the colour blindness may not necessarily to whole colour spectrums but for somespecific wavelengths as noted in previous studies.
The next questions I asked were more specifically about these tests, asking thedifficulty of these tests, where they last took the tests and when this was. The consensus
agreed that the tests were not too difficult despite the mistakes. About 20% of the people who
took the survey stated that they never have taken this test. This is collaborated with when
they last took the test. This proves interesting as this is roughly the same number of people
who made errors. However, not having taken the colour vision test before doesn’t necessarilymean those individuals made those errors but not taking these tests can mean many
individuals with colour blindness can go unnoticed.
The places they took the colour visions tests were mainly either at school, theopticians or doctors’ clinic. In some cases, they have had some people claim they had thesetests when taking a driving exam, revealing some countries consider the perception of colour
an important factor when on the road. It was also noted in some situations these tests were
only taken when another eye condition was noticed. In my case, I only took the tests one they
became aware of my squint or lazy eye. This supports my theory that I believe these tests
should be used more as part of a routine at an optician, say every few years, to ensure thatany problems don’t go unnoticed.
The final question revealed that people were inclined to use retinal prosthesis toimprove their sight, which brings hope for this treatment. Overall, the results revealed
similarities of opinion among the students all over the world. It differs between countries on
how it is applied. Currently Japan focuses on smaller health care issues of the eye such as
fatigue and strain. However, with all the changes happening in the health care system up to2035, we shall see if that application of knowledge changes.

References
1-The ministry of health, labour and welfare, (2015), ‘The Japan vision: Health care 2035’,
Available at:
http://www.mhlw.go.jp/seisakunitsuite/bunya/hokabunya/shakaihoshou/hokeniryou2035/asse
ts/file/healthcare2035_proposal_150703_slide_en.pdf , (Accessed on: 8.7.2016)
2-Bailey. R. (2007), ‘Japan Insider: Eye Health in Japan: A Current Perspective’, Available at
URL: http://www.nutraceuticalsworld.com/issues/2007-05/view_columns/japan-insider-eyehealth-in-japan-a-current-perspe, (Accessed on: 8.7.2016)

Reflection
When I took that long flight to Okayama, I had no idea what to expect. This is the firsttime I got to explore another country and Japan has been high up on my ‘to go to’ list. I’ve

100

always admired Japan from afar. Yes…. The manga and anime were a factor but also thelanguage and culture too.
My only purpose I had to come to Japan was to gain research experience within thelaboratories, so when I had the opportunity to undertake classes to improve my knowledge of
the Japanese and culture, I was excited. I met many great friends from all over the world, notonly Japan, that have made this year awesome.
I definitely believe that being part of EPOK has allowed me to learn about Japan, farmore than any holiday would, mostly because many of the opportunities I have had here. The
trips I was able to go on with Study of Japan and the ability to gain experience to teachEnglish to Japanese people, both at schools and as a job, has been amazing as it allowed me
to find out so much about Japan and its people.
This year has definitely been one of my best. I have many fond memories of Japan
thanks to you lovely people and I will cherish these memories forever. I hope the rest of yourlives are awesome and I pray that one day our paths cross again. Just so you know, if any ofyou happen to be in England and want a tour guide, I’d be willing. Same goes about wanting
to talk, I have email, Facebook and line, you know where to find me.
Peace out guys

101

Bunny Island’s Dark History
Lauren Caldwell
University of Kansas

この作文は億の島の暗い歴史についてです。この島はたいてい「ウサギ島」と言われています。第二次世界大戦の時に日本は億の島でたくさんの毒ガス製造しました。日本は中国にその毒ガスに対して使用しました。しかしそのガスは中国人だけ影響されなかったです。実は毒ガス工場の工員も影響されました。工員はラバーから作ったマスク服とスーツとブーツをもらったにも関わらず、ガスは貫通してしまいました。それからその工員の皮膚と目と喉に薬傷を得ました。しかし、島に大数の野兎が住んでいますので、最近億の島は観光客の中でとても有名になりました。
今日億の島はとても幸せな所ですけど、その島に最低な起こった事件を忘れないことが必要だと思います。
Okunoshima is a small island located in the Seto Inland Sea, in the city of Takehara,
Hiroshima Prefecture. Just a short ferry ride from Tadanoumi port, Okunoshima has earned
itself a reputation with tourists because of the abundance of rabbits there. There are many
videos on the internet showing people happily leading large hordes of rabbits around withfood. It may be a happy place now, but it has not always been that way. In fact, during WorldWar II Okunoshima became the site for a poison gas factory. There is not one developed
country today that has not committed some form of atrocity against another country or its
own people, but in this paper I will specifically be focusing on the production and use of
poison gas on the island of Okunoshima.

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In 1918 and 1919 the Japanese were closely studying the research and production ofchemical weapons in countries like Germany, France and the United States. Japan did notwant their technology to fall behind, so throughout the next decade or so the Japanese
government poured the millions of yen into research of poison gas and in fact even had alaboratory devoted to it in Tokyo (Tanaka, 10,11). By 1928, scientists in Japan had completed
experiments in small-scale production of mustard gas, phosgene, chlorine, hydrocyanic acid,lewisite, adamsite, and sneeze and nausea gas. Top military officials then started looking for
an appropriate place where massive amounts of the gases could be produced, (Tanaka, 12).
Okunoshima was chosen because it was small, isolated, and close to the military city ofHiroshima; but still far enough away from Tokyo in case of disaster. Japan was a signatoryon the 1925 Geneva Protocol which banned the use of chemical warfare; and even though theprotocol did not ban the development and storage of chemical weapons, Japan went to great
lengths to assure the secrecy of construction of the chemical munitions plant. They even went
as far as to remove Okunoshima from maps, in an effort to conceal what was going on there.
The factory on Okunoshima was established in 1929, and from then on until Japan’s
defeat in a1945, in total, 6,616 tons of gas was produced on the island (Okunoshima National
Park). The poison gases were then transported to an arms factory in the city of Kokura where
it was put into artillery shells, (Kristof). Though this facility was running during the time ofWorld War II, none of the gases were used on a Western country, but only against China. In
fact, Japan used these gases more than 2,000 times against Chinese soldiers and civilians in
the war in China in the 1930's and 1940's. As well as being used on Chinese prisoners. Afterthe war had ended, Japan left munitions dumps that China says contain roughly 2 million
poison gas shells (Kristof).
Although the Chinese were the biggest victims of the poison gas produced on
Okunoshima, they were certainly not the only victims. Those who worked in the factory

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themselves also suffered greatly as the hands of the poison gases. It took a while for thescientists to understand how to create the gases on a large-scale, but as soon as manufacturing
began in August 1929, so too did the casualties among the workers. Although workers’
bodies were supposedly completely protected with masks, clothes, gloves, and boots, allmade from rubber, the rubber was not enough to keep out the mustard gas and tear gas, which
penetrated the rubber and not only burned their skin, eyes, and throats; but also did lastingdamage to their internal organs and even caused cancer in many situations (Tanaka, 15).
Immediately after World War II, the U.S. Occupation Forces collected substantial
evidence of the use of chemical weapons by the Japanese Imperial Army. These werecompiled into two separate reports that Colonel Thomas Morrow, a law officer of the UnitedStates forces turned in. These reports included actual detailed descriptions of cases where thepoison gases were used, as well as statistical data on the issue. But before the trial was over,Morrow returned to the United States without warning and because of this, those behind
Okunoshima were never convicted as war criminals (Tanaka, 18). With the end of the war,
documents concerning the plant were burned and Allied Occupation Forces disposed of thegas either by dumping, burning, or burying it, and people were told to be silent about the
project.
It was not until 1961, that the workers who suffered so much received a small ongoing
monthly medical allowance, and only after lengthy negotiations. In 1965, the government
agreed to award the family a lump sum upon the death of a sufferer. These benefits were only
for those who worked full-time though. No form of compensation existed for former parttime or temporary workers, school children, or participants in the postwar cleanup until 1975,
when these people became eligible for free medical services and a small monthly medical
allowance granted through the Ministry of Health. Anyone who received some kind of
benefits for this had to go through rigorous examination by a medical approval committee to

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be officially recognized as a poison gas sufferer. Though for many the classification as apoison gas victim came too late and they died from cancer (Tanaka, 19).
In 1988 the Okunoshima poison gas museum was opened on the island not only tocommemorate those who suffered and also lost their lives, but much like the Hiroshima
atomic bomb memorial museum, it is also there to warn of the dangers of chemical warfare,in case anyone was to try something like this again. But on the one hand, every Japaneseperson knows that the atomic bomb was dropped on Hiroshima, and 1.5 million people eachyear pass through the museum in Hiroshima. But few Japanese have ever even heard of
Okunoshima and its poison gas factory, and only 52,000 visitors a year pass through theisland's poison gas museum (Kristof).
When the island was developed as a park after World War II, some domestic rabbits
were released onto the island, and without any natural predators there, they flourished and theisland became what it is known as today, “Bunny Island”. Today, Bunny Island has a golfcourse, hotel and campground and people can frolic with the rabbits all day if they like. I
think it is amazing how a place where something horrible once occurred has been made intosuch a happy place. But at the same time I believe it is important to also take time out of yourday one Bunny Island to visit the poison gas museum. The people who suffered there deserve
to be recognized and deserve to be remembered.

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The Relationship between Linguistics, Literature, and Students
Jamyson Haug
California State University Fullerton

このリサーチは文学と言語と岡山大学生の関係についてです。大学生は子供の時から本を読んでいますので、大学生の近代文学と現代文学についてどう思っているか研究しました。どうやって近代文学と現代文学が自分の考えを作ったかどうやって他の人の考え方が変わるか研究しました。インターネットの研究もしましたけれども、岡山大学生もインタビューをしました。大学生たちの中で大体みんなは文学に興味がありました。そして、大学生は「言語と教育は文学とつながっている」と言っていました。現代文学が好きな人も多いでした。
現代文学は近代文学より読みやすいですので好きな人は多いでしたけれども、近代文学の本を読んだらもっと勉強になると言われました。普段の会話と書き方も近代文学と現代文学の本を読んでから正しい文法と難しい言葉を使えるようになるそうです。近代文学と現代文
学は勿論教育と言語の関係がありますけれども、関係は深いかもしれません。

Cultures around the world have developed literature that engages and inspires thepeople of that country. Japan has also produced literature that has evolved through various
stages and styles (Folktales, Haiku, etc.) comparable to Western literature. Modern andcontemporary literature are an integral part of education today with university students
representing a broad group of people who have become immersed in literature because of thenature of university life. The question at hand, however, is what effect does modern andcontemporary literature in Japan have on university student lives? Most people can agree
literature is a powerful medium in that it affects both critical and creative thinking, as well as,
linguistic intelligence. Through researching this topic, there have been consistent results
among personal interviews with a small group of students at Okayama University in Japanthat demonstrates how important or unimportant literature is in their lives. Additionally, theeffect students believe literature has on linguistic intelligence. However, to understand more
about literature in Japan, one must look at how modern and contemporary literature came tobe.
Historically, most cultures or countries recorded history after writing was developed.
The Japanese people have a rich oral tradition so; Japanese literature naturally advanced fromit. Written by Masahide Kanzaki in Japan: A Pocket Guide, “Japanese literature traces its
beginnings to oral traditions that were first recorded in written form in the early eighth
century after a writing system was introduced from China” (Kanzaki). Japan had first
adopted this idea from China during the Nara period, and this was a time of high influence
from abroad. Kanzaki also mentions that of the first two forms of writing included stories offolktales and other mythology while the other form was for historical record keeping(Kanzaki). This is where the beginning of literature can be traced back to its roots in Japan.
Literature transforms throughout history in every culture, but now that people understand106

what Japanese literature was like in the beginning, they can examine modern literature, andlastly contemporary literature.
Modern literature came from the Meiji era and continued through the late 1900s.
Early modern literature pre-dated the Meiji era. For the sake of this research Meiji era andpost-Meiji era will be discussed. According to the New World Encyclopedia, which featuresinformation researched by Donald Keene, Japanese authors, and universities, “The Meiji era
marked the re-opening of Japan to the West, and a period of rapid industrialization. The
introduction of European literature brought free verse into the poetic repertoire; it became
widely used for longer works embodying new intellectual themes” (“New World
Encyclopedia”). This was a period where people began to see a spark of the new literature
which helped mold literature into what it is today. As new literature from other countries
came to Japan, specifically those from the West, one can observe that in this era, Japanese
literature started to become the staple that opened up different ways of thinking. Naturally,
with the introduction of new forms of literature people were able to learn more and byreading and writing more often the improvement of linguistic intelligence increases. One of
the more famous authors during this period of new literature, Natsume Soseki, proved to be aprime example of new writing styles in Japan. According to the New World Encyclopedia:
A new colloquial literature developed on centering on the “I” novel, (Watakushishosetsu), a form of fiction that describes the world from the author’s point of viewand depicts his own mental states. This style incorporated some unusual protagonists
such as the cat narrator of Natsume Soseki’s humorous and satirical Wagahai wa neko
de aru” (“I Am a Cat,” 1905) (“New World Encyclopedia”).
This humorous and satirical writing style was something new in Japanese literature
and arose during this period as a result of foreign influence. Thanks to that affect theJapanese people began to think in new and creative ways that prompted the new types of art
and modern of art like modern Japanese literature. As one moves forward into contemporary
times, one can observe the variety new media that surround society.
Japan, America, England, and other countries all offer their unique forms of literature,
but Japan specifically has some exciting areas that started to come to arise in current times.
Manga (similar to comic books), new types of non-fiction, stories of fiction, all have become
popular over time, which is how the art(s) came to current day. According to an article titled“10 Contemporary Japanese Writers You Should Know,” by Kathleen Massara, she discusses
several notable authors that are not only popular, but have a huge influence on people today.
A particular author that Massara mentions is Haruki Murakami who “…is probably the mostfamiliar author on this list, mostly due to the breakout success of his 1987 novel, Noreigian
Wood, which was published in English in 2000” (Massara). Murakami is an important figure
due to his books selling in bookstores all over Japan and around the world. Murakami writes
novels that seem to be well-liked among college students and specifically college students inJapan. This background is necessary to understand the central thesis of this research.
During this study, a small group of Okayama University students were asked several
questions that yielded similar results from everyone. The first question was whether
Okayama University students had any interest in modern and contemporary literature and if
so was there anything in particular. About 80 percent of the students interviewed respondedwith an interest in literature, but more specifically contemporary due to its ease of reading.
Then students were asked if there was literature that inspired learning or if they learned
anything from what they had read. This again provided consistent responses mentioning how
if people are to read certain types of books (e.g. Modern Literature, Early Modern) they canlearn more about the times, but there also proves to be a certain difficulty in the difference of

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language. This is where the idea of improving linguistic intelligence comes into to place. As
university students begin to read books from the modern era, they came across phrases orwords they might not have been as familiar with which improved their thought process,speaking ability, and general understanding of the world. Finally, the last question asked
whether Okayama University students thought that there was a link between education andlinguistic intelligence or not. Students believed that those who read more learned a lot morethan the average person. Thus, affecting the way students think and progress in life duringcollege and post-college life. As students read they were able to observe the differences inlives now, and differences from modern times, as well as enjoy better vocabulary, proper
grammar, and have a broader knowledge of general information. Students agreed that fromwhat they have read, they have been able to become more versed in other subjects than theynormally would not have had interest.
In conclusion, literature develops as time goes on, and so does the way people think.
Literature and education go hand in hand, and so does linguistic intelligence and ability. As
people develop new forms of literature, other things begin to sprout from it and people whoare in their university years benefit greatly from this. Speaking, reading, and generalconversation ability all improve from reading literature from the modern and contemporary
era. Linguistic intelligence alone, however, is not the only thing to improve but knowledge ofother subjects and information that might not have otherwise been common knowledge also
increases. University students are often presented with new types of literature on theregularly, so it is natural that people who are attending university tend to have a higher ability
in critical thinking, linguistic ability, and other educational benefits. It may be difficult forsome people to find time for reading and it proves to be a challenge for Japanese university
students with how fast-paced Japanese university life is, but those students who are given theopportunity to read, more often find themselves learning more about the world andthemselves.The Relationship between Linguistics, Literature, and Students
Works Cited"Japanese Literature." New World Encyclopedia. N.p., 5 May 2014. Web. 01 July 2016.
Kanzaki, Masahide. "History of Japan's Literature." The Web KANZAKI. N.p., 24 Mar. 2004.
Web. 1 July 2016.
Massara, Kathleen. "10 Contemporary Japanese Writers You Should Know." 10Contemporary Japanese Writers You Should Know. N.p., 02 May 2011. Web. 01 July
2016.

Response to EPOK
Before coming to EPOK I didn’t know what to expect about the program or what I
was getting into because I didn’t know anyone who had done the program before. I had only
heard about it and on a whim decided that in order to improve my Japanese and108

understanding of Japanese culture that it was a good idea to come study in Japan. Aftercompleting my program, I am glad that I was able to come because I have learned a lot about
not just Okayama, but information from all over Japan. I have improved my speaking ofJapanese and highly improved my listening comprehension. While there are still manydifferent vocabularies and grammars I must practice and learn, I have learned more than I
could have from just reading textbooks and I am grateful to the EPOK program for that. I will
be using what I have learned in the future and will not only benefit from this myself, but
those around me will benefit because I will be there to provide them with information.

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The Evolution of Japanese Mythology
Simone Basso
この研究のテーマは日本の神話学についてです。特に、日本の社会と共に変化してきた点に注目して述べたいと思います。その上で、日本の社会で神話学の使い方に影響を及ぼしたと言われる現象について調べます。
まず、日本の神話学の起源を調べます。神道と仏教が日本の神話学に影響を及ぼしているものについて触れ、この宗教の起源を述べます。そして、 この論文のために様々な大学生をインタビューし、結果を論じます。日本の神話学について聞いた
時、 仏教と迷信が良く述べられていました。神話学をしらない人が多かったけど、宗教と迷信の両方は神話学と密接な関係にあります。
それから、現代での神話学の使い方を調べます。論文のこの部分は若い人と密接な関係があります。ノラガミと言うアニメなど、現代日本にも神話学は残っています。
最後に、神話学は古代と現代の両方と密接な関係があると結論づけられます。生き方が神話学にも左右されているので、この話題は大切なことだと考えます。

Japan is a highly developed country. It could be said that Japan is ultramodern,maintaining its rank as the world’s third largest economy, and providing technologicaladvances beyond what we would have thought possible (Ashkenazi 64). On the surface, itwould seem that the influence of Japanese mythology has died away with time, and only
plays a small role in the day-to-day lives of Japanese people, but in actual fact, Japanese
mythology still has a significant impact on the Japanese way of life. While Japanese
mythology may not play the same role that it once historically did, Japanese mythology is
still present today. Its positive influence is evident from its beginnings, a continuing impactthat should be acknowledged and well respected.
The beginning of Japanese mythology is difficult to pin point. However, as Japanese
mythology is an integral part of Japan’s two most practiced religions, Shintoism andBuddhism, it could therefore be said that the influence of Japanese mythology began during
the rise of these religions (Kuroda 1). The roots of Shintoism go back to at least the 6th
Century B.C.E, when the early Japanese developed rituals and stories based on the idea that
the Kami, a divine being, was found in all natural phenomena. Japans’ earliest form of
mythology began here, but was altered with the arrival of Buddhism in Japan in the 6th
Century CE. The two religions evolved to take on some elements of each other’s beliefs, anda new form of Japanese mythology was born. Mythology in Japan has been and is stillinfluenced by the collective elements of Buddhist and Shinto doctrine. As do most religions,
Shintoism and Buddhism lay a template for how to live, particularly in regards to social
norms and expected behaviour. Religious teachings are commonly taught through stories that
aim to communicate lessons of right and wrong. Japanese mythology can be seen in thestories of these two particular religions that recount the myths of deities and heroes, alongwith moral precepts, ritual requirements and explanation of the world.
Japanese myths are primarily based on the Kojiki. The Kojiki is referred to in English
as ‘The Record of Ancient Matters’, a collection of myths concerning the origin of the four
home islands of Japan, and the Kami. The Kojiki was completed in 712 AD (Borgen & Ury

11061). During this era, mythology played a role in Japanese politics, with the government
indoctrinating the idea that the emperor was a descendant of the “Sun Goddess Amaterasu”.
This concept validated the role of the emperor, a concept that continued on until the Emperor
lost his divine status as part of the Allied reformation of Japan after World War II in 1946.
Although the role of Japanese mythology in politics became less significant, mythology
continued to influence the daily lives of Japanese people as Shintoism and Buddhism
continued to be practiced.
For the purpose of this study, a group of students were interviewed. With students
were a mixture of students attending university within Honshu and Kyushu. Firstly, they wereasked if they were aware of the Kojiki. Most of the students were aware of the Kojiki, butwhen asked which myths within the Kojiki were most prominent, it was only the book title
they recalled rather than its contents. It was further commented that the contents of the Kojiki
was not commonly taught in school, just the fact that it was a historical book containing
myths and legends. The relevance of Japanese mythology in religious practice was also
discussed in the interviews. Out of the small group of students that were interviewed, 50% of
those students’ families were adherents of Buddhism. According to the 2008 NHK survey ofreligion in Japan, 34% of people in Japan believe in Buddhism (西 66). Taught from a smallage, these students were taught ancestor veneration. The medium of this practice is worship at
the Butsudan, which is a Buddhist Alter, commonly found in Japanese Buddhist homes or
temples. Some differences existed between the students. For examples, upon returning home,
some of the students prayed at the Butsudan as a way of greeting their ancestors. On the other
hand, some of the students only prayed at the Butsudan during a time of worry or sadness,particularly during a time when they are in need of strength and encouragement. Ancestral
spirits are often included in Japanese mythology, and the fact that honoring these spirits isparticularly highlighted as a vital part of practicing both Shintoism and Buddhism.
The extent of just how conscious Japanese people in the modern world are of the
impact Japanese mythology has on their way of life is an interesting concept to explore. For
instance, in terms of religious practice, the students seemed unaware of the connection
Japanese mythology had to praying at the Butsudan. A weak affiliation with their religion
could explain why the students were not too familiar with the myths associated with
Buddhism. Furthermore, they stated that they don’t really care too much for their god, andthat religion doesn't significantly affect their daily routine. On a statistical level, many studies
have shown the decline of religious practice and affiliation in Japan. In the previous
generation, religion may have played more of an important role, as suggested by the fact thatthe students were taken to the Butsudan to pray when they were children. In comparison withthe previous generation, the younger generation is not as religiously affiliated, and therefore
are not too concerned with the Japanese mythology directly linked to religion.
Superstitions, which have also arisen due to Japanese mythology, appeared toinfluence the students in some way. When asked what superstitions affected their daily
routine, all of the students mentioned a particular superstition that had almost direct relevanceto the myths taught within the Kojiki. Found in section XVIII of the Kojiki, the myth of
Susanowo-no mikoto is a prominent story that negatively portrays serpents. Susanowo-no
mikoto was the son of Izanagi, the god who gave birth to Japan’s archipelago. His story ofheroism begins with his fall from Heaven into Izumo (Byung-hoon 289). The story follows
that the eight-foot serpent of Koshi came once a year to devour a young girl. Susanowo-no
mikoto then went on to defeat the serpent by creating a trap, and killed the serpent with hissword (Chamberlain 71). It was clear that the group interviewed felt that snakes were are badomen, and further supported their views with stories from their childhood. For example, oneof the students was told as a child that if he refused to go to bed when it was bedtime, a snake
would come and eat him whilst he was sleeping. He also told of a myth originating from his

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town, following the story of a menacing snake that was defeated by a crab. The crab cut thesnake into three pieces, which now form the three wells atop the local mountain. Stories suchas these are commonly linked to Japanese mythology. Although the student was not aware ofwhere this fear of snakes had originated from, it was still clear that the view of snakes as abad omen had in some way affected them.
Influenced by Japanese mythology, anime has become a pop culture phenomenon
around the globe. Some of the most popular Japanese animations are influenced by Japanese
mythology. This includes both modern anime, such as Noragami, and older anime such as
Inuyasha or Dragonball. Noragami has deep influence from Japanese mythology as it focuses
mainly around shrines of both Buddhism and Shintoism. An example of the mythology that
influences Noragami is the Japanese god Bishamon, one of the Shichi-fuku-jin (“Seven Godsof Luck”). He is the protector of the righteous and is the Buddhist patron of warriors (Safra &Aguilar-Cauz, 2006). This being just one example of many, Japanese mythology tends todominate the anime world.
While it may not seem that Japanese mythology plays a role in the daily life ofJapanese people, closer inspection reveals that mythology still has a significant impact onmodern Japan. From the beginning of its history, the role of Japanese mythology has changed
many times. The Kojiki played an important role throughout all these changes, but in recent
times it seems as though the Kojiki is not as impactful as it once was. In saying this, religion
is still relatively significant, with about a third of the population believing in Buddhism orShintoism. Mythology, from a religious perspective, is important in the way of myths being aused as a medium to communicate teachings and explanation of the world. In terms of social
norms and expected behaviour, mythological stories are used to discourage children frommisbehaving, and it was also found during the study that superstitions believed by thestudents also stemmed from mythological stories. Even in popular culture such as anime, theinfluence of mythology can be seen in the likes of anime such as Noragami. This study has
revealed much about the evolution of Japan from its earliest time till the present day, and it
can be concluded that mythology has been and still is a positive influence in Japan.

The Evolution of Japanese Mythology
Works Cited
Ashkenazi, Michael. "Japanese Myth in the Modern World." Handbook of Japanese
Mythology. California: Michael Ashkenazi, 2003. 1-377. Web. 5 July 2016.
Borgen, Robert, and Marian Ury. "Readable Japanese Mythology: Selections from Nihon
Shoki and Kojiki." The Journal of the Association of Teachers of Japanese 24.1 (1990): 6197. American Association of Teachers of Japanese. Web. 5 July 2016.
Kuroda, Toshio. "Shinto in the History of Japanese Religion." Trans. James C. Dobbins andSuzanne Gay. Journal of Japanese Studies (1981): 1-21. Web. 2 July 2016.
Min Byung-hoon. "Mythological Heroes in Korea and Japan." Forum for World LiteratureStudies (n.d.): 289-98. Web. 5 July 2016.
Safra, Jacob E., and Jorge Aguilar-Cauz. "Encyclopedia of World Religions." Google Books.
Encyclopaedia Britannica, 2006. Web. 6 July 2016.

112"Section XVIII.—The Eight-Forked Serpent." Section XVIII.—The Eight-Forked Serpent.
Trans. Basil Hall Chamberlain. John Bruno Hare, 2010. Web. 7 July 2016
西, 久美子. "宗教的なもの”にひかれる日本人." 放送研究と調査 (2009): 66-81.
“Something Spiritual” Attracting the Japanese. The NHK Monthly Report on Broadcast
Research. Web. 5 July 2016.

Response to EPOK

Participating in the EPOK program has taught me much about both the Japanese language
and Japanese culture. I was able to experience many different aspects of Japanese daily life,
particularly the daily life of Japanese University Students. The course offered a range ofclasses that suited my goals whilst on exchange. I thoroughly enjoyed the core Japaneseclasses. They were clearly structured, and the teachers were consistently helpful, particularly
in regards to giving me feedback. I learned much about the history and geography of
Okayama in my Study of Japan class. The Global Partners Office were very supportive, andassisted in any way that they could in order to make our participation in EPOK a goodexperience. I am appreciative of all the hard work Global Partners put in to making thisprogram more than just a Japanese Language program, and I look forward to applying what I
have learned to my studies when I return to Australia.

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Sports, Clubs, and Senpais
difference in athletic culture
Luis Cabral III
Epok Research Project
July 29, 2016

先輩と後輩の交流はがっこうで起こっていします。先輩は後輩に力を持っています。ときには後輩にいじめっ子になります。後輩はきょうせい聞いて、先輩の無理なんだを作ってこはいがします。せんぱいとこはいのこゆうは心理学としゃか
いせいをおそわります。しんりがくはつねにをしたがいます。社会性は後輩に無表
情になります。このシステムは子供を頓挫します。先輩は後輩に習慣を教えます。
でも先輩が習慣を忘れて、後輩を命じます。さいきん後輩は先輩に反抗します。その序列は力を上げすぎます。力は後輩を奴隷にします。先輩と後輩の関係は学生に悪いです。
Sports and physical fitness has been the biggest trend with in human culture thatallows for groups of people to come together to compete against each other in various
activities and to also create friendships among those competitors. Within schools, sports playa major part in the development of children and young adults. Japanese junior high and highschools promote sports through clubs which is essentially a team that goes out competing indifferent events against other schools. These clubs can range from different activities fromsports to dancing club or even a manga club. However, in this club system there is ahierarchal system that rules over each club where those who are older take priority and haveauthority over the younger members.
Being on a team, whether it be a sports group or fine arts, is one of the many
experiences that school kids go through during middle school up until the end of their college
life. In America the most well-known teams are sports teams which are the equivalent ofclubs in Japan. Usually organized by school officials these teams are used to nurture kids into
athletes and promote both physical fitness and a competitive nature. Each team consists of acoach, players, and/or a manager. The coach is the head figure that forms the base of a team’s

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success. Their word is almost absolute as they can be more knowledgeable in the sport or
subject at hand as well as become a pillar of emotional stability in times of great strife during
games or sessions. Members or players are those that join for various reasons, mostly to have
fun or training to make it professionally. Within the members and players’ sect there is anunchallenged rule of equality for everyone. No matter what your age was everyone is on thesame level in terms of position on the team, excluding the captain, and amount of authority
held within the team. This allows for a stronger connection between players or members
allowing them freedom to be expressive without the worry of offending someone’s higher
stance in rank or age. Practice sessions become more intense as players don’t see each otheras senpai or kohai but rather as fellow competitors striving for improvement and success.
Japanese clubs, circles, businesses, and about any other area where members or teams
are involved there is a culture of senpai/kohai relations. This system calls for a give and takebetween those older as well as those younger. The senpai, being the older member, hasauthority over a kohai and whatever they say or do it is through obligation a kohai mustabide. A system such as the senpai kohai relationship has a very strict element and throughrecent study has shown to cause kohai to not be treated as underclassmen but rather close to“slaves” for the sempai. The amount of authority given to the senpais gives them theopportunity to take advantage of the status quo to feel empowered. That is not always thecase but with growing concern for opposition arising evidence shows that there are instancesof it happening. A senpai/kohai relationship restricts underclassmen from having a stance onanything concerning the senpais thus, restricting them to have any opinions for fear of
disrespecting their seniors. It is meant to teach the kohai about respect for one’s elder but
without teaching when to take a stand against unfairness.

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Age does not reflect the amount of talent or ability a person has. The older one getsdoes not automatically make them greater to someone in any sense. Through hard work anddedication one can raise their level and help benefit the group. In American teams andgroups, the talent of a member as well as the ability to be a team player, to get along withothers is valued highly on equal footing. This encourages members to work together and tocollaborate to achieve success but, to also continue in improving. Working together in such a
way helps in the development of youth socially and psychologically. Socially: as they interact
more and more with others intimately it creates a basis for them to use within their daily lives
and psychologically: as they develop those relationships they garner many traits that enhancetheir character.
A senpai/kohai relationship has aspects of teamwork however with a cautious tread as
to not offend anyone. A senpai is usually determined by age and rank status and anyone
lower or younger is a kohai. Whether it be in a workplace or in a club there is a pecking orderto things which sets back social and psychological development. In the social aspect
underclassmen are taught to obey the word of a senpai, obligated to do whatever it is theywant. They go through their daily lives with a system as such it creates this schism with
intimacy between fellow members and would be friends. In psychological views they leave
with in their minds a need to always follow that status quo everywhere they go to work or
whatever clubs or teams they decide to join. They become stiff and rigid without fulling
experiencing the joy in what they do. These setbacks take away self-expression and characterfrom an individual. The fear of disrespecting one’s elder and the obligatory duty to appease
the older sect overshadows any notion of self-expression.

The senpai/kohai relation does teach loyalty and the important lessons of nurturing an
underclassmen and difficulties of learning. A senpai would be strict with a kohai in order to116make them mentally stronger for when they enter a company. That strict nature also teaches
the simp the tough reality of teaching a kohai whatever it is they need to know to get by or toascend to adulthood. Despite these potentially informative and character building notions, asenpai/kohai relationship is not as effective or efficient in building character or manners.
There are other more optimistic ways to do so but this system has become tradition in
Japanese culture. A relationship based on obligation pales to one based on common, mutual,and intimate ideals. Individualism and expressionism gives kids the opportunity discoverwhat the world has to offer to them personally. Senpai/kohai relationships has both good andbad points along with anything else yet, when you put restrictions in place an opposite force
will come to oppose it.
The Epok program has a been a tremendous experience for me as I have learned
various things about the country Japan and about myself as well. I have gained many friends
over the past couple months, friends who will forever be close to me. From learning language
and customs to adapting to the cold and Japanese lifestyle only describe a fraction of what i
have done during my tenure here at Okayama. This experience will be the stepping stone forme to fulfill my dream of teaching. Okayama is and always will be the place where myjourney to a new place starts and hopefully someday I will be able to return.

Citation Page
Tsukada, Yumi. The Hierarchical relationships of senpai and kohai in Japanese companies.
TsunagaJapan. February 2, 2015. https://www.tsunagujapan.com/thehierarchicalrelationships-of-senpai-and-kohai-in-japanese-companies/
What are Clubs and Circles?. Univ.InJapan. 2013.
http://univinjapan.com/bukatsu/part01.html
Takahashi, Ririka. The Senpai-Kohai custom in Japan. KomambaTimes.
December 11, 2014.https://komabatimes.wordpress.com/2014/12/11/senpaikohai/

117

外国人の日本人についてイメージ
フリン・マーガレット
EPOK 2016

私は日本人に、面白くて、社会について質問を聞きたいんでした。それから、私は考えたり、外国人の日本人についてイメージを決めました。国でも別の国についてイメージあります。そのイメージは正しかないかかもしれないので、その考えについて聞くつもりでした。質問を書いた、色んな人の意見を取るために聞きました。その、質問をインタビューして、聞いた後、結果を見ました。インタビュ
ーをしたグループによって、結果は少し違います。日本人は、全部のイメージと反対か賛成しませんでした。別の質問は、別の答えをとりました。

For our EPOK project I decided to focus on a topic that was centered on society andperception. My question was, “Do Japanese people agree with the stereotypes applied to themby foreigners, and if so, to what degree?”. This is a question that came about after
considering that most of our images of Japanese people, as foreigners, are filtered through our
media and are very likely to be just stereotypes or assumptions. I set out to interview
Japanese people on their views concerning the subject. I wanted to see if the stereotypes
applied to Japanese people are also considered true by Japanese people. Unfortunately, I was
not able to interview as many people or as broad of a range of people as I had hoped.
However, the 2 groups of people I did interview could be considered polar opposites in many
ways, making for a few very interesting and varied results. All data was conducted andcollected by myself.
Firstly, I asked my fellow international students to share some of the ‘image’ orstereotypes they had heard of or seen, concerning Japanese people. Just to clarify, these were118

not necessarily their opinions, but things that they had heard/seen whilst in Japan or before
coming here. The stereotypical statements of Japan I gathered were boiled down into these:
1.) Japanese people are shy. (日本人ははずかしがりやです。)
2.) Japanese women are shy and passive. (日本の女の人ははずかしくて、うけみです。）
3.) Japanese men are shy and passive. （日本の男の人は恥ずかしくて、うけみです。）
4.) Japanese women are aggressive when pursuing a relationship. *this question had
to be thrown out due to data collection mistake*5.) Japanese people are always polite. (いつもれいぎただしくします。)
6.) If they have a problem with something, they are unlikely to voice their opinion
about it. （問題があっても、全然いいません。）
7.) Sometimes, when they are being polite, they will lie to you. （時々、ていねいにしていながらたてまえいいます。）
8.) Japanese people always go “by the book”, or are inflexible. （いつもマニュア
ルどうりにたいようします。）
9.) Being an outlier or doing things your way is considered bad in Japan. （たいてい、マイペースはだめです。）
10.) If Japanese people see an incident, they may ignore it or not help. （事故か
けがをした時に、あまりたすけません。）
11.)
Japanese people believe that perfection is best. （いつもかんぺきがいいとおもいます。）
After consolidating the questions into these 10, I was able to interview 2 separate groups ofpeople. The first group was high school girls, around 14-16 years old. The results from thequestions are below.

高校の女の子（１６歳ぐらい）
100.00%As you can see,80.00%

some statements that
60.00%

I posed to them were

40.00%

agreed or disagreed

20.00%
0.00%
Q.1

Q.2
agree

Q.3

Q.4

Q.5

somewhat agree

Q.6

Q.7

I don't know

Q.8

Q.9
disagree

Q.10

with 100%, whilst
other statements

drew varied responses. Overwhelmingly, the female students believed that the statement

119“Japanese people are always polite” was true. They also all said that the statement “IfJapanese people have a problem with something, they are unlikely to voice their opinion
about it” to only be somewhat true. Lastly, they wholeheartedly disagreed with the statement“If Japanese people see an incident, they may ignore it or not help”.
My 2nd set of interviews was conducted at a Live House show, with men ranging
from age 27-35 years old.

ライブ・ハウスの男の人（３３歳ぐら
い）
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

These interview
results were slightly
different in someareas and vastlydifferent in otherareas. Both groups

Q.1

Q.2

Q.3

Q.4

Q.5

Q.6

Q.7

Q.8

Q.9

Q.10

completely disagreed
with the statement saying that Japanese people may ignore or not help during an accident.
The 2nd group agreed 100% with the statement “Japanese people are shy”, and 100% with thestatement “Sometimes when being polite, they will tell a lie”. They also generally agreed thatJapanese people tend to go by the book, via question 8. Unlike Group 1, Group 2 completely
disagreed with the statement that “My Pace”, or doing things your own way, is generally
considered bad. Question number 4 had to be omitted from group 2 because I made a
mistake collecting data.
Overall, I was very lucky to conduct this survey and learn more insight into Japanesepeople’s views of the stereotypes that others apply to them. I was also able to take video ofthe second group so that if people are interested they can view it themselves. There was not a120

100% consensus on all of the questions, as one can imagine, so I do not believe I can state
one way or the other if Japanese people agree with their stereotypes overall. The group ofgirls I interviewed generally agreed with about 5/10 of the statements, while the men only
generally agreed with about 3 of them. Some of the stereotypes were agreed with, some weredisagreed with, some were slightly agreed with, and some people were unsure of theirthoughts on the matter. I also believe, that even though I was unable to conduct theseinterviews with more people, the great diversity even between the 2 groups I did interview
led to some very interesting and diverse results, helping give a broader perspective on
Japanese people opinions across profession, age, interests, and gender.

I’d like to conclude with my EPOK experience. I have had an immensely rewarding
experience through EPOK these past few months. Travelling, going to museums and various
national treasures, and engaging in a curriculum that was challenging and useful have all
been a part of my time here. All the classes I have taken have added something new to myknowledge base, and the flexibility allowed in choosing our classes was wonderful. Our
cultural experiences, provided by more than one course, went hand in hand with our regularcurriculum, allowing me to apply them both for a better understanding of Japanese culture
and language. There have been a few challenges that I have faced in terms of assignments,
but this only allowed me to strive for my best and dig deep to apply my knowledge. I will be
coming home with a deeper understanding of Japanese culture, better Japanese language
skills, and some wonderful friends that I have gained through this program. I am amazingly
grateful for having been given this opportunity, and I will carry my knowledge andexperiences with me throughout the rest of my studies, and my life.

121Interracial Dating Among Japanese College Students
Selene Santos
Japanese summary:
今日、日本人が外国人と国際関係を持つというアイデアは、非常に一般的です。友人を持ち、世界中の他の国々から連絡が取れる可能性はこの 10 年間の技術の進歩によって高まっています。また、異人種間のデートがトレンドとなっており、日本もこの拡大しつつある現象の例外ではありません。日本人は外国人と触れ合い、異なる民族的背景がある誰かと恋愛関係をもつ多くの機会があります。この研究論文の目的は、日本の大学生の中で、同じ民族的背景を持つものと、異人種間の間の恋人関係とその認識を比較することでした。また、この研究論文で表現した主なアイデアは、異なる民族的背景を持つ外国人もしくは、同じ民族的背景を持つ日本人と付き合あうことによる文化的な違いを含んでいます。私の研究の結果は、多くの文化の違いはあっても、日本人は非常に外国人とロマンチックな関係を持つことに非常にオープンであるという結論に至りました。
English summary:
The idea of Japanese having international relationships with foreigners is quite
common nowadays. The possibility of having friends and keeping in touch from othercountries around the world has increased in the last decade thanks to the advancement oftechnology. Also, interracial dating has become a trend and Japan is no exception to thisgrowing phenomenon. There are many opportunities for the Japanese to interact withforeigners and get involved in a romantic relationship with someone from a different ethnic
background. The purpose for this research paper was to compare dating relationships of
couples and what are their perceptions between interracial relationships and those with thesame ethnic backgrounds among Japanese college students. Also, the main ideas that wereexpressed in this research paper involved cultural differences between dating a foreigner witha different ethnic background or a Japanese with the same ethnic background. The results ofmy research conclude that there are a lot of cultural differences, but Japanese are quite open
to the idea of having a romantic relationship with a foreigner as much as having a relationshipwith another Japanese.
College life has a lot of ups and downs between classes, going to parties, having a parttime job, hanging out with friends, or basically just enjoying life. There are many similarities
in every country with some minor differences that make them unique when it comes to theway students go through college. Even the way people interact with each other are quite
different and could depend on their individual personality, interests, goals, or cultural
backgrounds. There are also opportunities for students to go study abroad, which broadens
their horizons and gives their mind a little something to think about like comparing their wayof life from back home to their new environment in the present. New relationships are formed
when studying abroad and sometimes they can even lead to finding their significant other inanother country. Interracial dating is a common trend all over the world, but let’s narrow thisidea down and focus on interracial dating among Japanese college students. The focus ismainly going to be on what types of race/ethnicities that Japanese college students have an122interest in when considering interracial dating, their attitudes towards some specific types,
and some cultural background differences from interviewed students.
Japanese students as well as other Asians are influenced by the international trends ininterracial dating, but more specifically they are also affected by American trends as well.
Fujino (1997) and Yancey (2002) found that interracial dating among Americans was morecommon when both identity group members had been exposed to each other’s out-group at a
young age, either through schooling or common neighborhoods. Research of American
youth, indicate that interracial and interethnic daters were more likely to have lower levels of
prejudice toward racial out-groups and were more willing to befriend and live with racial outgroups (Mok, 1999). College students who exhibited lower levels of in-group favoritism,
intergroup anxiety, and in-group identification before coming to college, were more likely todate racial out-groups during college (Levin, Taylor, & Claude, 2007). Parental approval also
played a role in inter-racial dating, in so far as Asian-Americans, Latinos, and white
American colleges, students were more likely to date within their own ethnic group when
they perceived that their parents, as well as the parents of their romantic partner, would
approve of inter-group dating (Edmonds & Killen, 2009; Field, Kimuna, & Straus, 2013; Liu,
Campbell, & Condie, 1995).
In Liu, Campbell, and Condie’s study (1995), Asian-American and Latino students
rated opposite-sex whites as more attractive than members of their own in-group.
Furthermore, Latinos and African-Americans rated whites and Asian-Americans as having ahigher status, which was mostly defined as education and income. The perceived
attractiveness and high status of Asian- American and white students illustrated that these
two groups were perceived to be highest on a social and racial hierarchy (Feliciano, Robnett,& Komaie, 2009).
The predominant view toward dating was that marrying within one’s own ethnicity
was the most practical and comfortable (as also reported in Levin, Taylor, & Claude, 2007).
But when considering dating outside one’s race/ethnicity, a majority interviewed, wereinterested in dating white people (similar to the findings in Feliciano, Robnett, & Komaie,
2009; Tsunokai, McGrath, & Kavanagh, 2013). One of the surveyors from an article said it
was closely linked to perceived status based on skin color and a Western archetype of beauty:“The first impression thing, when we see a white person we see well-educated, rich, and tall.”This immediate judgment approach of associating whiteness with positive traits was
expressed by thirty percent of those who were interviewed. The desire to want to date a white
person was often based on global racial and economic hierarchy (Brown, 2000; Kim, 2011;
Grant & Lee, 2003; Marginson, 2008; Marginson & Sawir, 2005). All three students who
dated white students, were comfortable with English, were well adjusted to life in America,
had attended several years of high school in America, and planned to live in the US longterm.
A majority of students indicated that they would be comfortable dating AsianAmerican students of their own ethnic background (Levin, Taylor, & Claude, 2007), but feltthat Asian- American students did not want to date them because of the cultural divide
between international and domestic students. Additionally, when it came to inter-Asianinternational dating, historical conflicts and parental messages were potent factors in thedecision making process (Edmonds & Killen, 2009; Field, Kimuna, & Straus, 2013; Liu,
Campbell, & Condie, 1995). Stereotypes of a given Asian international ethnic group were
often mixed up with an Asian-American ethnic group.

123

According to the article, Japanese students in the study tended to be more liberal
toward dating domestic students than Chinese or Korean international students. Over half of
the international students interviewed saw Asian-Americans as having a white middle-class
American culture, with a mix of a national ethnic culture as well. This led to inaccuratetransnational ethnic stereotypes, wherein Asian international students applied their learned
stereotypes of Chinese, Japanese, and Koreans from their home country, to Asian-Americans.
International students, who were new to the country (lived in America three months or less),
and/or had little contact with Asian-Americans, were more likely to link an Asian national
stereotype with that of an Asian-American ethnic group.
Some students that I interviewed personally from Okayama University shared theiropinions and ideas with me based on their own experiences with interracial dating. Most ofthem talked about the cultural differences when dating a foreigner versus dating a Japanese.
A lot of them had the same or somewhat similar answers with each other. There are someanswers that are based on cultural differences that I would like to share. One is about
Japanese being shy when it comes to expressing their feelings. Foreigners, especially
Americans, tend to be more open with expressing how they really feel such as saying “I loveyou”. Another is about showing intimacy in public. Japanese tend to be more reserved andthey do not like hugging or kissing when there are many people around, because they feelthat they are being watched and that people will talk. Americans or Australians on the other
hand do not mind and would gladly hug and kiss their partners in public.
There are a lot more cultural differences that I would like to share from theinformation I had gathered during my interviews. In American culture, it is usually the guy
who pays for everything that the couple will do on their date. In Japan, they split the bill or
they pay for themselves, especially if they are still a high school student, since high school
students are not that rich compared to working adults or those with higher pay part time jobs.
Also, another cultural difference is that Japanese girls want to know when you are interested
in them. Meaning they want you to tell them up right that you are interested in them and thatyou are considering on dating them. In American culture, the gestures and the way you act
around the person you like usually indicates that you like the person and it is rather impliedalready so there is no need for either of them to say that they like each other.
A couple of more culture differences include: messaging your significant other plus
how many times you would meet them and knowing what is on their mind. The first one isabout messaging plus how often do you meet with your significant other. In the Japaneseculture, messaging your significant other too many times is considered annoying or a bother.
They do not usually text each other quite that often and when they meet, they usually meet
only once or twice a month/week depending on the couple. For Americans, it is quite theopposite where they would text each other every so often and also try to meet each other as
much as they possible can. The last cultural difference I would like to share is about knowing
what is on their minds. According to one of the interviewees, he said that when he was dating
a Japanese girl, they expect you to know what is on their minds without having to sayanything. He never experienced this kind of thinking when he is dating his current Australian
girlfriend. I am not quite sure if this also refers to American girls, so I wanted to state
specifically that this person is dating an Australian and this is how he feels for one of thedifferent cultural ideas that he gave me.

124

Review:
My experience and the things that I had learned with the EPOK program is one I will
never forget and I will take with me back to home Guam. I have enjoyed my classes and theteachers were all really nice and fun to learn from. Also, the staff from the global partners
office were really kind and helpful. Whenever I had a question or needed something, they
were willing to help me to the best of their abilities. I especially enjoyed my time in the LCafé and also getting the chance to work there and gaining some work experience was abonus! I like to also especially thank the L-Café staff for being kind to me and helping me
while I was working at L-Café. I also enjoyed the mini fieldtrips sponsored by the L-Café andhow experienced many new things such as: going to an onsen, planting rice with children in
the countryside, and also learning how to make authentic Japanese sushi! It was my first timeto try an onsen and I would like to go to one again before I leave Japan. I also enjoyedplanting rice for the first time, but I was so tired at the end of the day. Playing and having fun
with the children after planting the rice made my trip to Yakage even more enjoyable. The
last fieldtrip was leaning how to make sushi and it was delicious eating everything that we
made. There was one event that I was able to go to that was sponsored by the EPOK tutors!
They did a good job showing me around Kurashiki for my second visit! I have made somemany new friends both Japanese and from other countries as well. We would all do manythings together, like go shopping, go to a karaoke place and sing our hearts out, and having
dinner/drinking parties with each other! The friendships and bonds I made during my stay
here, I hope will last for a lifetime and that we will keep in touch even in the future! I also
enjoyed my many adventures with the friends I made as well as some mini trips I had on myown. There are some trips that I would like to mention from when I went with my friends.
One was the time when I went to USJ with Sarah, Danny, Jean-Christophe, and Audrey! We
had lots of fun riding many rides, watching 4D movies, and eating interesting food that you
can only find at USJ! I also enjoyed the time when I went to see the Naruto with Maya,
Danny, and Sarah! We did a lot of walk and getting wet from the rain, but it was worth it to
see the whirlpools as well as the Naruto Bridge that was inspired by the bridge in the manga
called “Naruto”! One mini trip that I went on my own that I would like to mention is the time
I went to Tokyo during a four-day weekend in the end of May! I had the chance to meet a lotof my friends who came to Guam and now I it was my turn since I came to Japan. The firstday, I got to go to a Sailor Moon exhibition and then to Akihabara. The second day, I got to
go to Sensouji Temple and after I got to visit both Shibaura Institute of Technology (SIT) andChiba Institute of Technology (CIT) campuses! The third day, I had the chance of going toKichijoji and do some shopping before going back Okayama the next day. Yes, I would say I
had a fulfilling and pleasurable time during my stay here in Japan! I would like to come backhere again in the future! I plan to be an English teacher to foreign students, so entering the
J.E.T program is one of my goals once I graduate from college! Thank you for the wonderful
memories Okayama University, Global Partnerships Office, the EPOK program, L-Café, myteachers, and all the friends I had made during my stay here!

125

The Japanese variant of the escape phenomenon
Sarah Valence
現在の日本では、日常生活にある責任や義務から逃避するために、日常生活の中の一般的な活動より珍しい、色々の人々がしている様々な唯一である活動がされているということが課題になっている。例え、漫画・アニメ・コスプレー・カラオケ・ゲムなどに、日本だけ
ではなく、世界中に人気が集まっているようである。
様々な学者によると、その活動のことが、前述したのように日常生活にある責任や義務を避けるために、逃避方法の一つとして説明されている。本文では、その活動に関する文脈
や、する必要がある理由・来由や、どういうふうに日本の社会がその活動に頼ることなどについて説明する。

The Japanese variant of the escape phenomenon.
To start with, the title deserves an explanation. To put it simply, it is the observableand particular way the people of Japan cope with the omnipresence of their responsibilities intheir daily life. According to research and observable data, there is a growing tendency
towards evasive behaviors among various groups of the Japanese population. The purpose ofthis paper will be to question and explain the reasons for the apparent desire of a great
number of Japanese people, with a focus on students, to escape their own reality. Startingfrom a very young age with parental guidance, then a very rigid learning environment, roleassociation and social expectations, let us look at Japan from a different angle, one thatcannot usually be observed from the outside.
So, what is so particular about Japan? What does “escaping” mean, here?
Maybe the term “escape” gives off the wrong idea. It isn’t like most Japanese people
are trying to physically escape the country. They are said to love, among others, how
comfortable it feels inside the borders. Foreign countries may seem strange, unsafe anddifficult to understand, which is a feeling that is exacerbated in this particular culture.
Travelling is also one of the themes that will be discussed later, but in any case, the term
“escape” here should not be taken literally.
It’s all about the pressure. Starting from a very young age, kids learn how to behave insociety and how to focus only on their studies. As Sugimoto presents in his book, An
Introduction to Japanese Society, schools are ranked by prestige and reputation (p.129) andto even have a chance to occupy a good position in large corporation or public bureaucracy,
students must work hard from a very young age. That includes classroom time, endless hoursof studying, cram school, and a parental pressure that surpasses that of most countries. In
1990, Professor Shogo Ichigawa from the National Institute for the Educational Research
named eight characteristics of the Japanese education system through comparison with theother Asian countries and the Western schools. The first one of these characteristics was “Theway that schooling and school education dominate children’s and young people’s lives” (2).
Through the informal, personal survey I did on the people of Okayama, all of them repliedthat only from University do young people start to have free time. When asked, kids answer
that they don’t get free time at all in between lessons, studies, duties and extracurricular
activities. They also do not feel like they have the choice to drop any of these, the parents
make sure of that. But the children are not the only one trapped in this situation.

126

The education system is, as Sugimoto describes it on page 131 of his book, an"expensive business", which causes a heavy burden on families. Admission, entrance exams,
uniforms, material, everything has a price. Even public universities are said to cost over 10%of the national income of average workers in Japan. Add to that the price of years of cramschool and private tutoring, two fairly common techniques supposed to enhance the chancesof getting into a better institution and eventually getting a better job, and that constitutes quitea heavy financial burden. Then, to add even more to it, to facilitate the students' performance,
most parents are said to take care of their every needs until they reach university, and evensome time after that. Mostly by paying for their transportation fees, eating allocations,lodging expenses and even social activities (generally through clubs), but also by taking full
responsibility for them. Mothers are said to create for them a stress-free environment that willallow them to concentrate all their efforts on their studies. Still to this day, women are often
expected to stay home and take care of the children rather than being considered as equallyfunctional as men workers. Why? So that the kids, in turn, can become successful, get into
good schools and have good jobs or become good mothers to their own progeny.
In other countries, such a treatment would be unthinkable. Children learn to beautonomous and independent at a much younger age. But for the sake of them getting a goodjob in the future (which relies almost entirely on the prestige of the schools they graduatedfrom, as mentioned before), they live under an unimaginable and suffocating amount ofpressure. Leisure time, as it would be expected at this point, holds a whole new meaning. To
have leisure time is often perceived as not working hard enough. Students study in school,then in cram school, then at home. On weekends, they study some more and they have club
activities. Being so busy, they are constantly connected to the world around them, constantly
being watched and judged on their performances. It could be expected, at least from anexterior point of you, that the pressure they would feel would build up and they would needsome kind of release at some point.
The few moments of free time that they have, what do they spend it on? What dothese people do for fun? Not only students, but also the mother who spends her time taking
care of her children's every needs, her part-time job and her household duties? And what
about the father, the head of the family who has to work overtime almost every day,sometimes in another town to provide for everyone's financial needs? In a society like that,
where each person has their own role and expectations to fulfill, how can one not feel theneed to change their mind? At their busiest, people should at least feel the need to escape thepressure that they continuously must feel. That hypothesis, although it might be refuted bysome, something that is worth investigating. Why do people agree to this demanding
lifestyle?
Fitting in and Ijime
One very important aspect of the Japanese society that I haven't got into yet is thesocial side. Japan is a society of appurtenance, where they don't stand as individuals, but asparts of this ensemble that allows them to feel like they belong. 家(uchi) versus 外(soto),literally house versus the outside. It comes from the feeling of distinction between the people
inside your circle and the ones that are not. Similarly, the concepts of 籍(seki) often
mentioned in research, the latter being a synonym of Uchi and the first a word to describe aformal "subscription" to a group or organization. Sugimoto states the 戸籍(koseki) as an
example, which is the family register officially recognized by the government (156). To notcorrespond to a koseki or to sully it constitutes a great shame. I will discuss shame later, but
for now let's focus on this notion of fitting in.
A great majority of the interviewed students prefer spending their free time withfriends, or their 仲間(nakama) for the same reason why people want to have a good koseki.
To have friends reinforces the idea that they fit into a group, like they do in every aspect of

127

their lives. The family's role attribution, the working force and their community are good
examples of circles most people feel the need to join. They are encouraged to build bonds.
Failure to do so leads to this very particular Japanese phenomenon called Ijime.
Ijime is the Japanese equivalent bullying. Especially present during school years, butalso apparently during the first years of work as well, it can become quite overwhelming.
Sugimoto states that since the 1980s, Ijime has been defined as a collective tentative tohumiliate, torment or disgrace a single target, one that would stand out (146). That reinforces
the feeling of security of being in a group and explains why friends are associated withhappiness and fun. With this, social pressure holds a whole lot more influence on people.
Individualistic societies don’t such systematic bullying. Solitary activities are just as popular
as social ones, which might explain why manga, anime and video games would be so popular
there. That, and the fact that there is no “shame” associated to them, which is not the case inJapan.
Shame versus guilt
The difference between shame and guilt is to be clearly identified in order tounderstand this mentality. To put it simply, guilt comes from inside. It comes from ourmorals and the conscience of our own actions. Shame, on the other hand, comes from theoutside. It appears when one’s actions are devalued by something exterior to them. For
example, if one is seen in an arcade when they should be in a library studying, this person
looks bad to the outside world and starts feeling shame. Guilt is to avoid going to the arcade
because of the voice that says that it is not appropriate to act like this. Seeing as being “free”
here is almost a synonym to being “lazy”, the fear of being shamed is enough to prevent
people from admitting their leisure. From the responses gathered through personal survey,
mostly among the university students, the habit of keeping “busy” is kept and some of them
won't say that they have free time at all.
And even if they wished to escape their duties, they couldn’t. Not for long.
Traveling in Japan
With the different countries’ borders becoming so easy to cross, the world is boilingwith activity. A new wave of travelers is being raised and swarms in foreign lands. Some callit internationalization, others would call it opportunities, but regardless of the name, thischange is not welcome everywhere. An article by Professor Robert W. Aspinal from Shiga
University was written about the reluctance of Japan to enter this new wave. He states thatJapan is shown to be overly-protective concerning globalization and the exposition of theirpeople to the rest of the world, which they control very carefully: “Firstly, foreign elementsthat enter Japan will be controlled and assimilated and therefore become “Japanese”.
Secondly: foreign elements will be controlled for a limited period and given very limited
responsibilities and then required to leave. This rigid approach to borders also affects
Japanese people: if they leave Japan for too long and spend too long in the risky outside
world their “Japaneseness” may become suspect and so this is not encouraged except where
absolutely necessary” (1). This means that, not only do they discourage people from goingoutside, but they also closely supervise the foreign elements coming in.
When asked, all of the interrogated Japanese people from Okayama unanimously
answered liking foreigners, but preferred meeting them in their own country rather than to go
abroad. They want to use them as resources to have a connection with the outside withoutleaving the comfort of their home. To them, travelling is an appealing, yet terrifying concept.
Earlier I mentioned that Japanese people did not want to physically escape thecountry, and that is one of the reasons. Culturally, the outside world is seen as unsafe,
whereas Japanese generally prefer to be surrounded by known, comfortable things. To some

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extent, it is true, but other cultures embrace novelty without losing focus on their own society
and goals. In Japan, traveling is often considered a distraction, a step away from the ideal thatthey should have, unless it fits the purpose of their future career. Prolonged vacation is not
well-perceived here and the system makes it very difficult to have them. Holidays areplanned in a way that people have single random dates through the week to go somewhere,
which does not allow them to go abroad but merely to travel in Japan for a bit. The exception
to that is the Golden Week, but even so, there are still working days through that “break”,
which is highly inconvenient to fully enjoy the time off to travel. Getting time off work isalso unthinkable and the way holidays are in Japan forbids Japanese people to forget about
their obligations even for a few days. When asked, the people of Okayama admit barely evenleaving their town. A few exceptions are found, but according to personal surveys, even
Japanese travelers still say they look for familiar things and activities when they go abroad.
Foreigners in Japan
In my own experience in this beautiful country, I couldn’t help but to admire how
disciplined the Japanese people are, but also how strict they are in their ways. I am a traveler
and I like to think that my spirit is free. Curiosity led me to many new places and temerity
made me try things that most would fear. That often came across as frivolity andrecklessness. I was always “the one who was always playing elsewhere” and that made me
wonder what fun meant to others. I love to learn, and experience is the best kind of learning,so I thought… How does that make me less serious than anyone else? I learned more about
my field of study out there, on the road, than I could ever do in a classroom.
Doing this survey and reading about the subject made me realize many things. Here,
there is barely any place left for creativity and spontaneity. You are free to do whatever you
please within the domain of what is socially accepted and then again, you will be highlypressured to follow certain paths rather than others. Which is why us foreign elements are so
confusing to people. We get to play, we get to travel, we get to choose our path freely, haveuseless hobbies and yet, we don’t get the consequences of our actions. They watch foreigners
like you would watch animals in a zoo, with no actual intention to replicate any of their
behaviours or try to understand their context. As Pr. Aspinall says, Internationalization, or 国
際化(kokusaika) is a whole new concept and people are not ready to change their ways justyet (2). The image of productivity that they give is their pride, but the system in itself doesn’tallow much freedom to people to make their own discoveries and attempt different
approaches. Not everyone is the same, and not everyone is made to live according to theJapanese standards.
So why do people have all these means to escape? If you look at manga, it’s a perfect
example. It doesn’t take much time to read, you can take it on the train on your way to work
and it is so incredibly imaginative that it keeps your mind off other things. You can watch
anime on your phone for the same reason, or play video games. This is the only moment
where people seem to disconnect with their reality completely and for once, pretend that they
could be anything. Dream of another world in the security of your own home.
References
Aspinall, Robert W. "Education Reform in Japan." (1993): n. pag. Shiga University. Web.
Saito, Yasuo. Distinctive Features of the Japanese Education System (n.d.): n. pag. English Education in Japan.
Reviews of National Policies for Education, 1971. Web. 19 June 2014.
Sugimoto, Yoshio. An Introduction to Japanese Society. Cambridge: Cambridge UP, 1997. Print.
Personal interview-based survey on a total of 100 Okayama inhabitants on a period of two months.

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An Unfortunate Denial of Reality: Japan and Marijuana
Robert Seitz

マリファナについて、日本人に共通する意見と科学的な事実とは絶対に違う。このために、日本では癌などのような病気がある人は天然の安全で効果的なマリファナと言う薬を使うことができない。人々はマリファナと関係がある事実を何も知らないまま、オウムのように意味がない
言葉を繰り返す。何千年もの間、指導者は人々を多くの危険な目にあわせてきました。マリファナについてだけではなく、全部のことは、他の人の意見に惑わされないで、自分の研究をしたらいい。
Japan refuses to acknowledge the modern scientific and medical findings pertaining
to marijuana’s use as a treatment for symptoms of various illnesses, and by doing so prevents
people with illnesses such as cancer from receiving optimal medical care. This is due by andlarge to the deeply ingrained and astonishingly erroneous misconceptions regarding marijuanapresent in the minds of an overwhelming majority of Japanese people. One does not have tolook very far to realize what the people of Japan tend to think about marijuana. While carryingout a project for my Japanese language course last semester, I conducted interviews withanonymous University students from various prefectures in Japan regarding marijuana. Whilethe number of people interviewed formally by me was rather limited, it would be no
exaggeration to say that the myriad of Japanese people I have spoken to casually about thissubject outside of these interviews often echo, sometimes verbatim, the answers collectedduring the formal interview process.
My interviewees consisted of two different groups; students that have never lived
outside of Japan, and students that have studied abroad in California or Arizona. I began myinterviews with the question “What is Marijuana?”, and the answer to this question varied
greatly depending on which group the interviewee belonged to. The students that have neverlived outside of Japan generally all replied that marijuana is a drug. When questioned what adrug was, one student told me that “A drug is something that is bad for your body, for example
heroin or cocaine”. I then asked, “What is the difference between marijuana and those otherdrugs you mentioned?”, to which the student responded that he had no idea. His responses werevery typical. The common Japanese train of thought is that marijuana is a drug, and drugs arebad. There is no distinction made between one “drug” and another, and Japanese people see noreason to look beyond their pre-programmed idea that “drugs are bad”.
The students that studied abroad were an entirely different creature. Their answers
ranged from “It is a plant found in nature” to “It’s a luxury grocery item like tobacco or alcohol”,
to the more revealing “It’s just not a big deal”. These students experienced living in areas where
marijuana consumption is present on a large scale, both medicinally and recreationally. They
were forced to face the realities of marijuana as a result. In other words, they formed their own

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opinions based on direct perceptions of the world around them. This is contrary to the students
that never lived outside of Japan; this group of students was told something, and they believed
what they were told without ever questioning it.
When an unquestioned belief is held onto so firmly that it prevents people fromreceiving a particularly useful form of medical treatment, something is wrong. But that would
never happen here, would it? This is Japan, a modern nation where people are afraid of things
like religion because of the inherent dangers pre-packaged into the high levels of blind faithand fanaticism the world’s major religions infamously spawn. Unfortunately, the sad truth ofthe matter is that because of a common Japanese belief, many sick people in Japan, especiallychemotherapy patients, are missing out on something western doctors consider to be a miracle
medicine. That miracle medicine is marijuana, and Japan shoots itself in the foot by refusing
not only to acknowledge western studies connected to the medical uses of marijuana, but also
by refusing to conduct experiments or studies of their own. Because, well... it’s a drug. And“drugs are bad”.
Nevertheless, doctors in the west would be quick to disagree, and for good reason. “A
day doesn’t go by where I don’t see a cancer patient who has nausea, vomiting, loss of appetite,
pain, depression and insomnia,” says Dr. Donald Abrams, chief of hematology-oncology at San
Francisco General Hospital and a professor of clinical medicine at the University of California,
San Francisco. Marijuana, he says, “is the only anti-nausea medicine that increases appetite. It
also helps patients sleep and elevates their mood—no easy feat when someone is facing a lifethreatening illness. “I could write six different prescriptions, all of which may interact witheach other or the chemotherapy that the patient has been prescribed. Or I could just recommend
trying one medicine...” (Firger, “Keep Toke Alive”).
During my investigation into Japan’s relationship with Marijuana, I came across an
intriguing documentary filmed in Japanese with English subtitles that chronicles the stories ofsome native Japanese people suffering from different illnesses that decide to use marijuanaillegally in courageous efforts to improve their physical conditions. One of these people is anelderly woman diagnosed with cancer. Another is a young child with a rare condition thatcauses her to have seizures. Her parents tracked down some cannabis oil for her, and sureenough, the frequency of her seizures have diminished significantly. I will provide the link tothis documentary in the sources section of this essay and recommend it to anyone even remotelyinterested in this subject, especially if you are Japanese.
When asked about medicinal marijuana by the host of the documentary, Dr. Shirasaka,a doctor that was arrested in Japan for giving marijuana to his patients for free, replied that “Itwas used that way (medically, in Japan) before the war. There’s a pharmacopoeia, acompendium of medicines that have been used in Japan. A catalog of all recognized medicines.
Indian cannabis plants and Indian cannabis extract appears within it. The extract used to be
sold over the counter as a medicine for asthma... up until around 1948” (Shirasaka).
When the host discusses Japan’s anti-marijuana law with Taiki Moriyama, a Japanese131

lawyer, Taiki highlights a few thought provoking bits of information that make marijuana’s
illegal status in Japan even more puzzling. “I didn’t mention this in my explanation earlier, but
the intent of the act is not described anywhere within it. Normally, laws have their intent written
within their first article. As in, why they were enacted. But the Cannabis (Marijuana) Control
Act doesn’t have that. There are various theories as to why we have this law. Hemp has always
been considered a sacred plant in Shinto Buddhism. When the Pacific War was fought in thename of the Emperor, some say that the allied occupation made this law to sever the ties
between Shintoism and militarism, in order to wound Japan’s pride as a nation. Others say it
was America’s ploy to shut down our hemp fiber industry, to make way for man-made materials
like polyester and nylon from the U.S. Nobody knows why this law was written. And as far as
I can tell, the government never had a proper discussion regarding the necessity of illegalizing
cannabis” (Moriyama). The Japanese government does not provide any reason as to why
marijuana is illegal, and nobody seems to care.
The host also meets with an anonymous woman that goes by the pseudonym “Pop”.
When discussing her situation with the host, Pop says “I was diagnosed three years ago. They
told me I only had a year and a half to live, which I’ve exceeded.” During the filming of the
documentary, Pop was battling with cancer of the ascending colon. She was taking the fourthkind of medication given to her by doctors after the first, second, and third types stopped
working. The fourth kind of medication is the final medication available to her; once it stops
working, there is no other medication left to turn to. When asked about how marijuana affects
her, she replied “Without a doubt, it increases my appetite. Cancer patients lose a lot of weight,
so having an appetite is important”. She lost a staggering 25 kilograms since she became ill,morphing from rather chubby to remarkably frail. “Going through treatment, I’ve realized thathaving meat on your bones is essential to fighting off disease” (Pop). What came as the biggest
shock to me was that she was also taking undiluted opium extract and actually had a legal
prescription for it. When asked if hospitals can really prescribe opium, she replied “It is illegal,
but hospitals can still issue prescriptions for it”. At this point in the documentary, she shows
the camera a medical bottle of raw opium, as well as her prescription form. So in Japan, you
can legally be prescribed opium, but not marijuana. Anyone that has done even the mostminimal research on opium knows that it is a markedly dangerous and addictive substance.
Basically, it makes marijuana look like organic baby food. That she would be prescribed opium
but denied marijuana is nothing short of absurd and inhumane.
Unfortunately, discussions with Japanese people surrounding marijuana tend to be
trapped inside a magical circle without any exits. They often have no idea that marijuana issimply a plant produced by nature, let alone that it can help people with cancer or that it is far
safer than alcohol or tobacco when used as a recreational substance. Perhaps the Japanesepolice force should arrest the wild birds, deer, and rodents that eat marijuana in nature the same
way they arrest human beings that choose to consume it. Because, well... “drugs are bad”.
Sources:
Firger, Jessica. "Marijuana Is a Wonder Drug When It Comes to the Horrors of Chemo."
Newsweek.
Newseek,
22
July
2015.
Web.
11
July
2016.

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<http://www.newsweek.com/2015/07/31/keep-toke-alive-356032.html>.
VICEjpch. "大麻で難病を治す「医療大麻」最前線 - Medicinal Marijuana in Japan."YouTube.
YouTube,
25
Apr.
2014.
Web.
11
July
2016.
<https://www.youtube.com/watch?v=RHKOOh01nhs>.

133Japanized English
Eileen Grace F. Prangan

カタカナとは、日本語の表記体系の一種。主に外国語に借用された日本語として使われている表記である。外国語に借用されたのに、原因の意味とまるで違う。しかし、 日本人は外国人にその外国語を使う傾向がある。外国人も日本人に英語で話す
時、言いたいことを伝えるように英語を日本語のような発音で話す。どんな言語の勉強でも正しい発音が重要である。

The Japanese language has a form of writing called カタカナ（katakana). Katakana
is a Japanese syllabary system that is generally used for foreign words. In katakana, words
are imported from foreign languages. The pronunciations of these words are based onJapanese syllabary so that Japanese people can easily say the words. An example would be aforeign name, such as “Tom”. With katakana, it would be written and pronounced as トム(toh-mu). However, English or other foreign words adopted into the Japanese language
usually have a different meaning from the original. In Japanese, borrowed foreign words arecalled 外来語（gairaigo), while borrowed English words are called 和製英語（wasei-eigo).
Even though the borrowed words no longer hold the same definition from where they
originated, Japanese people think that their version of the same word is the same in English.
Non-Japanese people also tend to think that Japanese people will understand what they wantto say if they Japanize words, or say words from their mother tongue in a Japanese manner.

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Because of this way of thinking, using gairaigo/wasei-eigo in both English and Japanized
English causes confusion and misunderstandings.
Japanese people start learning English from junior high school until the end of theirhigh school years. Despite learning it for a long time, many struggle with the language. The
constant struggle for Japanese students to learn English may be due to the lack of experienceof their teachers and the lack of communication with actual native English speakers. Whenapproached by a foreigner in the streets, they may try to avoid communication or rely on
gairaigo to speak to them. Using gairaigo may sound helpful, but often times, the listener will
think of a different idea from what the Japanese speaker is actually trying to convey.
Consider this scenario:
There are two friends. One is a native Japanese speaker and the other is a native English
speaker. The Japanese friend tells their friend that they are going to move to a new マンション (” mansion”). The English-speaking friend is very surprised to hear this from them andasks them if they are secretly rich. From here, the Japanese speaker will think, “Why would
they think I’m that rich for moving into a mansion?”
In English, a mansion is a very large, impressive house. In Japanese on the other hand, amansion is a normal condominium. Although both meanings have a similar idea, they are still
very different from each other.
Okayama University students studying English at LCafe and English speakers from Guam
were asked separately to take part in a survey. Both parties were asked to give the definitionsof commonly used borrowed words in Japan. The following below is a chart of their answers:

Japanese Students
マンション(mansion)

Native English Speakers
Apartment/condominium マンション（mansion）

Large, expensive
house

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スタイル（style)

Body Shape

スタイル

バイキング

Buffetバイキング

Scandinavian sea（Viking）

pirateコンセント

Agreement(Viking)
コンセントPower outlet（consent）
カンニング

Fashion(consent)
To cheat; Cheating（cunning）
クレーム(style)カンニング

Smart, Clever（cunning）
Complaint

クレーム（claim)（claim）

Assertion;
Declaration

The results of the survey from both parties were interesting. The words that were chosen forthe survey are commonly used words both used in the Japanese and English languages. Fromthe chart, it can be understood how a misunderstanding can occur in a conversation between a
Japanese person using gairaigo to a native or fluent English speaker．The definitions fromboth ends are different from each other. The English speakers were surprised to learn theJapanese meanings behind these words. Likewise, the Japanese students were also shocked tolearn the original meaning of the words.
The list of gairaigo words is quite long and continues to expand. Despite the fact that new
foreign words are becoming Japanized, that does not mean that non-Japanese people should
do the same and Japanize foreign words not included in the gairaigo list when talking toJapanese people in English. Another example would be a non-Japanese speaker trying to
speak to a Japanese person who cannot properly understand English. The non-Japanese
speaker would try to say their English in a Japanese manner. It may sound Japanese but theJapanese speaker would have a difficult time comprehending what they are trying to say.
Correspondingly, Japanese people should also be mindful about pronouncing English or
foreign words in a Japanese manner. Pronouncing words in the katakana way will make itharder for the native speakers pick up what they are trying to say.

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In conclusion, some English and foreign words are widely used in the Japanese language.
They may be widely used in everyday conversation, but they usually hold a completely
different meaning from where they originated. With any language, people should be mindful
about how they pronounce their words to native speakers, as saying words in a different
manner may confuse the whole conversation.

Katakana plays a big part in the Japanese language. It is mainly used for foreign words.
Foreign words may have been adopted into the Japanese language, but often times, they are
given a different meaning from the original. Without knowing that, Japanese people tend touse gairaigo towards foreigners, thinking that they understand the same meaning as they do.
Likewise, foreigners trying to speak to Japanese people in English try to say words in a
Japanese manner thinking that it will be understood. However, that is not the case for bothsituations.

Being in the EPOK Program
Being accepted into the EPOK was a dream come true to me. After years of aspiring,
the program made it possible for me to finally come to Japan and study in a Japanese
university, which exceeds my original dream. The EPOK program has allowed me toexperience the school life in Japan and what it’s like to live in a different country. From theseexperiences, I was able to test my Japanese abilities and my independence, and grow as aperson. The time I had here was short and I came across my fair of hardships, but above all
they were learning experiences that will surely benefit me.

137

Why not Guam?
Danielle Hagen

アジアの学生にとって留学の目的は英語を話せる国でよく英語の勉強することです。しかし留学は英語の勉強だけではなくて文化を学んで色々な人に会って別の国で別の生活を経験して世界に意見を変わることです。その上自分の目的は英語の勉強だったらどこでも英語を話せる国はいいですけど日本人にとってアメリカや英国
もは一番英語の勉強ができる場所。グアムもいい英語の勉強ができる場所ですけど日本人の大学生に聞くとあまりグアムのことが分からなくてただの観光地だけで勉強ができる場所ではないと思われていました。

The purpose of a study abroad for an Asian student is to improve their English in acountry/state where English is the mother language; however, a study abroad is not only
about studying, it is also about learning different cultures, meeting different people,
experiencing life in a different environment than what one is used to, and widening one’s
perception of the world. Therefore, if one’s main goal is to improve their English, any
country where English is the main language would be a good choice however because ofJapanese people's preconceived images of the U.S and U.K, they are prone to think that either
are the ideal places to go to for studying English. However, when Japanese college students
were asked about studying in Guam, they based their answers on preconceived knowledge
about the island. Their answers expressed their little to no knowledge about the island,
making them think that it is not the ideal place to study English.

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Since the beginning of the student exchange program between University of Guamand Okayama University, there have been many students from Guam who chose to go to
Okayama but very few students from Okayama have come to Guam. There were 13 Guam
students who exchanged to Okayama and only 3 Okayama students who chose to go to Guam
until now. As a way to understand the Okayama student’s reasons for not choosing Guam,
Okayama students were interviewed; they were students who held interests in studying
abroad in the future and one who had already been on a study abroad in the states. When
asked where the students wanted to study abroad or where they had studied abroad before,
they replied with answers such as somewhere in the states or the United Kingdom. Prior tointerviewing the students, the answers they would give were already expected. In the eyes ofa Japanese student, the states or the United Kingdom is the ideal place to study. When asked
why these places were ideal, they replied that it is where you learn perfect English skills, it
gives you opportunities to study in an all English environment, and there is a diversity ofpeople. It also seemed that studying in these places gives a better image to companies when
applying for jobs; however little did they know that they could also achieve these points in
Guam as well.
Guam is a very small island and not many people around the world know about it but
when living only about 4 hours away from it by plane, one would think that Japanese people
would have a little more knowledge than others; however, it was not true. Most of thestudents interviewed knew at least that Guam existed but had close to nothing or very little
knowledge about it. They also did not know that Guam was an optional place for them tostudy abroad at. A reason for that is because when the students imagine Guam, they said theywould think of the beach or vacation, definitely not as a place you go to study. They usually
see ads for a vacation to Guam on the television. They also think the people in Guam do not
speak perfect English and since it is a small island, they would not be able to meet a lot of139

people from different cultures like they would in the states. After listening to the explanation
about Guam, they realized that what they thought was not all true. Guam is a very nice placefor vacation however it is also a great place to experience a study abroad. The main languageof Guam is the same English people in the states would speak and it is also a mini melting pot
of cultures. It is also closer to Japan and cheaper to fly between Guam and Japan than it
would be to go to the states. Although there are many Japanese people on the island, it does
not mean one would not be put in an environment where they would be forced to do their bestand speak English; it would only depend on where they go. It is also more convenient
because in situations such as if a student were to get in an accident or run into a situation
which is too complicated for them to understand in English, there are people on Guam who
would be able to translate the important details from them. A Japanese student who studied in
California was interviewed and she exclaimed that, “It was very troubling and inconvenient.
There were other Japanese exchange students as well but their English was about the same asmine so it didn’t help.” There was no one to translate something important for her whichbecame a troubling situation.
After the explanation, the students were asked what their current impression of Guam
was and whether they would consider it as a place one could improve their English. All thestudents agreed that even though Guam had the image of a vacation spot, it was also a goodplace to study and that it would be an option they would consider for a study abroad. They
also expressed that they were only thinking of studying as the main point of a study abroadrather than the experience of a completely different culture and environment.
A study abroad is not only meant to be an opportunity for studies but as a fun trip toexperience new and fun adventures. It is okay for a student to have lots of fun while studying
abroad; it is a part of the experience. Even though The U.S. and U.K. have the preconceived
image of being the ideal places to study English, after hearing more knowledge about Guam,140

the Japanese students also began to think that this “vacation” island was also an ideal place tostudy English.

The EPOK experience
Being in Okayama has been a fun and life changing experience. Through the EPOK
program I was able to take unusual classes which allowed me to experience different cultural
aspects about Japan and also a class which allowed me to learn about even the countryside(Inaka) of Japan which I thought was quite refreshing. I enjoyed a wonderful dorm life aswell with international roommates and even a Japanese EPOK student tutor who helped me toknow a little bit about Okayama. The teachers were kind and very caring. I loved theatmosphere of my classroom and the classmates I spent this semester with. I feel that myJapanese skill has grown significantly since coming to Japan. I was not able to travel aroundto different places as much as I wanted to however I feel that even without that, I enjoyed mytime fully. Through the EPOK home-stay class, I was able to meet a wonderful and warm
Japanese family. It was an experience I will never forget and connections I will treasure for a
lifetime. EPOK allowed me the opportunity to come to Japan as an exchange student which
has helped me to realize what steps I would like to take next in my life such as another study
abroad in Korea. I have learned many things from this experience and I would like toexperience more in yet another environment.

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Part-time Job (Arubaito) Culture among Okayama University's Students andwhat are the Pros and Cons of This Culture
Name: Nur Syazwani binti MOHD BOHARI
このエッセイでは、「岡山大学の学生の間でアルバイト文化」について検討した。「アルバイト」文化が日本の有名な文化だから、このトピックには興味がある。このエッセイから、「アルバイト文化」が生まれたのは、家族や他の人のサポートや、将来の節約、授業料の支払などからである。また、我々はこの文化から教訓を得ることができ、その教訓を生かし、文化を吸収することができる。
良い研究の結果を得るために、質と量の方法を両方使用していた。この文化の関連する背景と問題を理解するために、私は専門家によって書かれたいくつかの学術論文を読んでいた。それだけではなく、岡山大学における現在の状況をより理解する
ために、ターゲット・グループの間で分散アンケートのデータを収集．分析し、論文に出したデータと比較した。アルバイトがもたらした学生への影響を理解するために、パートタイムの仕事をしている。
Arubaito (アルバイト) comes from German word arbeit6, which means part-time job.
The term usually refers to student part-time job. It is being traced back to the nineteenth century
when German offered their students “arbeit” cleaning their homes 7 . During Japan postwar
period, there were only two kinds of employment contracts in Japan until mid-1980s: nonlimited term contracts to regular employees and limited-term contracts to non-regular
employees of the organization, such as paato (female part-time), keiyaku (contract worker)
shokutaku (reemployed elderly worker as contract workers) and arubaito 8 . Aubaito isemployed directly through the local labor market.
Arubaito culture seems very famous in Japan compared to Malaysia. According to The
Organization for Economic Co-operation and Development, the percentage of part-time
employment rate for Japan in 2013 is 21.9%9, which is quite high compared to other countries
like Russia, Hungary, Turkey and even its neighbor, Korea. Usually, the companies only give
low wage for part-time worker compared to permanent worker. They also much easier todismiss, though they perform the same task as fulltime worker. In addition, they also do not
obtain the same allowance and annual bonus given to the full-time worker. But, above of all
this inequality, why students still want to do part-time job?
According to Admission Office Okayama University, there are 10148 undergraduate
students have been registered to this university up till 1st May 201610. 30 questionnaires were
6

Buckley, S. (2002). Arubaito. In The Encyclopedia of Contemporary Japanese Culture. (pp. 27-28). London,
England: Routledge.
7
Perez, L. G. (1998). The History of Japan. (pg 181). Connecticut, London: Greenwood Press.
8
Imai, J. (2011). The Transformation of Japanese Employment Relations: Reform without Labor. (pp.27-30).
Hampshire, England: Macmillan Publishers Limited
9“Employment.” OECD Data. (2016). https://data.oecd.org/emp/part-time-employment-rate.htm, (2016 May 4).
10
Okayama University 2017.

142

distributed to Okayama University (OkaDai) undergraduate students to get the responses forthis issue. As mentioned above, arubaito culture among students in Japan is very popular
compared to Malaysia. From the responses, the average living expense among OkaDai students
is ¥91309 per month. Meanwhile, the university students in Malaysia usually spend ¥31250(RM1250) per month. We can see the average living expense among OkaDai student is muchhigher. Based on the response, most of the living expense is used to fulfill the basic needs. 20%
from the average living expense is spend for hobby and others, like internet bill andentertainment. The responds show that there are three primary financial sources for the students,
which is family, doing arubaito and scholarship. It shows that 13.3% of the student getting
money from the family, 30.0% doing arubaito, 53.3% get allowance from family and doingarubaito, and 3.3% get scholarship and doing arubaito for their financial source. Most of thestudents doing arubaito although get the allowance from the family. Next, the result says 27.6%of the students get more than enough money from their financial source, 48.3% said it is enoughand 24.1% said it is just enough to obtain the money from the financial source. No one answers
not enough getting money for this question.
Based on the questionnaire, 4 students are not doing arubaito, which give 13% and 26of them, which gives 87% doing arubaito in various fields. They work at restaurant, educationrelated like private tutor and tutor at cramp school, konbini and others field like sport appareland car rental. 13 students work at restaurant, 4 students tutoring and work at konbini each, 3of them tutoring and work at restaurant at a same time and the two remaining involve in car
rental and sport apparel business. Among of 30 students, only two students doing more than
one job at a same time. The highest average wage per hour is tutoring which gives 1119 yen,followed by working at restaurant which gives 885 yen, others which gives 825 yen andworking at konbini gives 818 yen per hour. Although the highest wage is doing tutoring, but
most of the student doing arubaito at restaurant. This is due to high wage, suitable time to work,
which is after school time or at night as most of the students work at izakaya, and they also getfood when working at restaurant. The average working hour made by OkaDai students is 13.4
hours per week.
As mention before, students still want to do part time job even though they are awareof this inequality. This may due to some reasons. Doing arubaito do gives some pros and cons
to students. One of the reasons why students are doing arubaito is to get money for saving or
to spend it to something that they love, like hobby and entertainment. Besides, based on the
responds, 70% of students doing part-time job to gain experiences, followed by self-confidence
and making friends, which give 10% each, to polish skills and obtain self-satisfaction bothcontribute to 3.3% each and 3.3% get nothing doing arubaito. From data above, we can see
most of the students get something precious in their work. Only one student does not obtainbeneficial value from this activity. Meanwhile, according to Manabu Sato, head of the Tokyobased Burakku Arubaito Union, students used to take part-time jobs just to earn pocket money,
but nowadays many have to work to cover their tuition and living expenses11
Doing part-time job also may affect students in the other way. From the questionnaires’answer, 26.9% of the student always can focus in class, 30.8% often focus in class and 34.5%
sometimes focus in class, not very often focus in class and not focus in class at all both givesame value, which is 3.8% each. We can see that most students can focus in class compare to
only one student is not very often and not focuses in class. However, based on the responses,
in different question, 19.2% of the students always sleepy in class, 26.9% often sleepy, 34.6%
11

Maruko, M. (2014, December 29). Exploited Working Students Starting to Fight ‘Burakku Arubaito’ System.
Retrieved May 17, 2016, from http://www.japantimes.co.jp/news/2014/12/29/national/exploited-workingstudents-starting-to-fight-burakku-arubaito-system/#.VzqLOTV97Dd

143

of the students sometimes sleepy, 15.4% not often and 3.8% of students is not sleepy at all inclass. For this question, most students feeling sleepy in class compared to ones who awake inclass. This is so contradict compared to the percentage of focus in class. From this, we can saythat although they are sleepy, they still can focus in study.
Doing arubaito also might disturb their quality time with family and friends. From theresponds given, 7.9% of the students say arubaito always disturb their quality time with theirfamily and friends, 3.8% is often disturbed, 38.4% of the percentage vote both sometimes andnot very often and 11.5% says it is not disturbed their quality time with family and friends atall. The percentage of students’ quality time with family and friends which is been disturbed
and not been disturbed is same. Most students say arubaito sometimes and not very often
disturbed their quality time. On the other hand, based on project group led by Hirokazu Ouchi,
a professor at Chukyo University in 2013, said that a lot of students who do part-time job do
not have time to write reports for courses at university, always tired or sleepy and cannot
concentrate during lecture time, unwillingly skip other activities with friends and evenattending job-hunting seminars12.
But, above of all feedback, most OkaDai students agree with this culture. Only one
response says if possible, he/she does not want to do part-time job. Most popular reason among
the students, with nine responses, says they agree with arubaito culture because it gives newexperiences and experiences with social to the student. Second famous reason to agree witharubaito culture is students will be more independent, with five responses. The third mostpopular reason is to get knowledge that cannot be obtained in class, with three responses,
followed by self-satisfaction for using money earned by own efforts, with two responses, samewith to do preparation before working permanently in future which also get two responses,
followed by to sharpens skills and communications, meeting new people and to understand the
hardworking and the value of the money. From these responses, we can see that there are manyreasons why students continue doing part-time job, besides money, although they don’t get theequal right compare to permanent worker.
I have three times experience doing arubaito in Japan. First and second part-time job
involve packaging bento. I managed to get 456 yen per hour and free food to eat. As I did it
during weekend, I work six hours per day. Third experience involves education-related job. I
got 3000 yen for 3 hours working. For me, working six hours per day is quiet tiring. I may doit well last time, but doing it as routine will make me exhausted. From my experience and the
responds, we can see that education-related jobs give highest wage compared to other part-timejob. Just like stated above, I agree that experiences, to polish skills and making friends arereasons that can be obtained through this activity. Through my experience, I really support thisculture but with two condition: first, as long as it’s not disturb students’ study time and theirtime with family, and second is as long as it is not an illegal job.
To conclude the essay, arubaito is a part-time job for student. It may more popular here
compare to Malaysia because the living expense in Japan is very high, almost triple compared
to average living expense for student in Malaysia. Most of OkaDai students get allowance fromfamily and doing arubaito as financial source, which represents 53.3% in total. Besides,
majority students with 48.3% say they get enough money from the financial source. The mostpopular part-time job among OkaDai students is working at restaurant, due to some reasons
like high wage, suitable time to work and get food when working at restaurant. The average
12

Maruko, M. (2014, December 29). Exploited Working Students Starting to Fight ‘Burakku Arubaito’ System.
Retrieved May 17, 2016, from http://www.japantimes.co.jp/news/2014/12/29/national/exploited-workingstudents-starting-to-fight-burakku-arubaito-system/#.VzqLOTV97Dd

144

working hour made by OkaDai students is 13.4 hours per week. For me, it is suitable numberof working hour. There are many reasons why student doing part time job. Apart from getting
money, students are keen to do arubaito because of the valuable things obtained during doing
the job like experiences, self-confidence, self-satisfaction, making friends and polishing skills.
OkaDai students mostly said that doing part-time job do not disturb their quality time withfamily and friends. Last but not least, majority of OkaDai students are agree with this culture
because it teaches the students how to prepare themselves to be a responsible and matured adultin future.

Bibliography:
1- Buckley, S. (2002). Arubaito. In The Encyclopedia of Contemporary Japanese
Culture. (pp. 27-28). London, England: Routledge.
2- Perez, L. G. (1998). The History of Japan. (pg 181). Connecticut, London:
Greenwood Press.
3- Imai, J. (2011). The Transformation of Japanese Employment Relations: Reform
without Labor. (pp.27-30). Hampshire, England: Macmillan Publishers Limited
4- “Employment.” OECD Data. (2016). https://data.oecd.org/emp/part-timeemployment-rate.htm, (2016 May 4).
5- Okayama University 2017.
6- Maruko, M. (2014, December 29). Exploited Working Students Starting to Fight‘Burakku Arubaito’ System. Retrieved May 17, 2016, fromhttp://www.japantimes.co.jp/news/2014/12/29/national/exploited-working-studentsstarting-to-fight-burakku-arubaito-system/#.VzqLOTV97Dd

EPOK Review:
I’m an Islamic Studies and Applied Science (Biohealth) student. It’s a double major
programme. For me, it’s quite tough programme. I decided to not pursue my study after mygraduation before. Therefore, I joined EPOK programme because this is my last chance tostudy abroad and being sponsored. Here, I study Japanese Language with postgraduate and
PhD students. We have a happy energetic Japanese Language class four times a week. It’s very
inspiring surrounded by these people. Now, I have intention to continue my study in future.

145

RESEARCH ON WORKAHOLICS AND KAROSHI IN JAPANSharifah Syed Jaafar Putra

A) Summary in Japanese
このエッセイでは、にほんでざんぎょうがしょうれいされているじじつと、
かろうしがどのようなものであるのか、についてせつめいします。にほんでしごと
ちゅうどくとかろうしは、いままでしんこくなもんだいでした。かこすうじゅうね
んかん、しごとちゅうどくがじょうしょうけいこうにあることは、せかいのせんしんこくにおいてけねんされているもやだいです。にほんは、もっともしごとちゅう
どくしゃがおおいくにのせかいだい2いにランクインしています。やく31.7%いじょうのひとがしゅう40じかんいじょうもはたらいているのです。しごとちゅうどく
は、かろうし(ざんぎょうのしすぎでしぬこと)をひきおこすしんこくなもんだいとしてかんごえられています。けいざいやこようじょうたいがへんかしているにほん
は、ろうどうしゃにおけるしごとちゅうどくのこうどうにえいきょうしています。
そしてわたしのにほんじんのゆうじんにたずねたところ、かれらはまたこのもんだいについてみとめています。
このけんきゅうからわたしたちは、しごとちゅうどくがのうりょくのちょう
かだとかんごえられていることや、しょもうのタスクをたっせいするためにちゅう
やすごしているろうどうしゃたちが、ひじょうにこうりつてきではあるがかなりき
びしいというじじつをしることになるでしょう。しかし、じっさいこのじょうきょうはこじんにえいきょうをあたえます。このけんきゅうがまたかろうしとはどのよ
うなものなのかていぎすることになるでしょう。かろうしは、ろうどうしゃのけん
こうじょうたいのあっかをひきおこすちょうじかんろうどうのけっかの1つです.
In this essay, I will discuss about what the factor that encourages Japanese to workovertime and how the Karoshi be. Workaholics and Karoshi in Japan was a serious issue until
now. For the past few decades, the rising trend of Workaholics behaviour has become an issueof concern for the developed countries of the world. Japan ranked the second country that has
the most workaholics, with an estimated 31,7% people who works more than 40 hours in a
week. Workaholics is considered as a serious social problem that can lead to Karoshi (die due
to overwork). In Japan, where changes in the economic and employment situation in Japan isaffecting the behavior Workaholics among workers in Japan. And based on my observation
and when I ask to Japanese, they also admit about this issue in their country.
From this research we will know what the factors Workaholics actually are consideredas those overly capable, highly efficient and extremely hard working individuals who spend
their days and nights for the accomplishment of their desired tasks. But in fact actually thissituation give impact to individual. This research also determines the impact of Karoshi to theJapanese. Karoshi is one of the consequences of long working hours, causing the deteriorationof the health of workers.

146B) My Essay
The development of Japan economy that occurred since the 1980s often associated withJapanese management system unique and very effective. One of the attention is the work
environment in Japan is the key to success and also often associated as the cause of thesituation Karoshi and Workaholics. In this research, Workaholics in general are people
working very hard for many hours. Workaholics term was used officially refer to service
workers white collar and public "overworked", the term was coined in 1968 by members
American psychology of Wayne Oates. Karoshi is one of the consequences of long working
hours, thus causing the deterioration of the health of workers.
For the past few decades, the rising trend of Workaholics behaviour has become anissue of concern for the developed countries of the world. Workaholics seen to have an impact
on the physical and mental labor. Japan ranked the second country that has the mostworkaholics, with an estimated 31,7% people who works more than 40 hours in a week.
Workaholics is considered as a serious social problem that can lead to Karoshi (die due tooverwork). According to labor ministry data, records Karoshi compensation claims increased
to 1,456 in the year ended March 2015, the highest so far.
1) The factors that encourages Japanese to work overtime.
Reasons to work in a long time in Japan, not only due to economic factors,
but also social and cultural factors. For the Japanese, the work is the ultimate goal of the work
was itself: it is the obligation of the society and self as social beings. In Japanese culture, thetime spent at a desk or work is symbolic statement on the managerial and loyalty to theorganization, because of the hard work and trade is rated higher than the capacity of collective
culture. As a result, workers in Japan often asked to work overtime voluntarily. Based on myobservation the Japanese don’t have free time to engage in sports such as tennis. In Japan
however, even if a worker doesn’t usually be 7.00 p.m. before he or she reaches home. On
top of this, there are very few sports facilities to be found either near one’s home or office.
Those that do exist are usually membership-type club with exorbitant membership fees that
put them beyond the reach of the average worker. Therefore, engaging in healthful sport on
weekdays is difficult for some people.
What is more, the homes of urban workers are extremely small, and it is rare for aworker to have a room of his own. referred to by some as “rabbit hutches” these inadequate
homes do not afford the worker much as a place to relax and refresh after a day of work. Even
if one seeks to escape such a “rabbit hutch” for a more spacious home, the price is so highthat the burden of the loan payments forces one to advance one's position in quest of a higher
salary. And this propensity for overwork is not limited to adult. It actually begins is not limited
to adults. It actually begins in the elementary school years. Japanese children attend school
an average of about 240 days out of the year, or 40 to 60 days more than their counterparts inmost western countries. On top of this, in order to prepare for junior high school entrance
examinations, they engage in "overtime" in the form of after-school "juku" (preparatoryclasses for these exams). They even learn about working on holidays, in the form of
increasingly prominent Sunday juku. In this way, children grow accustomed to overwork as
early as their elementary school years.
In the light of the drawn conclusions, the assumption can be made that obsessive
working behaviour might be the influential factor behind slow and delayed working of financedepartment. Workaholics with their extreme attitude concentrate on hard work instead ofworking smart. This leads to their inefficient productivity. Thus, managerial level staff should
deal with workaholics in order to reduce inefficiencies. Another finding include thatworkaholics are highly influenced by their financial dependents. During research it isobserved that a person with greater financial responsibilities yields aggressive workaholics.

147

To meet their purpose, workaholics generally tend to work harder and longer.
Workaholism develops by just taking work as a hobby but later it becomes a habit andaddiction. The evaluation revealed that workaholics consider their work a priority over otherthings without realizing how adversely this approach is affecting them. Few of them accepted
the fact and have shown willingness to change or compromise while some of them didn't
accept the fact that their attitude is spoiling their personal and private life. It is thus, concluded
that overall performance achieved by workaholism is either just satisfactory or below average.
Because of their over working habits they sometimes do irrelevant work during the working
hours which ultimately results in late submissions.
Another interesting finding reveals that most of the workaholics are from thebackground who wanted to make money out of their hobbies. Due to their interest in theirwork, they often prefer that over other things in life. This give them pleasure and contentment.
This trend is mostly seen in international non- government organizations.
Generally, workaholics are considered those individuals who extend their working
hours and tend to invest more time in their work. The research, though, proved the concept tobe a mere misconception. During research it was observed that workers who work in theirscheduled time slot also act as workaholics. Various factors are involved which influence one
to act this way including future worries, jealousy, professional consciousness etc. The trend
is common in private organizations where promotions and incentives are based on
performance and devotion. To get the purpose, workaholics generally work extremely hard toshow their devotion and excellence in front of their superiors. The results could not findanything eminent with regard to person's brought up. It all just happens because of anindividual's own choices and preferences. It was also observed that married persons seem toshow more workaholism as compared to singles. The difference however isn't very clear but
still it reflects the real life conditions in our society. Having more financial dependents also
forces a person to drive towards workaholism. All these impacts on one's professional life,
also influences one's personal life in a negative way. A workaholics person generally faces a
lot of health issues and fatigue.
2) How Karoshi be?
Stated in the simplest terms, Karoshi is death from overwork. Defined in more professionalterms, it is a “conditional in which psychologically unsound work processes are allowed tocontinue in a way that disrupts the worker’s normal work and life rhythms, leading to abuild-up of fatigue in the body and a chronic, condition of overwork accompanied by aworsening of preexistent high blood pressure and hardening of an arteries and finallyresulting in a fatal breakdown”. (Definition by Dr. Tetsunojyo Uehata of the National
Institute of Public Health et al.)For example, cases because of Karoshi from Toshitsugu Yagi, who died in February 1987,
at the young age of 43 from a myocardial infarction. Mr. Yagi worked for Sogei Co., a
middle-sized advertising agency based in Tokyo. Mr. Yagis’s busy work schedule for several
years leading up to his death didn’t allow him to return home before 11 or 12 p.m most night.
On the day of his death, Mr. Yagi had returned home unusually early, at 10 p.m., and hadeven found time to help his eldest daughter a bit with her exam studies. As soon as he got
into bed that night about midnight he started feeling pain, and before an ambulance could
arrive he had died. After her husband death, Mrs. Mitsue Yagi found the words in one of his
notebooks. “Don’t the salaries workers in ‘Prosperous Japan’ today actually live a lower life
than the slaves of old?”. Unfortunately, Mr. Yagi would prove the truth of these words withhis own untimely death.
According Dr. Uehata, the cause of fatigue build-up is: 1) heavy physical labor 2) long hoursof overtime, working without days off, late night work and other factors that obstruct148

biological rhythms 3) excessive stress resulting from factors like overly intense work
responsibilities, solitary job transfers and undesired job assignments or transfers.
In addition, factors that tend to accompany excessive workloads like disruption of sleep
rhythms, reduction of free time for rest and leisure, excessive drinking and smoking,alteration of eating habits, neglect of medical treatment and disruption of family life, allcontribute to the build-up of fatigue. When these excessive stress factors act on the cerebrum,they cause the sympathetic nerves and suprarenal glands to affect changes in the productionof such hormones causing a rise in blood pressure, hardening, of the arteries and increased
coagulating characteristics in the blood, which in turn lead to cerebral hemorrhage, cerebral
infarction, and heart failure.
In recent years, the death rate of cerebral and heart disease patients in Japan stands at
more than 300,00 per year. Needless to say many of these deaths are unrelated to work, but
it is believed that the cases in which work load is a contributing cause of death number inthe tens of thousands.
The passage of time and the current economic situation is affecting the behavior of
workaholics among Japanese workers are becoming a serious problem for Japan. The
Japanese government has implemented various measures to overcome Karoshi among
employees, but also workaholism still occur even in small amounts but also the populationin Japan is at an alarming level.
C) Bibliography
C. S. (2012). Positive and Negative Workaholism. Retrieved May 29, 2016, fromhttps://uh-ir.tdl.org/uh-ir/bitstream/handle/10657/ETD-UH-2012-05355/MIRZA-.pdf?sequence=2
Karoshi. (1990). Tokyo, Japan: Mado Sha.
M. T. M., J. M. I. Controlling Work Stress. (1989). San Francisco: Oxford
R. S., & I. H. (2011). Beyond workaholism: Towards a General Model of Heavy Work
Investment. Retrieved May 20, 2016, fromfile:///C:/Users/User/Downloads/Beyond_Workaholism.pdf
R. G., & P. L. Longer Hours or More Jobs? : An Investigation of Amending Hours
Legislation to Create Employment. `, . (1982). United State: Comell University.
T. K. (1994). The Political Economy of Japanese Karoshi (Death from Overwork).
Retrieved May 15, 2016, from file:///C:/Users/User/Downloads/HJsoc0260200410.pdf

D) Review of my experiences in Epok Program
I’m feel glad because had be chosen to join EPOK Program in Okayama University.
Many new experiences I get based on classes I take on 1st and 2nd Quarter. I can’t forget allof this experiences, I learn many about culture in Japan. And the most experiences I love isfield trip to many places Inaka. I just feel glad, because from this course I can havecommunicated with other Japanese. Also in EPOK Research, from this course I learn how tomake research in the fact get information directly from Japanese people. Because not easy forme if you do something research about some place but u don’t ask or face the real people
from that place to get information. Thank you Okayama University for all of this.

149

日本のレストランの喫煙席と禁煙席
Katetip Pichetmetakul (Noon) ゲッティップ ピチットメータークン（ヌン）

１０ヶ月間日本に住んでいてびっくりすることがたくさんあります。私にとって一番面白いのはファミリーレストランで禁煙席と喫煙席が分かれていることです。
大坂へ行くとき、サイゼリヤというレストランで食事をしました。そのとき店員に
禁煙席、それとも喫煙席に座ると聞かれました。そのとき私は混乱しました。
タイで全部禁煙席ですから、日本のレストランは不思議だと思います。その時は初めてレストランで食事をしながら、タバコのにおいがしました。そのあと、その店に行きたくないと思いました。
それで、私は他の人の意見を知りたいです。ほかの人がタバコのにおいが好きか
それとも嫌いか気になりました。日本人はその分煙に慣れているかどうか調べたいんです。あとは、タバコの煙は健康に悪いので、レストランを決めるときに喫煙席があるレストランは問題があるかどうか。喫煙者はレストランの中でタバコを吸う
とき、周りの人の気持ちを気にするかどうか。あとは、そのように席を分けることで日本に悪いイーメジがつくかどうか、日本人はご飯を食べながら、タバコの煙がするのはどんな気持ちがするのか、それに、禁煙席と喫煙席を分けることは本当に煙をふせぐでしょうか。これについて、周りの人の考えを聞いてみたいので、このテーマで選びました。
この作文は日本のレストランに関する説明をします。禁煙席と喫煙席が分かられているレストラン。タイのレストランは全部禁煙席ですから、日本のレストランでタバコを吸えることは不思議だと思います。
タイは公の場でタバコを吸うことはできません。タイの法律は公の場でタバコを吸うなら、２０００バーツ罰金を払わなければなりません。例えば、レストランや工場で吸えません。その上、通常タイの社会ではタバコは好まれません。もし、歩道で誰かタバコをすうのを見たら、周りの人は小声で話したり、厳しい目で見つめたりします。もし、その人がそれに気づいたら、タバコを吸うのを止めるでしょう。タイでタバコを吸える場所は家の中や駐車場や非常口などです。タイ人は傍目が気になるため、人前では社会上禁止された行為をあまりしません。日本人がタバコを止める理由は周りの人に迷惑をかけたくないからだと思いますが、逆にタイ人
は周りの人に叱られることや悪口が怖いからです。
それにしても、非喫煙者はタバコを吸わないですが、副流煙によってタバコを吸わなくても間接的にタバコを吸うことがあります。受動喫煙は、タバコの煙と喫煙者のタバコを含んだ息をあわせて吸い込むことを意味します。受動喫煙には二つの種類があります。一つ目は喫煙者のタバコの煙を直接吸い込む場合で、二つ目はタ
バコを吸った人の息を吸い込む場合です。喫煙者がタバコを吸う場合はフィルターに守られているので、大きな害はありませんが、受動喫煙者の場合は煙草の煙を直接吸うので、喫煙者より危険です。
ファミリーレストランで禁煙席と喫煙席を分かれていることに注目します。ファミリーレストランは一般的な料理を手ごろな価格で提供します。それに、子供からお年寄りまで食べられるレストランと言われます。レストランでタバコの煙を守る

150の方法は二つがあります。喫煙席のゾーンと禁煙席のゾーンの間に壁があることとファンがることですが、効かないような気がします。レストランによっては壁というよりただの仕切りのようになっています。禁煙席のゾーンと喫煙席のゾーンはきちんと分かれていないので煙は自由に行き来します。この場合はレストランで壁があるのに意味がありません。それにドアを開けるとき、煙も外に出てしまいます。
子供たちは免疫力があまりないので煙を吸うと、大人よりも呼吸器疾患になる危
険性が高まります。例えば、ぜんそくや気管支炎、肺炎などです。妊娠している女
性もとても危ないです。煙を吸いすぎたら、妊娠中毒症や早産など危険をはらみます。副流煙を吸う機会が多い人とそうでない人を比べると前者は２倍肺がんの危険性があります。喫煙席があるレストランで働いている人はとても危ないと思います。
私は禁煙者と喫煙者をインタビューしました。外国人と日本人の意見が知りたいですから、サンプルは日本人に加えて外国人１５人になります。回答者の年齢は２０から２５歳までです。喫煙者は３人です。非喫煙者は１２人です。このインタビ
ューをしてみて最近日本で喫煙者は段々減ってきていると思いました。
非喫煙者のタバコを吸わない理由は体に悪いし、お金がかかるからと言いました。これから、喫煙者は減りつつあると思います。
タバコを吸うことに関してみんなタバコは健康によくないと知っています。その上、匂いはくさく周りの人に迷惑がかかります。しかし、喫煙者はタバコを吸うことはかっこいいと言いました。
喫煙者はタバコがよくないのを知っていますが、ストレス解消のためにいいと思っています。禁煙席に座ってもタバコのにおいがするのはにおいがうつってしまう
ため、禁煙席を作っても意味がないと言いました。タバコが嫌いな人もいるし、迷惑をかけると言いました。煙は味や香りに影響があります。食べるとき煙の匂いがすると食事が美味しくなくなります。もう少ししっかり分けてほしいと言いました。喫煙者は周りの人に迷惑をかけるから、悪いと言いました。タバコのにおいを防ぐためにレストランの中に煙を吸い込む機械や喫煙席の間にかべがあるのがいいと言いました。レストランのなかでタバコのにおいがきらいな人もいるからです。
煙を吸い込む機械はいいですが、空気を移動させるから、かべのほうがいいです。
かべがあれば空気があまり移動しないからです。一番いいのは両方があることです。
でも、そういう機械が少ないから、もっと増えたほうがいいです。レストランの中を全部禁煙にすることについて大体賛成ですが、反対の人もいます。賛成の人の理由はレストランには子供とお年寄りも来るからです。それに、タバコのにおいが嫌
いな人もたくさんいるから、そういう人に迷惑をかけるのはよくないと言いました。
また、ご飯を食べるときはタバコがなかったら、おいしく食べられます。反対の人の意見はレストランでタバコを吸う人もいるから、全部禁煙になれば、喫煙者がかわいそうだと言いました。しかし、喫煙者は全部禁煙にすることがいいと言いました。タバコを吸う人が我慢するべきだと言いました。
外国人と日本人は禁煙席のことについてどう思うを調べました。外国人たちはそいうレストランがある日本は悪いイメージと思っています。日本人の平均年齢は長いですが、レストランの中は健康に悪い場所です。インタビューから、大体若者の日本人は好きではない感じがしました。食べるとき煙の匂いがするなら、おいしくなくなります。食べるときはその料理の匂いが必要だからです。アレルギーの人はかわいそうです。タバコの匂いがすると、頭とのどが痛くなります。

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でも、気にしない人もあります。生まれた時からそいうレストランへ行き、慣れてしまったようです。禁煙席に座るとき全然タバコのにおいがしないと答えます。
全部禁煙になるのは一長一短と言うことができます。長所は非喫煙者が美味しく
食事できます。その上、皆さんの健康にいいです。大体外国人は自分の国は禁煙レ
ストランですから、全部禁煙席ほうがいいと言いました。短所は喫煙者がレストラ
ンにいるとき、タバコを吸えないなら、その人たちがかわいそうです。とにかく、私の意見はレストランにいるとき、皆が幸せに食事をするため、喫煙者はタバコを吸わないべきです。短い時間なら、喫煙を我慢できると思います。
ほかの解決策はタバコのにおいをかえることです。インタビューに答える人はほ
とんど反対でした。理由はもしタバコがいいにおいがするなら、喫煙者数が段々増えるに決まっています。その上、においはほかの人に迷惑をかけないですが、タバ
コの煙害はまだあります。煙を吸うと、健康には悪いです。
日本社会でタバコを吸うことに対する今後の対策はタバコの値段と税金を高くすることです。喫煙者はタバコのポイ捨てなどに気をつけなければなりません。学校
ではタバコが体に悪いとしっかり教え、公共の建物では全部禁煙席にします。タバコのパッケージに病気について書くことも大切です。
このインタビューの結果から、回答者は大体タバコの煙が嫌いなので、全席禁煙席になるのは賛成でした。禁煙席に座っても、タバコの煙が来るから、レストランの中を喫煙席と禁煙席を分けるだけでは十分ではありません。
私はレストランの中でみんなが幸せにご飯を食べられるように、全席禁煙席になることほどいい方法はないと思います。レストランでタバコのにおいが嫌いな人もいるから、喫煙者は我慢しなければなりません。食べた後喫煙所で吸ったほうがい
いと思います。日本社会でタバコを吸うことの対策で一番いい方法は吸わない人にタバコの悪い面を教えて、この人を守ることだと思います。タバコの値段と税金が上がっても喫煙者がタバコを吸うことをやめるわけではありません。喫煙者は値段が高くても、買います。教育によって喫煙者を増やさないことが大切です。
成人喫煙率（厚生労働省国民健康栄養調査）
現在習慣的に喫煙している者の割合は、19.3％である。性別にみると、男性
32.2％、女性 8.2％であり、男女ともに 10 年間で減少傾向にある。
喫煙習慣者の年次推移（性・年齢別）

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Reference
Heather,L.W. (2003). Nicotine. China: Chelsea House Publishers. Retrieved May 10,
2016, from http://ebooks.infobaselearning.com/View.aspx?ISBN=9781438
102122&InstID=7528
William,M.C., & Health D. (2009). The Truth about Smoking. New York: Infobase
Publishing. Retrieved May 10, 2016, from http://ebooks.infobaselearning.com/
View.aspx?ISBN=9781438125848&InstID=7528 /Cleveland Clinic. (n.d.). Smoking. Retrieved May 17, 2016, fromhttp://my.clevelandclinic.org/health/healthy_living/hic_Steps_to_Staying_Well/hic_Dangers_
of_Second-Hand_Smoke
Healthy children.org. (2015). The Danger of Secondhand smoke. Retrieved May 17,
2016, from https://www.healthychildren.org/English/healthissues/conditions/tobacco/Pages/Dangers-of-Secondhand-Smoke.aspx
Smokefree.gov. (n.d.). Protect Your Loved Ones From Secondhand Smoke.
Retrieved May 17, 2016, from http://smokefree.gov/secondhand-smoke
厚生労働省の TABACCO or HEALTH 最新たばこ情報. (n.d.). 成人喫煙率（厚生労働省国民健康栄養調査） Retrieved June 29, 2016, from http://www.health-net.or.jp/tobac
co/product/pd100000.html

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EPOK Final Paper
Teaching English as a Foreign Language
Krystal Morgan

文化は重要です。文化は私たちが学ぶ方法を変更します。文化を理解することは、教師のために重要です。英語は むずかしですね。

Introduction
Culture is a lens through which we see the world. It colors our thoughts, feelings, how
we view the world, how we process information, and how we perceive new things. Learning
is no exception to the shades of cultural impact. How we learn is effected by our culture justas much as it is by our schools and teachers.
Culture is all around us and it shades everything we do, from how we get up in themorning- do you brush your teeth before or after breakfast? - to how we eat our foodchopsticks, fingers, or forks? - to how we interact with others every day. Since culture is so
instrumental to our understanding of the world, it’s easy to see that it also impacts how
students learn, especially in regards to language.
In countries with a large multicultural population, such as those within Europe and theUnited States of America (herein referred to as USA/America), cultural sensitivity issomething that is needed within a classroom environment to offer the best education to
students. Within Japan, the multicultural aspects, though less obvious, also impact individual
students’ educational needs. When teaching English, as a first or foreign language, it’s
important to take into consideration different students’ backgrounds, especially their socioeconomic status-which could impact their ability to do homework or activities outside ofclass- their religion-which may require missed days of class as well as other exceptions-andtheir familial background.
Some students will require certain accommodations to be made in order to participate
in class within the same capacity as other students. It’s vital that we understand thesesituations and are sufficiently accommodating to avoid offending them or others while still
maintaining a high quality education and controlled classroom environment.
BackgroundSome of the most prominent cultural barriers when teaching English, especially as aforeign language, include lack of certain sounds within students’ native tongue, religious
customs and the place of respect within a classroom -such as within Japanese cultures.
Many English classrooms in Japan will have either a foreign teacher who’s native to
English with a low Japanese level, or a Japanese teacher who learned English but lacks native

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fluency. While both instances have their benefits, the best classrooms fall somewhere in
between, or have both teachers within a single room.
Learning English from a native speaker allows students to learn more accurate
pronunciation and, oftentimes, native teachers will annunciate words clearly without losing
the natural flow, allowing students to learn the sounds and repetitions of words that mayotherwise be spoken in katakana English. The benefits of having a native speaker include
accuracy of pronunciation, spelling, and social cues that a 日本人 teacher may otherwise belacking. Issues with native English speaking teachers arise, however, when those teachers
lack an adequate level of comprehension in Japanese to sufficiently explain concepts tostudents, or otherwise fail to understand the cultural norms within a Japanese classroom andviolate the unwritten code of conduct and expectations. These lacks can cause a disruption to
the normal flow of learning that is expected of students, causing problems for students
despite the fact that the shortcoming is beyond their control.
Learning English from a Japanese teacher who is not native to English allows students
to have higher level explanations for the meaning of words and phrases. Unfortunately, many
Japanese English teachers lack proper pronunciation and understanding of the English
language, leading students to learn incorrect grammar, pronunciation, and social cues. Sincemany of these teachers are teaching English through a Japanese lens, they don’t fully
understand, nor can they convey, many of the subtleties contained within the English
language that a native speaker could.
Unfortunately, neither approach is fool proof, especially without the proper training.
This leads many students to choose immersion over classroom study. Immersion has benefits
as well, however it can lead to a higher use of slang and idioms as opposed to proper English,
meaning that the English learned through immersion is not always appropriate for an
academic setting. Unfortunately, classroom learning has much the same issue, where students
learn only academic English, leaving them relatively clueless in real-world interactions.
Field Studies
Throughout my time in Japan, I’ve participated in several Teaching English as a
Foreign Language (herein referred to as TEFL) courses as a teacher and as a student. Throughthe TEFL assignments, I’ve worked with children and adults ranging in age from 6 to 30.
Throughout my work with these students, I’ve learned a great deal about student interactions
and strengths from an anthropological perspective.
Younger students tend to be underestimated in their ability to grasp new words,
concepts, and interaction, yet they easily absorb them. Younger students tend to pick up on
lessons faster than older students. University students, unfortunately, filter everything
through their in-brain translations, causing a delay in comprehension and reply, whereas
younger students seem to learn the concepts in much the same way they learned their native
tongue, with none of the unnecessary mental translation to delay their responses. I’ve foundthat younger students tend to have a better retention of new material, whereas older students
require several instances of repetition. Focusing more on speaking with older students helps
their reaction time, though they still find difficulties when going beyond rehearsing preprepared speeches.

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In the USA, teaching English as a Second Language (herein referred to as TESL) is
less scripted than the teaching of English in Japan. Often the learners of TESL are older,
ranging in age from 13-60, though more often 20-40. Many of those who participate in TESL
are immigrants newly arriving in America. I’ve worked with speakers of Spanish, Tagalog,
and Japanese through TESL activities.
The Japanese learners have the same setbacks within the USA as they do whenlearning English in Japan. Many struggle to lose the tendency to pronounce everything using
katakana English. Native Spanish speakers have less difficulty with pronunciation than thosenative to Japanese language. Unfortunately, many of those learning English from a Spanish
perspective struggle with common concepts within English that are foreign to Spanish, suchas the double L; within English a double L, such as with roll, is simple a long L sound,
whereas in Spanish it’s more of a rolled r sound. This causes some discrepancies in learning
English, but they’re not impossible to overcome. Tagalog speakers use enough English within
their everyday interactions that they have less difficulty learning the language than native
speakers of many other languages.
Conclusion
Some of the most prominent cultural impacts upon learning English as a second or
foreign language are the lack of certain sounds or syllabic patterns within the native
language. Learning English is perhaps more difficult for learners coming from different
alphabetic writing systems.
The best thing we can do to ensure accurate and applicable learning ofEnglish within non-native speakers, is to ensure sufficient comprehension of
the native tongue to effectively explain concepts while still maintaining a native ornear-native teaching regime which includes hands-on interaction and experience.
Students need to speak and they need to listen.

Sources derived from hands-on application and actual teaching experience within: Bizen,
Tsuyama, Teaching Assistant for Ian Nakamura, TESL in Contra Costa County,
TESL in Duval County, Tutoring English to Foster youth in San Francisco Bay Area

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EPOK Review
Everyone has that one place that they just have to go before they die. For me, it was
Japan. I had several opportunities to come previously, but due to life couldn’t embrace them
until EPOK. Coming to Okayama was, for me, fulfilling a dream in a way. Some of the bestexperiences of my life have taken place in Japan with people from all walks of life.
EPOK has opened up many opportunities for me and helped me to grow as a person.
The food, the culture, the language- all of it has come together to create a wonderfulexperience that I hope to repeat, except with my family present. I’ve done and seen so manythings that I had only dreamed of before. I’ve eaten things that have in the past, and some stilldo, disgusted me-squid? No thanks- and I wouldn’t have gotten that opportunity without
EPOK. Unfortunately, I’ve also discovered that many of the traditional foods in Japan makeme stop breathing… the hard way… 10/10 would not do again.
Hopefully I’ll be back in the future, with many epi-pens (because I like breathing), tofurther explore the wonders of 日本.
It’s been fun. Until we meet again, let’s Facebook stalk each other, kay?

Road trips needed: 1 Americas, 1 Europe (and the UK, you EU abandoning traitors), 1
Africa, 5 million Asia. Better get started, that’s a lot of ground to cover.

一二

Oh the places you’ll go…
Take our Autographs with you!

三

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EPOK Editing committee

Photographers

Epok Teachers

Japanese Language Teachers

All of Global Partners

There have been some bumps along the way, but still the stay was great. Thankyou Okadai, from the EPOK Class of Summer 2016.

十四↓ Like the Center for Global Partnerships’ Facebook page to stay up to date.
Visit the EPOK Editing website to get this book online! →http://EpokEditing.weebly.com/