Christian Academy in Japan

Summer 2018

PREPARED TOSERVECONGRATULATIONS TO THE CLASS OF 2018

C H R O N I C L E

EditorStephanie Ban
Photographer
Ushio Sawada
Graphic Design
Martin Barker
Juliana Barker

Christian Academy in Japan
1-2-14 Shinkawa-cho
Higashi Kurume-shi
Tokyo, Japan 203-0013+81–42–471–0022
www.caj.ac.jp

Follow us on Facebook@christianacademyjapan

Seeing2O/2O

W

hen I was teaching Senior English, we began and ended
the year with a quote by T. S. Eliot from his poem, “LIttle
Gidding” that explores our complex relationship with time.
“What we call the beginning is often the end. And to make an
end is to make a beginning. The end is where we start from.”
Each end of a school year brings a sense of both finality andaccomplishment, but also a sense of something new beginning.
Planning for the next year has already begun; no time to rest on
our laurels, what will we do better the next time? At the end of
a school year, we have to intentionally take the time to reflect
in order to look ahead. The end is where the beginning is born.
This has certainly been a year of milestones, and some of theendings we face are bittersweet.
Collaboratively collecting and analyzing all sorts of datato assess what we are doing well and where we need to
improve paid off with a very successful visit from our visiting
accreditation team. We have an ambitious action plan laid out,
but we are excited to receive confirmation that we understandthe direction we need to go and we have realistically plotted
our course. We qualified yet again for a VEX World Robotics
championship and hosted our first tournament. Even ourelementary students are now playfully learning with robotics inthe classroom. Students excelled in athletics and drama, music
and debate, photography and ceramics. The senior class helped
lay the foundation for a nursery school in Northern Thailand,
taking service learning beyond the borders of Japan to theworld. Middle school students explored new ways to serve thehomeless population of Japan, while third graders raised funds
for Bibles in China. Oh — and students also learned, discerned,
questioned, created, wrote, discussed and presented.

We also look back at long careers of faithfulservants at CAJ who are retiring and looking
at new beginnings while standing in an
ending. I want to thank Rita Schellenberg,
Steve Duhrkoop, Flossie Epley, and Rick
Seely for their many years of faithful service
to CAJ.
We hate the goodbyes that inevitably
pepper an international school like CAJ at
the end of a school year, yet we see God’s
gracious provision in calling highly anduniquely qualified people to answer his callto Japan and to CAJ.
But these endings that make us slap highfives, wipe tears, or just want to put our feetup for a summer rest are also the birth of
the beginnings. We are already eagerly
anticipating the changes that lie before
us. We have a course plotted through theaction plan the staff has collaboratively
designed for our accreditation process, anda strategic plan proposed by our boardof directors. We are anticipating a major
shift in the way we schedule classes bychanging from a traditional schedule toa block schedule. This has meant a lot ofplanning, brainstorming, problem-solving,
and training, but we are ready to begin thisnew adventure.

Mrs. Foxwell being evaluated by anaspiring doctor on ES Career Day

One huge new endeavor is the beginning ofa new building plan. Our cafeteria has served
students for multiple generations, but it nolonger provides us with the flexible space weneed. We have assessed our facilities, worked
with designers and architects, and we havecome up with a plan that provides us withwhat we think will be a tremendous value
for our program and will provide a creative
space for supporting our students. We willbe letting you know more about this newbuilding and the needs we are facing to buildit, but we are thrilled with the beginning of
this multi-phased look at what facilities CAJ
needs to continue to equip students to serve
Japan and the world for Christ well into the
21st Century.
As we approach our 70th anniversary
milestone in the year 2020, it’s a wonderful
opportunity to think about our beginnings
and the new beginnings ahead, just as
we consider the accomplishments andimportant memories of the past. We
continue to look back with much gratitude
while we look joyfully ahead with hope.

Anda Foxwell, Head of School

Our Vision:

Introducing the Strategic PlanT

his year, CAJ’s Board examined all areas of the school and developed thefollowing 3 year strategic plan to provide for the necessary resources andenvironment to support student learning and a lifetime of serving Christ.

The plan will be reviewed and evaluated every three years. Every year an internal
action plan will be developed to meet the strategic plan objectives. Proper
recruiting and training for the staff and board will also be provided.

STUDENTS

Implement global competencies with abiblical perspective, preparing students
for lives of service.

 Train students and staff in global

competencies and biblical integration

 Facilitate service-learning

opportunities for all grades Provide effective technology support
for students and teachers

PROGRAM

Value individual and cultural differences in a dynamic
academic environment. Encourage unity and collaboration.
Maintain high academic expectations while meeting theneeds of each student.

 Regularly assess and enhance curriculum andsupplemental programs Clearly communicate what is to be taught and thesequence in which it will be taught from K to 12

 Consider online courses for current students and School
Support Service (SSS) familie

4

CULTURE

Promote a safe, welcoming and nurturingcommunity.

 Provide regular child protection and safety
training for staff, parents and students

 Facilitate effective communicationinternally and externally Explore new ways to celebrate andappreciate cultural diversity

FINANCE

Uphold a budget that provides sustainablefinancial support for the school’s short-term andlong-term goals.

 Maintain a 3-year projected budget
 Create alternative revenue streams to support
capital projects and operating expenses

 Ensure the Tuition Assistance Program isadequately funded

FACILITIESCreate a master plan for the future
development of the campus facilities andgrounds, targeting a student population of
up to 550.

 Maintain campus facilities to maximize

community, efficiency and effectiveness Develop and implement a multi-phased
construction plan to meet student
learning requirement

5

TEACHING TRUTH
6

An External
Perspective

WASC Update from Damon Ealey

CAJ’s

Christ-centered program has
been accredited through theWestern Association of Schools and Colleges(WASC) since 1976. Every 6 years, CAJ is
required to conduct a self-study resulting inan action plan submitted to WASC followed
by a WASC team visiting our campus toevaluate if our findings are valid, our planis realistic, and hold us accountable to our
mission and purpose.

to find out about every area of CAJ. Staff
members then had a choice of which focus
group they would like to commit to being amember of for the next year.

Time was spent every month gathering
information from a wide variety of sources,
seeking to evaluate our governance, student
learning and support, school culture, andresources. Parents and students weresurveyed; documents, curriculum maps,
In many schools, the self-study report isscores, statistics, demographics, and systems
written by a handful of staff members, often were examined. Questions were asked, somethe leaders, whoof which were easily
bear the stressanswered, whileand carry theothers prompted
We all experienced whatknowledge ofmore exploration.
it means to be part of an
how the school
already amazing community
Each group was
is doing. The CAJ
that clearly sees how to
led by two or threeleadership teamkeep growing.
staff members apartfelt this isolated
from the Leadershipapproach wasTeam. Everyone
not in line with
grew
in
their
understandingof how CAJ
the way we lead and live; so the entire
works, what is being done well and where
staff was invited into the process. This
improvement is needed. Eyes were opened
collaborative approach began in November
to how seemingly disconnected departments
2016 with the staff sharing what they knew
are all part of a big, beautiful picture. Alongand understood and what they wantedwith growth in knowledge, came growthin confidence and leadership skills. Team leaders
shared with the entire staff some of what surprised
them and what they learned about CAJ and about
leading. The staff experienced what it means to bepart of an already amazing community that clearlysees how to keep growing.
The report was submitted to WASC in February andthe visiting committee arrived the second week in
April for their assessment. CAJ was commended ina variety of areas, but what stood out was the highpraise for the caring and nurturing environment thatmatched high expectations as well as an articulated
and implemented Child Protection Policy.
There were nine other points of commendation
addressing the schools hiring practices, student
support, and the adoption of academic standards.
Our goals are ambitious, but we are confident
that in God’s grace and with his provision, thiswill continue to be a collaborative, community
process. We are grateful for the unity experienced
in mapping out our journey, and excited about theadventure before us.

4 Key Areas for Growth1.

Provide effective training and resources for thetransition to block scheduling2.

Continue to align students’ assessments to ourstandards and Student Objectives, and to gather
and study the results of students’ performanceon their assessments

3.

Take a close look at Student Objectives andmake appropriate revisions or clarifications
to be sure to equip students with skills to be
successful in the 21st century

4.

Work collaboratively to have a clear scope andsequence of all our courses in a way that will
effectively communicate this curriculum.

Areas for Ongoing Improvement
The WASC team affirmed the other areas we had identified as things we want to continue to work toward,
though they felt we were already making good progress in these areas.
1.

Develop effective training for child protection
and safety2.

Improve internal and external communication.

3.

Pursue creation of space on our campus to meetthe needs of students and program. Leadershipplans to start this process with the constructionof a new building housing a multi-purpose
cafeteria and large flexible classroom space,with plans for completion by 2020. Proposing

additional construction or refurbishing ofexisting buildings in order to meet the learningneeds of our students.
4.

Provide training for staff in integrating the Bible
effectively in all subject areas

5. Continue to provide opportunities for staff
members to grow professionally throughcollaboration and training, to contribute to thelearning of our students.

Damon Ealey is in his second year as High School Principal
at CAJ. After serving for ten years as a teacher in the
Greater Toronto area, he moved from Canada to Japan in
2009, with his wife and two boys. Since then, he has served
as a biology teacher, head of PE, and most recently as
the director of teaching and learning. He is also a global
professional with the Pentecostal Assemblies of Canada.

7

TEACHING TRUTH
8

STEM Integration:
Solids, CAD, and 3D Printers

by Yujiro Fujiwara

Some topics in mathematics more intuitively lend themselves toignite a deeper interest in STEM applications.

During a rigorous session analyzing graphsof curves and lines that would help 11th and12th grade calculus students determine thevolume of solids, I could see that they were
becoming less and less engaged. With morethan a little frustration they asked, “What is thepoint of knowing the volume of something
like this? I’ve never seen shapes like this in real
life.” They were grasping the basic theoreticalconcepts well enough, but it turns out thatfinding relevancy was more elusive.

among students. Given this dilemma, there isa growing concern about how mathematics
contributes in an integrated lesson to theunderstanding of the other STEM disciplines(English, 2015). Thus, with several calculus
topics, students wishing to go to a higher levelmay discover compelling reasons to pursue
STEM-related careers, particularly when theselessons are complemented by mini-lessons onmarketable technical skills that align perfectlywith math lessons.

They were missing the very thing that makes
mathematics both practical and a thing ofbeauty. Clearly, their comprehension of this
topic fell short if their knowledge did notinclude a vital aspect of mathematics—creatinga representation of real-life objects. It isprecisely in these situations where engineeringand technology can provide an opportunity forstudents to substantiate abstract concepts andbridge them in a STEM (science, technology,
engineering, mathematics) integrated lesson.
Wanting my students to experience the joy ofmathematics coming to life led me to design
a lesson to integrate mathematics with CAD(Computer- Aided Design) and 3D printing.
Many of my students have been inspired to a
deeper understanding of math concepts, thus
equipping them to make connections to reallife challenges in the field of engineering.

The Importance of the “M” in
STEM Integration

While it is desired, but many times impractical,
for educators of K-12 courses to connect every
math lesson to technical skills used in real
life, there are some topics in mathematics
that more intuitively lend themselves toignite a deeper interest in STEM applications

STEM-integrated
projects
arebeing
implemented in many classrooms in an effort
to show how these four subjects contributeto the understanding of each other and show
how these cannot be artificially separated.
Nevertheless, STEM integration is not an easytask (Honey, et. al., 2014), even more in higherlevel mathematics such as solids of revolution.
Even with growing efforts to reinforce theconnections among the four fields, there
is still an unequal distribution of learning
objectives met for higher mathematics, andespecially engineering, which is the more
underdeveloped of the four in K-12 education(English 2016, Honey, et al., 2014). It is essential
to mention that the role of mathematics needs
to be highlighted in the integration of STEM, as
perhaps mathematics is the key to improving
the competencies of students in science,engineering, and technology (Marginson et al.,2013 p. 70).
Solids of Revolution is a critical topic in thelearning progression of calculus. Many students,
however, struggle to see its beauty and application.
They focus on the rigor of the calculation rather thanon the intuition of the method and the possibilities
for STEM applications. Namely, they miss out on
the many ways in which current technology (e.g.,graphing software, 3D printers) has enabled us tomake physical representations of mathematicalideas such as a curve revolved around an axis.
As technology advances, 3D printers are increasingly
more affordable and thus more accessible to thegeneral public. They are becoming more widespreadin schools and are available in public spaces suchas libraries and university campuses (Van Epps, etal., 2015). Similarly, free, high-end professional CAD
software (e.g., Fusion 360) for educational purposes isa relatively accessible option that allows students andeducators to apply their mathematical understanding
to a practical skill in the STEMintegrated classroom.

standards from Advanced Placement Calculus by
the College Board (2016), Next Generation Science
Standards (2013), and Standards for Technological
Literacy (STL) created by the International Technology
Education Association (2000/2002/2007), whichalign and support the integration of engineering andtechnology to mathematics.
From the College Board (2016) Advanced Placement(AP) Calculus course’s Learning Objectives (LO) andMathematical Practices for AP Calculus (MPAC):
LO 3.4A: Interpret the meaning of a definite
integral within a problem.
LO 3.2C: Calculate a definite integral using areasand properties of definite integrals.
LO 3.4D: Apply definite integrals to problems
involving area, volume.
MPAC 2: Connecting concepts.
MPAC 3: Implementing algebraic/computational
processes.

In this article, I aim to describe to teachers a way ofhelping students visualize Solids of Revolution, findtheir volume, represent them on a 3D graph using
CAD software, and create a file for a 3D printer as
they find ways to incorporate this understanding
into technology and engineering application. After
explaining an intuitive way to calculate and visualize
the volume of a solid, I include an explanation on
how to use a CAD software to plot the curve, convert
it into a solid model, and use a 3D printer to make aphysical model of the solid.

From NGSS (2013) on Disciplinary core ideas –Engineering, Technology, and Application of Science(ETS):A Lesson on Solids of Revolution in
the Integrated Classroom

Standard 9. Students will develop an understandingof engineering design.

Prerequisites
The essence of this lesson relies on students having
a basic understanding of the use of integrals as wellas using basic geometry to calculate the area of acircle. They should be familiar with the term “definite
integral” and know how to find the antiderivative ofa function.
Including Standards
Generally, calculus is out of the scope of a regularhigh school mathematics progression; the attitudes
and practices that we want to instill in students
are supported by new standards (e.g., NGSS) that
actively seek the integration of STEM subjects.
Teachers around the globe, however, should makeuse of the standards that align to their school’s orhome country’s requirements. For this lesson, I list

MPAC 4: Connecting multiple representations.
MPAC 5: Building notational fluency.

ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
From STL by ITEEA (2000/2002/2007):

I. Established design principles are used to evaluate
existing designs, to collect data, and to guide thedesign process.
J. Engineering design is influenced by personal
characteristics, such as creativity, resourcefulness,and the ability to visualize and think abstractly.
K. A prototype is a working model used to test adesign concept by making actual observations
and necessary adjustments.
L. The process of engineering design takes into
account a number of factors.
Standard 11. Students will develop the abilities toapply the design process:N. Identify criteria and constraints and determine
how these will affect the design process.
9

TEACHING TRUTH

P. Evaluate the design solution using
conceptual, physical, and mathematicalmodels at various intervals of the design
process in order to check for proper design
and to note areas where improvements
are needed.
Q. Develop and produce a product orsystem using a design process.
R. Evaluate final solutions and communicate
observation, processes, and results ofthe entire design process, using verbal,
graphic, quantitative, virtual, and written
means, in addition to three-dimensionalmodels.

From a Two-Dimensional
Representation to a ThreeDimensional Solid
A Two-Dimension Lateral View
As a requirement, students should knowwhat integrals are and what definite integrals
represent geometrically and theoretically. By
using definite integrals, it is possible to findvolumes when functions are rotated aboutan axis of rotation. For simplicity, any graph ordiagram in the article is based on the function:f(x)= 2+sin(x). Figure 1 shows the graph off(x). Notice that f(x) is basically sin(x) shifted
upward by 2 units. As a pre-activity, students
should be able to find the value of the definite
integral . The total area is found by adding nrectangles, as n increases to infinity, in which
each rectangle has a common width of 6/n,aka, delta-x or dx and a height of f(x), in which
x is any x value in each of the n sub-intervals.

Figure 1

A Three-Dimensional Solid
In the same way that definite integrals arecomputed by adding an infinite number ofrectangles to find the total area, the volume
10of the solid of revolution related to this region
is found by adding the volume of an infinite
number of disks created by revolving eachrectangle of the region about the axis ofrotation. Using f(x) = 2 + sin(x) and choosing thex-axis as our axis of rotation over the interval of x
from 0 to 6, we can find the volume generated
by revolving the region of f(x) on [0, 6] above
the X-axis around the X-axis (or the line y = 0).

Figure 2

How Can This be Accomplished?
An intuitive understanding of the mathinvolved could be made simple by having
students examine the graphs (above and on
page 8) and observe how the area under the
curve on a twodimensional graph becomesa solid as it is rotated on x-axis. In Figure 2,
function f(x) begins to rotate around the x-axis.
The rotation continues until the graph takes
a shape somewhat like a bowling pin as in
Figure 3. Some students at this point may still
be wondering how the function can be rotatedby using a mathematical approach. Caveat: thegraph represented seems to be hollow, but
the teacher must point out that the vase-likeshape (Figure 3) is solid as a bowling pin. Since
this lesson focuses on the rotation of a curve
over an axis, to help students visualize that f(x)is an ever-changing radius that increases ordecreases as x goes from endpoint to endpoint,then students must see that rotation implies
circular cross-sections perpendicular to theaxis of rotation. Take a look at Figure 4. By
helping students change the perspective froma lateral view, as students would normally dowhen looking at a graph, and placing the observer“at the front” of f(x) instead, they can see that thesolid has a circular shape. To be precise, the volume isformed by accumulating the volumes of these disksof varying radii, determined by f(x) with x in eachsubinterval, each with an equal height of dx along
the interval [0, 6] in this case.

A common misconception by students is failing totake into account the axis of rotation in the integrand.
Even though it does not affect the formula in thiscase, it is worth noticing that the axis of rotation couldchange, and it always has a place in the integrand.
Using CAD Software
The next step in this learning process incorporates theuse of CAD graphing software. Each CAD software
has its own advantages, but for the first step students
will need to plot a few points of f(x)=2+sin(x) in theinterval [0,6]. Students can be as precise as they wantby plotting more points. More importantly, students
need to carefully overimpose a spline on the plotted
points as in Figure 5. A spline is a rectangular key
fitted to the points. For a smoother curve, increase
the number of points. In this example, the points
plotted correspond to the values of f(x) at x= 0, π/2,
π, 3 π /2, 6
The steps below illustrate the process:1. Select a plane and then use the command
spline to sketch f(x) as in Figure 5.

Figure 3

Finding the Volume
By going back to geometry and applying the basic
concept of the area of a circle A=r2π (Figure 4), noticethat the center of the circle is the x-axis, which is theaxis of rotation.

Figure 5

2. Then, using vertical lines, close the function
representing the endpoints and the axis of rotation
as in Figure 6.

Figure 4bVolume of a solid of revolution = π ∫a f(x)2dx
Since rotating f(x) around the x-axis is needed to findthe volume, the integral to find the volume of thesolid should be:
6Volume of the Vase = π ∫0 (2+2 sin(x))2dx
Figure 611

TEACHING TRUTH

3. Using a command CONSTRUCT, choose“axis Through Two Points” and select point(0,0) and point (6,0).

Figure 7

4. Then using a command CREATE, “Revolve”
around the axis as in Figure 7.
5. Choose MAKE and then click on 3D Print.
Then select the solid, and the CAD software
will generate an .stl file.
6. Once the .stl file is ready, use the softwareof the 3D printer to resize and print the final
product.
7. Before 3D printing, change the scale andorientation according to any preferences.
8. Finally, set the solid vertically and observe
how the 3D printer creates a replica of themathematical model.

Expansion of the Lesson
Teachers can have students predict the amountof the material used for printing and calculate
the difference in volume as students change
the scale of their printings. Students could alsoslice the solids at different points and try tofind the height of the vase given the radius atthat point. Teachers may have students comeup with new functions and create interesting
looking models not limited to trigonometricfunctions. Another way of challenging students’
thinking is by changing the axis of rotation andpredicting if the volume would change or if itwould remain the same.

12

Merging Mathematics inTechnology and Engineering
Instruction
In this lesson, we took a mathematicalconcept and explored it from engineeringand technology perspectives. Students gain abetter understanding of the interaction of STEM
subjects if engineering and technology teachers
apply some of the essential principles from thislesson. First, teachers must be actively applying
hidden mathematical concepts from within
their existing repertoire of lessons and projects.
For instance, a computer programming teacher
may take an introductory lesson on functions
and explore with students the similitude anddifferences from algebra. Drawing from theactivity presented in this article, a CAD design
instructor would start a brainstorm session withthe students about the physical limitationsof a prototype. The objective of such a lesson
would be to allow students to defend theirideas by using mathematical representationsof domain and range, as well as informal
concepts of optimization. Another powerful
way of incorporating math into engineeringand technology is through peer collaboration(e.g., divisional meetings, professional learning
communities). Often teachers may feel
reluctant to ask for help. However, if they wantto successfully integrate STEM subjects, teachers
need to model that collaborative behavior.
Engineering, technology, and math teachers
may work together in planning a unit, or simply
give advice to each other on how a certain
concept is used in other fields. The modalities(e.g., student inquiry, direct instruction) may
be varied, but it is important to allow students
to see that math is accessible and relevant.
This begins when technology and engineeringteachers redesign their lessons to include an
explicit section that connects the underlying
math and engineering concepts to technology
applications.

Conclusion

While many students may struggle to makesense of a mathematical formula and its practical
implications, they can benefit greatly froman intuitive visualization and the engineering
application of the topic. Effective STEM programs

create clear connections at least with two subject
areas, which translates into an enhanced student
learning experience (English, 2016). Using CAD
to create a 3D print model of their Solids ofRevolution learning assignment, they may learn
how to integrate their mathematical knowledge
with other STEM subjects. In this demonstration,
the connection between math with engineeringand technology has been made explicit. It
is important to make these mathematicalconnections clear at every grade level according
to the activity presented, as we emphasize thelinks between the underpinning math concept
to the technology and engineering concepts, sothat all students may clearly see the connections
among subjects (Shaughnessy, 2013). While ateacher can take this sample lesson to adjust it
to the needs of a particular group of students, as
educators we need to bear in mind that theseEnglish, L. D. (2016). STEM education K-12:
Perspectives on integration. International
Journal of STEM Education, 3(3), 11-8.

practical applications and clear connections
could increase their level of motivation while
enhancing their understanding of mathematicalconcepts (National Academy of Engineering andNational Research Council, 2014).

agenda for research. Washington DC: The
National Academies Press.

References
College Board. (2016). AP calculus AB and AP
calculus BC: released exams [Course and Exam
Description Effective Fall 2016]. New York, NY:
College Board. Retrieved from https://securemedia.collegeboard.org/digitalServices/pdf/
ap/ap-calculus-ab-and-bc-course-and-examdescription.pdf

Honey, M., Pearson, G., & Schweingruber, A. (2014).
STEM integration in K-12 education: Status,
prospects, and an agenda for research.
Washington, DC: National Academies Press.
International Technology Education Association(ITEA/ITEEA). (2000/2002/2007). Standards
for technological literacy: Con-tent for the
study of technology. Reston, VA: Author.
Marginson, S., Tytler, R., Freeman, B., & Roberts, K.
(2013). STEM: Country comparison. Melbourne,
Australia: Australian Coun-cil of Learned
Academies.
National Academy of Engineering and National
Research Council. 2014. STEM integration in
K-12 education: Status, prospects, and an

NGSS Lead States. (2013). Next generation science
standards: For states, by states. Washington,
DC: The National Acad-emies Press.
Shaughnessy, M. (2013). By way of introduction:
Mathematics in a STEM context. Mathematics
Teaching in the Middle School, 18(6), 324.
Van Epps, A., Huston, D., Sherrill, J., Alvar, A., & Bowen,
A. (2015). How 3D printers support teaching inengineering, technol-ogy and beyond. Bulletinof the Association for Information Science andTechnology, 42(1), 16-20.

This article originally appeared in the May/June 2018 Technology and Engineering Teacher magazine.
Reprinted with permission from www.iteea.org.

Yujiro Fujiwara is the Department Chair of Mathematics
and an Engineering teacher at CAJ and a doctoral student
in STEM Ed C&I at Texas Tech University. Yujiro Fujiwara
has been teaching at CAJ for fourteen years, math for the
past eight years. As the Math Department Chair, he has theprivilege of working with a group of great teachers that are
passionate about math education and proactively look forways to guide each and every student.

13

REFLECTING HIS IMAGE
14

Then How Should
I Serve?
Reflections from 2011 Graduate

Jacob WinterMade in the image of God.

Tokyo’s still-sleeping homeless population.

The doctrine that everyone has value is simple

five sleeping heads, slipping away quickly inenoughfor a kindergartener to accept. But

for me, learning to live out the implications of
this truth has been a journey.
It started in sixth grade. I remember riding
the train downtown to hand out lunches to

I set down my bags of mikan and onigiri byhopes they wouldn’t stir. It was the first time I
realized that there were people without beds
to sleep in at night, and I was proud of what I
did to help.
It wasn’t until grade nine that I was

Lunch withcolleagues
in Malawichallenged to rethink my actions. A teacher

where a major in international development

questioned what we really did with those mornings:

introduced the lenses of dimensions of power and“By giving them food, are you just tacitly allowing

privilege where I had only seen poverty.

them to remain homeless?” It was meant to provoke

By the time I landed

thought, not guilt, andin Malawi for the year-

the words burned inlong internship thatmy mind. Handing out

would complete myfood wasn’t enough. If

degree, I thought I had

I took Jesus seriously

a deep understanding

when he said that theseof what it meant to seewere my neighbors,the image of God inthen I couldn’t justmy neighbor. I had thelive for myself; I had
responsibility.

responsibility to respondOver the next years

were my own.

to others’ pain as if itclasses, books, and

But I wasn’t ready forbake sales shaped

the demands on myunderstanding andheart. Malawi is among

response to a world

the poorest countries

full of suffering: Inin the world, andEnglish, Alan Paton

walking out my front

demonstrated what

door brought me faceit meant truly love

to face with deep hurt.

the other. In History,

I saw farmers tending

Upton Sinclair’s The

crops whose prices

Jungle showed me

were plummeting,what it meant for achildren who had

person to be trapped

to work instead ofin a broken system. In

attending school, andBible, I was challenged
by Tony Campolo’squestion: “What would
Jesus drive?”. When it
came time for Senior
Comprehensives, thequestions were clear in
my mind: Who are theneediest people andWalking homefrom work in

Malawi.

My heartstrings
always got

pulled.

ground, begging formoney as they dragged
themselves forward with
their hands.
This came to a head
Jack, was accused ofthe most? I wrote about
and how quality teachers gave them the best shot

crawling along thewhen our gardener,

how could I help them
impoverished children

people with disabilities

stealing some metal
sheeting and sent to prison. In a country whereat a better life.

hospitals can’t afford to feed patients, prisons are

I brought that same relentless altruism to university,

innocent or not, but we did know that he left a two-rough places. We weren’t sure whether he wasmonth-old son outside.
15

REFLECTING HIS IMAGE
16

And I wish I could say that I kept going, thattrue image of God. Jesus’ death and new life

I found legal counsel, fought a corrupt legal

released me from burden of all the hurt that I

system, and won a fair trial. I wish I could say

had been trying to carry.

I knew for sure that Jack was innocent. But I
didn’t, and I couldn’t.

Jesus, the perfect image of an unseen God,

Instead, I met the baby and his mother awhere human hope failed. But there’s more.

few days later, a visit mediated by a friend. I

I knew that humanity’s being made in thehanded over a bag of groceries and envelope

image of God meant that I was implicatedof money; I told them I would pray for them.

in all the suffering I saw around me. But I the

I felt just as helpless as the sixth grader

fact that I live in a world of image bearers hasthat had snuck away from the train-stationa liberating corollary. Each person I see carries

homeless.

in them the same creativity and possibility

I was supposed to be helping others, serving
God by respecting his image bearers in theworld. But I felt hollowed and haunted. In myoverwhelmed emptiness, I wondered how
I could possibly shoulder the burden of somuch suffering? Who could
stand to look this much evilin the eye?
In my despair, I
thought back to one
of CAJ’s final lessons,taught in the crucibleof 2011’s tragedies andthe faithfulness of somany mentors: when I am
insufficient, Jesus is enough.
I was brought back to myknees as I saw
anew theWorking at LUSO mostly involves
working in front a computer, but
occasionally involves flipping pancakes.

came to a broken world, offering restorationof remaking the world. Understanding thisreleases me to go to every broken place andsee the light of God’s teeming life alreadyexisting. I am not absolved from guilt or
implication, but I am also connected to thecreativity, resilience, and hope that pervades
the human heart.
I now work in Canada, in a little
community development organizationthat strives to make ourAt LUSO Community Services, I work witha fantastic and diverse team dedicated tomaking our city better for everyone.

corner of the city welcoming for everyone. I work

Make no mistake—to see the image of God in thein a team of eleven, each of us from a different

stranger and enemy is difficult. Taking it seriously

country (I count for Japan or Canada!) Most of thewill change your life. You cannot dismiss love

people we work with are refugees, many fleeing

the stranger as your neighbor as some vague

places like Mosul and Aleppo. I work hard, striving

platitude. But it does not mean that every lattefor excellence and impact, but I rest in the fact thatmust be foregone to sponsor children or every

I am not a saviour. I am slowly learning that I am

panhandler invited home. For me, it has meantless God-like than I imagine, while others reflect

giving even when I’m not sure I’ll have enough,more God-light than I recognize.

listening even when I’m in a hurry, and persevering
even when I’m overwhelmed.

Jacob Winter graduated CAJ in 2011. He now lives
in London, Canada, with his wife Tess, anotherMK from Japan. He works in a multicultural nonprofit organisation helping newcomers settle inthe community. In their spare time, Jacob andTess love to camp, hike, and canoe throughCanada’s beautiful wilderness.
17

LIVING IN COMMUNITY
18

Building Updatefrom CAJ Board Member, Joel Peterson
CAJ is almost 70 years old! For most of us, thatmeans that the school has been around longer
than we have. We are fortunate that some of
our founding fathers, like Howard Blair and myparents, Leroy and Carolyn Peterson are stillaround to remind us of what things were likein the beginning and early years, when classes
were held in renovated dairy barns and manyof our other buildings were nonexistent.
We’ve come a long way since then. Throughout
the 1960s and early 70s, the Higashi Kurume
property began to look more and more like aschool campus with the construction of newclassroom buildings, dorms, a dining hall andauditorium. All of these facilities have served
CAJ well. In the 1990’s, the gym was replaced
and a new academic building was constructed.
Many decades later, the current dining hall,auditorium, and elementary classrooms arestill standing.
The school continues to thrive and we arethankful to have the opportunity to prepare
this next generation to serve Japan and theworld for Christ. As an elementary alumnus,a parent, and a member of the Board, I am

excited about the days ahead. The world ischanging rapidly and yet, a Christ-centeredglobal education is just as relevant today as itwas 70 years ago. In fact, it is critical, if students
are to fully understand our Creator and theunique talents that He has given each of themto act as agents of compassion in a fallen world.
This year, the Board completed a 3-year
Strategic Plan. We looked at all areas ofthe school and considered the best ways
to provide for the necessary resources andenvironment to support student learning anda lifetime of serving Christ. We worked closelywith Anda and the CAJ staff to connect withour community and learn more about theneeds that exist.
What we discovered, as most of us alreadysuspected to be the case, was that we have
445 genki kids running around campus every
day, doing all kinds of amazing things. They
are supported by another 94 dedicated staff
who arrive early and leave late to ensure thateach student gets the attention that theyneed. We also learned that our campus wasbuilt to accommodate 400 students and I am

Building Committee Members (Left to Right): Stephen Willson, Joel Peterson, Anda Foxwell, Rick Seely, David Marshallnot even sure if staff were calculated into thisfootprint. Demand for international schoolsin Tokyo remains at an all time high. Surveys
show that the CAJ community has the desire toserve up to 550 students while maintaining our
Christ-centered ethos in all that we do. That posesa problem… how do we meet the needs of 550
students and the required staff using our current
Higashi Kurume campus?
Teachers are skilled at solving problems, so lastyear we pulled together a focus group from 45
staff members along with the Board. We met with
consultants from Gensler, an American design andarchitecture firm, to talk about how we could provide
the best learning environment for CAJ’s students.
One of the key findings of the focus group was that
our cafeteria space is underutilized and is beginningto show its age. After over 50 years of faithful service,
it is time to consider how we can more efficiently
use this space for eating as well as learning.
In October, a building committee was formed toreview the findings of the focus group survey andselect the best architect to design a flexible structure
to replace the existing cafeteria. The building
committee consists of a representative(s) from theBoard of Directors, the Head of School, the Business
Manager, the Director of Teaching and Learning, theFacilities Manager, and the Director of Development.
In March, proposals from 2 architects were reviewed
and Raymond Architectural Design Office Inc.
was selected. The Raymond firm designed CAJ’s

auditorium and they are excited to be working withus again. The head architect also worked on building
our auditorium, so his personal engagement is very
high and recognizable every time we meet. We areconfident that the Raymond team will provide thebest building to meet our diverse program needs
and budget requirements.
In April, the Board approved plans for campus
renovations to replace the old cafeteria with afacility that provides a place for students to eat aswell as more versatile space for student learning,
Elementary and Middle School PE, staff meetings,
and storage. At the same time, we are looking torefurbish existing buildings with a focus on thescience classrooms and possibly relocating thebusiness office to make room for more student
oriented space.
Over the next several months, we will be working
with Raymond to obtain all the necessary permits
and prepare to demolish the existing cafeteria. Bids
will go out for construction late this year. Our goal isfor the cafeteria to be demolished by early 2019 anda new structure in place by the end of 2020.
These are exciting times. On behalf of the Board,
I would like to ask you to join us in prayer, that ineach step of this process God would be glorified andthat CAJ’s mission to equip students to serve Japanand the world for Christ would be upheld. We willcontinue to update you as the building plans move
forward. If you have any questions or concerns,
please email us at info@caj.ac.jp.

Joel Peterson grew up in Japan and attended CAJ
through elementary. His father taught at CAJ for a
cumulative 25 years. Joel met his wife at the church
started in his parents home as a Sunday school. He
has spent half of his career in Japan always looking
for ways to be reassigned to Japan, working most of
this time in finance for pharmaceutical companies.
He and his wife have one daughter who will be a
freshman at CAJ next year. He enjoys his cabin up
at Lake Nojiri any time of the year and where he first
visited at three months old.

The Peterson family in the CAJ cafeteria
19

LIVING IN COMMUNITY

Retiring Staff

Rita Schellenberg | Registrar
1980-2018 (38 years)
Rita Schellenberg came here in 1980 to teach
6th grade, but over the years has served in 4th& 5th grades, the elementary computer classes,
CAJ-Nagoya (former satellite school), and mostrecently as our school registrar. Not muchhappens at CAJ that hasn’t had some point ofcontact in Rita’s office.

Flossie Epley
Director of School Support Services
1983-2018 (28 years)
Flossie Epley started with a dream and ahope to help missionary children who were
homeschooled. That dream has grown into a
program of over 300 students and 5 affiliatedschools this year, and many more who havebeen served by our School Support Services
over the years.

Steve Duhrkoop
High School Social Studies Teacher
1981-2018 (35 years)
Steve and Barbara Duhrkoop fell in love at
CAJ and have committed their lives to it eversince. Steve has taught countless students
history, has shown many seniors how to leadthrough participating in senior council, andhas helped to build the identity of the seniorservice trip. Barbara has faithfully served in ourbusiness office through bookkeeping and dataprocessing. Barb will continue for another year
on a part-time basis, but Steve retires at the endof this year.

Rick Seely | Business Manager
1998-2018 (20 years)
Rick Seely left his position as a businessman
working between Asia and North America to
become our business manager. During the 20
years he has served at CAJ, countless families
have been helped by his compassionate andgracious approach to all things financial. The
school is healthy and thriving in a large part
because of his wisdom and experience.

New Appointments

Director of School Support Services
Jacquie Willson, Elementary School Principal,
will be replacing Flossie Epley as Director of
School Support Services.

20

Elementary School Principal
Jean Hino, Elementary Head Teacher, has beenpromoted to Elementary School Principal.

New Staff for 2018-2019 School Yeargrowing up in CAJ’s loving and caring environment.
Mari is delighted to be able to serve God at CAJ.

Bryan Lewis | Business Manager
Bryan Lewis will be assuming the role of CAJ Business
Manager in August. He comes to CAJ from south east
Australia, just outside of Melbourne, where he has
been working for a 5-campus Christian school for the
past 14 years. In total, he has been working in school
business management for around 25 years, andreally enjoys helping schools maximise outcomes forstudents. Prior to that, he was a chartered accountant.

Mari was born and raised in Sendai, Japan, and spenta year in Ohio as a high school exchange student.
She graduated from Tsukuba University with a major
in psychology and an English teaching certification.
She attended Boston University, School of Education,
where she finished her graduate and doctoral
studies focusing on counseling and intercultural
education. During her graduate years, she interned
as a guidance counselor at a public K-8 school in
Boston and later worked as a student counselor atuniversities here in Japan.
Mari enjoys spending time traveling, cycling and justchatting with family. She also enjoys reading, playing
the piano, drinking good coffee, and playing sports
like tennis, table tennis and a bit of karate.

Bryan has been married to Donna for almost 30 years,
and they have three children. Their youngest son will beattending CAJ. In his spare time, Bryan enjoys music,
projects around the home, and watching sports.

Matthew Lindsey
High School Science and Math Teacher

Mari Shew | Registrar
Mari Shew is new to the Academic Office, but has
been a part of campus life for many years as the momof three CAJ students. Her family joined CAJ whenher oldest son, Joshua, started the SSS program atage three. Her husband, Paul, serves as missionary at
Aoyama Gakuin University.
They both feel very blessed that their children are

Matthew Lindsey has taught for 6 years in the innercity of Oklahoma City, Oklahoma. He spent five years
at Northwest Classen High School where he taught
multiple science courses. The only course he has nottaught is chemistry. His sixth year was at Santa Fe
South Public Charter School where he taught Physics
and Forensics. Matthew has also served part-time asyouth pastor at his church for two years.
Matthew is married to Courtney. Their son was born in
November 2017 and is such a blessing to their family.

21

LIVING IN COMMUNITY

Alumni Updates

Classes 1965-1967 | Upcoming Reunion
There will be a CAJ reunion for the classes of
1965-1967 in Michigan on September 6-10,
2018. Contact Linda Fox Sabatini for more
information. LLSABATINI@comcast.net
William Reid | 1968
Still works so he can go fishing and enjoying
life. He is working for the University of Maryland
Shore Regional Health System as a security
supervisor. His wife Ellen still puts up withhim. His children, Andrew and Meredith are all
grown up and out on their own. Andrew is an
EMS supervisor in N.J. and Meredith is the officemanager for a flooring company in Maryland.
No grandkids, just grand dogs and cats.
Ruthy Kanagy | 1970
Ruthy Kanagy’s book, Living Abroad: Japan
was published in Sept. 2017 (4th edition, Avalon
Travel Publishers). Follow her on FaceBook andat livingabroadinjapan.com. Since 2006, Ruthy
has been leading bicycle tours of Japan forsmall groups— japancycletours.com and follow
on FaceBook. She has two daughters and two
grandsons who live in Brooklyn, NY.

Class of 1972 | 45-Year Reunion
The CAJ class of 1972 held its 45-year reunionin Seattle, Washington June 30–July 2, 2017.
Classmates, family, faculty and other CAJers
enjoyed two group times of sharing, a day
seeing the sights in Seattle, a meal at a teppan
restaurant, a “progressive breakfast” at the housesof three classmates, and a Sunday afternoon
hike for those who chose to stay a little longer. It
was especially meaningful to have Rick and Lois
Seely, Howard Blair and Don and Nita Reinmuth
join us. A total of 46 people participated during
the weekend: two faculty members, 29 from theclass of ‘72, four other CAJ alumni, and elevenfamily members. See below.
Class of 1978 | 4o-Year Reunion
CAJ class of 1978 celebrated its 40-year reunionin Charleston, SC June 8-10. Sixteen alumni
from the class of ‘78 with spouses were on hand(also a ‘77 grad) to get reconnected and takein the history and sights of Charleston. It was aspecial treat to have Howard Blair also share in
the weekend. He delivered a Sunday morning
message at the close of the festivities. See
photo, right.

Class of 1972 Reunion
Back (L to R, starting with blue shirt): Ray Hershberger, Roger Lautz, Tim Johnson, Monty VanderBilt, Mark Presson, Jonathan McVety, Wayne Swenson, Will Jones,
David Rayner, Shari Shelton, Alan Shelton | Middle (L to R): Jim Morden, Howard Blair, Rosemary (Buckwalter) Hershberger, Larry Pendergrass, Lori VanderBilt,
Patrick Wallace, Tammy Wallace, Sandy Presson, Miriam (Luttio) Varvais, Brenda (Graybill) Custer, Lisa (Bringerud) Westberg, Sheryl Jones, Loren Siebert, Don
Reinmuth, Steve Pendergrass | Front (L to R):: Sharon (Stumpf) Morden, Grace (Friesen) Steele, Lori (Tetro) Klemm, Melody (Jamieson) Eldreth, Naomi Yunker, Karen(Rayner) Thomas, Debbie (Weber) Millard, Ginny Blair, Joy (Moore) Kennard, Claudia (Chase) Aanderud, Cindy (Reimer) Ives, Nita Reinmuth | Not pictured (L to
R): George David (Naomi’s husband), Carol (DeShazer) Dixon, Carol (Olson) Sunde, Mark Ramseyer & Norma Wyse, Dan Westberg (Lisa’s husband), Lois & Rick Seely

22

Class of 1978 Reunion
Front Row Seated: (L to R) Debbie(Friesen) Phillips, Yoshiya Togami, Tom
Horton, Juli Barker
Middle Row (L to R): Allan Andrews,
Cindy (Blair) Andrews (‘77), Sharry(Pease) Andrews, Debbie (Schiefer)
Johnson, Kristen Brandt (Beth Cordero’s
daughter), Beth (Rinehardt) Cordero,
Janet (Peterson) Landholm, Nancy(Hager) Barican, Becky (Nicholas)
Chrisos, Christine (Mitchell) Rupert,
Martin Barker
Back Row : (L to R) David Gizzi, Phil
Wehner, Bob Skoglund, Howard Blair,
Deb Vanderbilt, Cotty Landholm
Not Pictured: Suzie (Thomas) Deriso.

Becky (Ferguson) Agatsuma | 1989
Becky’s husband retired this past March, after a 39
year career as a professor of deaf education, and they
moved from Joetsu, Niigata to Chiba. Their 3 kids
are now working for companies in Japan and theirfirst grandchild was born to their daughter and herhusband in September! They are thankful for God’sabundant blessings!! They became official membersof Tokyo Union Church recently and look forward toserving there.
Matthew Ludlow | 2000
Ludlow attended CAJ from the end of 1st through 4th
grade. He graduated from a high school in the UnitedStates, joined the Marine Corps upon graduation. He
has earned degrees from the University of Memphis(BA) and Gonzaga University (MA).

Ryan DeKoekkoek | 2003
Ryan and his wife would like to announce the birth oftheir third child, Hannah Elizabeth. She was born on
January 13, 2018 and her two older brothers, Nathan
and Joshua, are thrilled to have a sister.
Melody (Snider) Drew | 2008
Melody and Jeremy Drew excitedly welcomed a son,
Winston, in January of 2017.

Thomas Postema | staff | 2008
After leaving CAJ in 2008, Tom and Michele Postemataught at an international school in Suwon, South
Korea for three years. Since 2011, Tom has served as the
Head of School at Mustard Seed School in Hoboken,
NJ and Michele is the Director of Admissions andCommunity Relations. Antje (PhD, University of
Chicago) teaches at UC Berkeley; Erica (MD, Wayne
State University) is a pediatrician in Kalamazoo, MI
and has three children; Chris (BA, Calvin College) is apolitical fund-raiser in Washington DC.
Stephanie Valdez | 2015
Stephanie will be entering her 3rd year (of college)
starting Fall 2018. For the past couple of years, she
has worked at her campus’s Athletics and Recreation
Council, promoting recreation in any way, shape,or form to improve student life. She was electedpresident starting this summer, and will be helping
to open a new student centered building, in hopes tobetter student life even more.

Anika (Taylor) Bauzon | 2010
We had our wedding 10.07.17 in Kauai and all thesebeautiful people flew out and shared our love with
us! Ruth Fujino, Kelsey Masuda Bock, Anika Taylor
Bauzon, Anne Marie DeBerdt Smoker, Victoria Taylor,
Luke Taylor.
23

2018 GRADUATION!

Video and more: www.caj.ac.jp/divisions/hsgraduation/

Equipping students to serve Japan and the world for Christ.
Thank you for your ongoing prayers and support making our mission possible.

www.caj.ac.jp24