IEIJ:A New Approach To International Education in Japan 利用統計を見る

IEIJ:A New Approach To International Education

in Japan

著者

牧野 三佐男

著者別名

Misao MAKINO

journal or

publication title

Journal of regional development studies

number

2

page range

165-189

year

1999-03

URL

http://id.nii.ac.jp/1060/00003908/

Creative Commons : 表示 - 非営利 - 改変禁止 http://creativecommons.org/licenses/by-nc-nd/3.0/deed.ja

JournalofRegionalDevelopmentStudies(1998 ）

lEIJ:ANewApproachToInternational

EducationInJapan

MisaoMAKINO 165 Introduction Thepurposeofthispaperistoexplorethepossibilityoff(:)undinganew instituteforinternationaleducationinJapan,TheInternationalEducationInstitute ofJapan(IEIJ).Theprimarypurposeoftheinstitutewouldbetomakepositive contributionstothegrowinginternationalandinterculturaleffortsatunderstand-ing,cooperation.andconstructiveexchangeonbehalfofglobalstability.prosperity andquality.Andtheconceptofqualityhereincludesresearchactivity,social interaction.andphysicalconditionsofurbanandruralenvironments 。IEIJwouldjointheglobalcommunityinongoingeffortstocommunicateaboutcriticalissuesacrossculturaldifferences.Itwouldmeettheinformationdirectlyandspecificallybypursuinginterculturalresearchintothenatureofknowledge.Indoingso,itwouldrespondprogrammaticallytothepossibilitythatasourceofmiscoramunicationisculturaldifferencesinthemeaningsandusesofknowledge.lEIJwouldoffertheglobalcommunityaninternationallyorientedresearchinstitutionwithspecificallyAsianroots.TheculturalbackgroundofIEIJwouldbecomeoperationalf(:)regroundinallowingpressingissuesofscience,educa-tion,andethicstobestatedandexploredfromspecificallyAsianperspectives.Theoretically,then,IEIJwouldofferanewmodelofinstitutionalorganizationandprocesswhichwould,hopefully,bringnewunderstandingsofglobalissues 。Tosharpenthetheoreticalfocusofthisproject,lwanttooffersomereflectionsonthereasonsforchoosing

“institute"ratherthan “college"or “university"inthenameofthenewinstitution.Despitesomeillustriousexceptions.andmuchenergyatreform,Japan'smorethanl,000universitiesandcollegestodayfunctionlargelytosort,select,andpolishyoungJapaneseforpositionsintheprivateandpublicsectors.Likethemechanicaltumblersoflapidaries,theydonotaddsomuchas

166 JournalofRegionalDevelopmentStudies(1998) theyshapetowardastableimageofthesarariman(salaryman),organizationman, companyman,orbureaucrat.Farfromhighpowered ・high-qualityresearchcen-ters,mostJapaneseuniversitiesandcollegesperfc:)rmtheeminentlyusefulandnecessaryfunctionsofaligningandregularizingthepassageofyoungJapanesefromyouthtosociallyuseful.productive,andstablepositionsintheworldofwork.TousetheJapanesetermsforuniversityorcollegeinthenameofthenewinstitutionwouldthereforeconfuseallastoitscharacterandintention.Ofcourse.anew,successfulinstitutionofinternationaleducationwouldnodoubtattracttheattentionofeducatorsinJapan,and,tothate χtent,IEIJwouldofferanexampleofhowexistinguniversitiesandcollegesinJapanmightbereformed.Tounderstandmoreclearly,however,whymyeffortisgoingtowardsinnovationratherthanspecificallytowardsreformfromwithinexistinginstitutions,acloserlookatcurrentJapanesehighereducationpracticeisnecessary ・JapaneseHigherEducationBroadlyspeaking.Japanesehighereducationcanbedividedintopublicandprivateinstitutions.ThepublicinstitutionsarecontrolledbythebureaucratsintheMinistryofEducation,ScienceandCulture.InprivateinstitutionscontrolisnormallyexercisedbyaBoardofDirectorsthroughapresident.MembersoftheBoardoftenowntheuniversity.TheChairpersonoftheBoard,whohasthemostdiscretioninallocatingresources.isoftennotaneducatorandlacksacademicbackground.TheBoardsometimesselectsaneducatortobepresidentoftheuniversitybutmoreoftenpresidentsareselectedonthebasisoftheirloyaltyandtheirabilitytoraisemoney.ThedifferencesinemphasisbetweentraditionalsocialvaluesandmodernacademicvaluescreateinterestinganddifficultpatternsandproblemsinJapan'sinstitutionsofhighereducation. PrivateEducation AnexamplefromthesphereofprivateeducationinJapanwillhelptoc!arify thisdifferenceinvalues.From1972to1977,lwasAssociateDirectorofInterna-tionalProgramsandAssociateProfessorofEnglishEducationatKansaiUniversity ofForeignStudiesinOsaka.KansaiUniversityspecializesinEnglishandSpanish languagesandlinguisticsinafouryearundergraduateprogramleadingtoaBA,and agraduatedivisionthatoffersanMAandaPhDinlinguistics.ItsOsakacampus currentlyhasabout10,000studentsandabout200professors.Itisprivatelyowned

MAKINO:IEIJ:ANewApproachToInternationalEducationInJapan 167 bytheTanimotofamily.ItwasfoundedafterwwIIbyTakakoTanimoto.She isawidowerwhoisboththepresidentoftheuniversityandtheChairpersonofthe BoardofDirectors. PresedentTanimoto'shiringpractice,consistedinhiringintokeyadministra-tivepositionsinheruniversityretiredbankersfromhermainbankinOsaka,the SumitomoBank.Sinceherfinancialdealingswiththebankwereregularandlarge. andsinceloyaltytoinstitutionsislifelonginJapanesesociety,suchpersonnel choicesamountedtoanextremelyuniformandsmoothtransmissionsystemforher orders.KansaiUniversityofForeignStudiesisnotanexceptionalcase.Among thescoresofprivateuniversitiesofthissizeinJapan,thiskindofcontrolbyasingle familyorpersoniscommon.Thisstaffingproceduredoesnotreflectacademic issues.priorities,orconcerns.Asaprocedure.itdovetailswithanotherhiring procedure,usedbyPresidentTanimotoandcommoninJapan,ofhiringintofaculty positionsprofessorswhohaverecentlyretiredfrompublicuniversities.Theseolder people,usually60to70yearsofage,havealreadydonemostoftheirvigorousand originalteaching.research,andwriting.Theythushelptocreateaneducational milieuinwhichstudentsdoverylittlework,especiallyincomparisonwithus students,andstillreceiveadvanceddegrees 。Onemayassumethatinstitutionsofhighereducation,privateorpublic,existtoperformsomealtruisticservices.However,suchprivateinstitutionsthereshowmixedmotivesandpurposes.Someofthesearethee χtensionandincreaseoffamilynamestatus,prestige,andsocialpower,andgainingofprofitsforpersonaluses.Seenintermsofsuchpurposes,PresidentTanimoto'shiringproceduresarerationalandrealistic.ShehasalreadybeenawardedbytheJapanesegovernmentoneofitsmostprestigiousmedalsforcontributionstoeducationandsociety.Butsherunsherorganizationsasthoughtheirprimarypurposeswerenotadvancementofdisciplinaryfrontiers,solutionofpressingnationalproblems.preparationofcompetentprofessionals,andeducationofcitizensforsocialandpoliticalparticipa-tion.Atthispoint,theconflictbetweenpartisansocialvaluesandpartisanacademicvaluesbecomesespeciallyclearanddifficultfortheoldergenerationofJapanesewhoareleadersandownersofprivateuniversities.Althoughtheydedicatethemselvestoacademice χcellence，theyoftenunderstandtheoperationoftheirinstitutionsinJapanesetermsthatdonotreflectthekindsofWesterninstitu-tionalpracticeswhichhavehistoricallysupportedWesternacademicvalues.Pursuitofthesocialvaluesaccruesbenefitstoaminorityofpersonswholeadand

168 JournalofRegionalDevelopmentStudies(1998 ） controltheuniversity 。Inastudyofpowerandconflictinusuniversities,Baldridgepresents “charac-teristicsofcollegesanduniversities"thatreflectaviewoftheinstitutionasaWeberianbureaucracy.^ ）TwoofthechatacteristicslistedsignificantlydifferentiateushighereducationinstitutionsfromprivateandpublicinstitutionsinJapan: “1.Competenceisthecriterionforappointment."^ ）Competence,assessedbyacademiccriteria,isnotthesameascontrollabilityasdefinedbyadministrativecriteriaofefficiencyandconsistency,orbythesocialcriterionofloyalty.Althoughpromo-tionthroughtheranksinJapanfromassistanttolecturer.toassistantprofessorandtofullprofessorrequirespublicationandresearch,theothercriteriajustmentionedarealsoimportant. “5.Thecareerisexclusive ；nootherworkisdone."^>Profes-sorsinprivateuniversitiesinJapan,asintheUnitedStates,cananddoholdotherjobs,includingpart-timeprofessorialpositionsinotherinstitutions 。ThesedifferenceshavesomeimportantconsequencesforrelationshipsbetweenprofessorsandstudentsinJapan'suniversitiesandcolleges.Manyretiredprofes-sorsreuseoldlecturesandreadingswithnoattemptorrequirementtoupdate ・Manyprofessorsinprivateuniversitiesandcollegesteachasmanyas500studentsinfivelectureclassesthatmeetontwodaysoftheweek.thengotoanotherinstitutiontoteachanother200students.Typically,mid-termandfinale χamsarenotreturnedtostudentsaftergrading.Thestudentssimplyreceivegradereportsattheendsoftheterms.Ittakeslittleimaginationtoconcludethatthequalityofinteractionandcommuncationbetweenstudentsandprofessorstendstobesuperfi-cial,mechanical,impersonal.uninformative,uninspiring,andunproductive.PublicEducationIntheexceptionalpublicuniversities,suchasTheUniversityofTokyoandTheUniversityofKyoto,classesaresmallerandprofessorsarelimitedintheamountofoutsideteachingtheycando.However,in1985,thecombinednationalandlocalpublicuniversitiesandcollegeswereonly28 ％ofthetotalinstitutionsofhighereducationinJapanwiththeother72 ％underprivatecontrol.* ）In1990,thetotalenrollmentinpublicuniversitiesandcolleges,includingnationalandmunicipalinstitutions,juniorcolleges,andgraduateschools,was685,675withatotalof100,898full-timeteachersofallranksforastudentteacherratioof7toI.Enrollmentinprivatehighereducationinstitutionswas2,017,230withatatalof97,635full-timeteachersofallranksforastudentratioof21to1.^ ）Furthermore,formoststudents

MAKINO:IEI 」:ANewApproachToInternationalEducationInJapan ₁₆₉ ineventhehighprestigepublicuniversities.thegoalistogainahighpositionin theworkplace,itisnottotakepartininternationaleducationortodoresearch.In fact,sodominantisthisorientionamongJapaneseeducatorsandstudentsthat otherwisewell-informedobserversofJapan'seducationalsceneconsistentlyover-lookthekindofJapaneseinstitutionthatservesasatheoreticalmodelofIEIJ. Riken:AModelForIEIJ

In1917,theRikagakuKenkyujo ［InstituteforPhysicsandChemistry ］wasfoundedbyNakamuraSeiji,aprofessoratTokyoImeperialUniversity,andTakamineJokichi,whofirstdiscoveredadrenalinin1900.Riken,astheinstituteisfamiliarlyknown,

“hasdonemoretoadvancecreativeresearchthananyothersingleorganizationinmodernJapanesehistory. ”≪）UndertheeventualdirectionofOkochiMasatoshi,RikenbroughtanewspiritofcreativeresearchtoJapaneseindustryand.aftertheappointmentofthebrilliantJapanesephysicist,YoshioNishina,assectionchiefin1928,becamethebreedinggroundsforalmostallofthepioneeringworkdoneinphysicsinmodernJapan.KazuyukiKitamura,inarecentoverviewofthepast,present.andfutureofJapanesehighereducation,providesanhistoricalandstatisticaldescriptionofagreatvarietyofJapaneseeducationalinstitutionsbutdoesnotmentionRikenorthekindofinstitutionitrepresentsinmodernJapaneseeducationalhistory/ ）IwilldiscussRikeninmoredetailinconnectionwiththedescriptionofthepossibleorganizationofIEIJ ；fornow,IwanttouseittodistinguishclearlythetheoreticalorientationofIEIJfromothereducationalinstitutionsandeffortsinJapan.TheexclusivefocusontherealorpresumedrelationbetweenJapan'smoderneducationalsystemanditseconomicgrowthsinceWorldWarIIissharedbynon-Japanesecommentatorsaswell.InthefirstpartofanextendedstudyofJapan'smoderneducationalsystem,JapanisintroducedasthemostadvancednationofEastAsia “intechnology,incommerceandindustrialization,instandardofliving.andineducationalopportunity."R.MurrayThomas,theauthorofthefirstpartofthestudy,quotesArticleloftheFundamentalEducationLawof1947: “Educationshallaimatthefulldevelopmentofpersonality,atrearingapeople.soundinmindandbody,wholovetruthandjustice,esteemindividualvalues,respectlabor.haveadeepsenseofresponsibility,andareimbuedwithanindepen-dentspiritasbuildersofapeacefulstateandsociety."* 」AninternationaleducationinstituteisclearlyinlinewiththeprescriptionsofthislawbutThomasdoesnot

170 JournalofRegionalDevelopmentStudies(1998 ） mentionRikeninhishistoricalsurveyofJapaneseeducationnordoesheemphasize theresearchthathasallowedJapantogainsuchaprominentpositioninEastAsia. Inthesecondpartofthisstudy,writtenbyfiveJapaneseeducators.thefocusis againontherelationbetweentheeducationalsystemandJapan'seconomicand politicalconditions.Attheendoftheirlastsection, “ProspectsfortheFuture,"theauthorsstatethatitis “clearthatthefurtherinternationalizationofJapanesesocietythebuildingofanincreasingnumberofeconomic,political,andculturalbridgeswiththerestoftheworld--isanindispensablerequisiteforthecountry'sfutureprosperity.Suchaninternationalperspectivemustpermeatethenation'sschoolingeffortsaswell."^ ）Kitamuraalsoincludesinhisconclusionanassertionthat “from1990to2000Japanesehighereducationisexpectedtofacemorefundamentalstructuralchanges."Amongthesehecitesasoneofthemostimportant “externalpressures"thecontinuinginternationalizationofJapanesesociety.^" ）IfhighereducationisviewedasprimarilyadomesticprocessofpreparingJapaneseforJapan'sworkworld,theninternationalizationcanbeconsideredanexternalpressure ・However,thesciencepracticedinJapanbeforeandafterthef(: ）undingofRikenwasnotsimplyadomesticprocess.Itwasaninternationaleffortfromthebeginninganditiswiththiseff(:)rtthatIEIJtheoreticallyconnects.IEIJ:AModelForAdvancingKnowledgeTheoretically,therefore.whereothercommentatorsandplannersofJapaneseeducationend,withinternationalization,iswhereIEIJbegins.Rikenwassmallinscale,withnointernaldepartmentalorganization,anddevotednottosocialpur-posesbuttotheadvancementofknowledgeinparticularscientificdisciplines.IEIJwouldfollowthisformatinallbutthelastpointwhereitwouldpursueissuesofparticularimportanceininternationaleducation.SuchapursuitwouldlogicallyandnaturallyconnectIEIJasacenterforresearchwithworldeffortstoestablishorderlyprocessesofcommunication,cooperation,andeducationthattranscendlocalconcerns.IEIJwouldthusfurtherconnectwiththeuniversalityidealoftheuniversityandthecollegialidealofthecollege.Butitwoulddosoinawaythatincludedinitscommunityallofthepeoplesoftheworldandanyoftheirrepresenta-tiveswhowereinterestedinandqualifiedinlEIJ'sresearchprojects.Inmorepracticalterms,IEIJwouldrealizeitsprimarypurposethroughtwomajoractivities:1.Thepreparationofinternationalstudentsforhighereducationinhostcultures,withtwo-wayprogramsfornativespeakersofJapanese,English,

MAKINO:IEIJ:ANewApproachToInternationalEducationInJapan 171 andMandarinChinese.Includedinthisactivitywouldbeculturalpreparation. Thisaspectwouldinvolveimprovingstudentsactiveknowledgeoftheirhome cultures,givingthemintensivetrainingintheskillsofdiscussion,listeningcompre- hension,readingcomprehension,andacademicwriting.andsolidcontentacquisi-tionofinformationaboutmanyaspectsoftheirfuturehostculture 。2.Interdisciplinaryresearchintoissuesofinternationalandinterculturaledu-cation.ThisresearchwouldbecenteredinandgroundedbytheefforttoproducegloballyrelevantandrealisticpresentationsofIEIJ'scorevalues:stability,prosper-ity ，andquality.Radiatingfromthiscenterwouldbeconcernsabouteducationandculturalandculturalchange,educationandinterculturalcontact,educationandinternationalpoliticalissuesofpeaceandjustice,educationandinternationaleconomic,environmental,andsocialissues,etc.IEIJ'sdivisionofculturalprepara-tionwouldservenotonlyitsstudentsandstaffbutalsotheneedsofinstituteresearchersforaresearchsite.Therewouldthusbeongoingdialogicanddialecticrelationsbetweentheoryandpractice.andtheoreticiansandpractitioners,withopportunitiesforeveryoneonthestaffsofbothdivisionstochange,mix,andmergeroles.Thetimeframeoffoundingtheinstitutewouldinvolvetwosimultaneousnegotiations.OnewouldbewithbackersinJapanfortheestablishmentoftheinitialsite.TheotherwouldbewitheducatorsfromROC,PRC,PDRK,Malaysia,Singapore,andtheUSA.Thesecondsetofnegotiationswouldhaveastheireventualaimtheestablishmentofjoint-venture,satelliteinstitutesineachofthosecountries.Theinitialsitewouldservetheentireprojectbyprovidingaconcrete.operationalexampleoftherealizationoftheinstitute'sideals.Forthepurposesofthispaper,lamgoingtotakeitasgrantedthatanadequatemarkerofstudentsexiststosupportanIEIJwithsatellites,andthatanadequatesupplyoftrained,experienced.professionalpersonnelexiststostaffit.Evenwiththeserealisticassumptions,though,manyfurtherquestionsobviouslyneedtobeansweredandmanyfurtherproblemssolved.Tothatend,lwilldeal,intheremainderofthispaper,withthefollowingcrucialproblemareasforIEIJ:Organi-zationofInternalRelations ；ProcessesofTraining,Preparation,andResearch ；ProcurementAndStabilizationofFinancialResources.OrganizationofSocialRelationsInthissectionlamgoingtosketchoutsomepossible.desirable,andnecessary

172 JournalofRegionalDevelopmentStudies(1998) arrangementsforthethreemainorganizationalsectionsofIEIJ:Administrtion ；ResearchinInternationalandInterculturalEducation;and,LinguisticTrainingandCulturePreparation.Administration Asconceivedsofar,theover-alladministrariveorganizationofIEIJwouldbe simpleandtraditional.ExecutivepositionswouldincludeaPresident,withduties andresponsibilitiesforPersonnel,Budget,andFacilities.Therewouldalsobea Vice-PresidentwithdutiesandresponsilitiesforResearch,Training,andEvalua-tion.TherewouldbetwoDirectors,oneforRecruitmentandCounselingand anotherforPromotion,Advertising,andExternalAffairs.TheVice-President wouldserveastheDirectoroftheResearchdivisionofIEIJandwouldworkclosely withtheDirectorsofthethreelanguageandculturedivisions,theDirectorof Japanese,theDirectorofEnglish,andtheDirectorofChinese.Theinitialcomple-mentofregularlanguageandculturepreparationteacherswouldbethreeineach division.TheirimmediatesupervisorswouldbetheDirectorsoftheirrespective divisions.Withaproposedmaximumratioof20studentstolinstructor,IEIJ wouldthusattempttoopenwith9regularteachersand180studentsinplace.This kindofconsideration,whilesoundingsomewhatartificialonpaper,isofutmost importanceforinitialplanning,andsiteselection 。Toserviceatrulyinternationalcommunityofstudents,suchanoperationwouldhavetoprovideresidencefacilitiesforsomenumberofpayingstudentswhosefeeswouldmeetinaregularandpredictablewaysomeofthee χpensesoftheentireinstitution.Residencefacilitiesofcourserequirelandandthusmakeafurtherdemandontheconsiderationoflocation.Thepricepertsubo--thesizeoftwotraditionaltatamimats oflanddecreasesthefurtheryougetfromTokyoandthefurtheryougetfromanysettledmunicipality.Butacarefulcalculationwillhavetobemadetobalancetheincomefromresidentialstudentswithoperatinge χpensesinsuchawayastosetadesirableminimumofsuchstudents;thisminimumwouldthenplaceaparameterondesirablewhichwouldinturngovernselectionoflocation.Beyondfacilitiesforadministrativeoffeces,studentandstaffresidences.andresearchactivities,wouldbethoseforthevariouslanguageteachingandculturalpreparationactivitiesthatwouldconstitutethecoreofthestudents'formallivesatIEIJ.Thepreciseshapeofsuchteaching-learningspaceswouldbedevelopedwith

MAKINO:IEl 」:ANewApproachToInternationalEducationInJapan 173 theexperiencedprofessionalswhowouldeventuallystaffIEIJ.Ingeneral,though, thegoalofadministrationatIEIJwouldbetoremainasinvisibleaspossiblein routinesupportfunctionsandasvisibleaspossibleineducationalleadership functions.Suchanaimarguesformodestfacilitiesforadministrationwiththe bulkoffundingandenergygoingintoresearchandteaching/preparationareas. ResearchinInternationalandInterculturalEducation AlthoughthelastsectiondiscussedtheoverallsupportingorganizationofIEIJ, itisimportanttodistinguishtheproposedinstitutioninternallyaccordingtoits differentfunctions.Theareaofresearchisanespeciallydifficultonetoadminister asthehistoryinthechangesofresearchorganizationsintheUSAsincetheSputnik crisishasclearlyshown.^^ ）JapanhasbeenveryfortunateinbeingabletodrawupontheexperienceofWesternculture.especiallythatoftheUnitedStatesandtheSovietUnioninscientificresearch.indesigningsomeofherownresearchinstitu-tions.Ofsingularimportanceforunderstandingoneofthoseinstitutions,Riken,anditsimportanceforthedesignofIEIJisthefactthatYoshioNishina,oneofthedesignersofRiken ’sformat.hadworkedintheCopenhagenphysicsresearchinsti-tuteunderthegreatDanishphysicist,teacher,andresearcher,NeilsBohr.NishinabroughtwithhimaspiritthatcoincidedwiththatofthefoundersofRikenandallowedittobloomeventhoughtheeducationalinstitutionsaroundit,forthemostpart,ignoreditsexample.TherewereseveralconcreteaspectsintheorganizationofRikenthatcanbeclearlystated,easilyunderstood,andthenusedasablueprintfortheresearchsectionofIEIJ.Thefirstandperhapsthemostimportantistheabsenceofanychairordepartmentsystem.Bydesign,nooneisallowedtodisappearintoinstitutionallyenforcedisolation,intonarrownessofconcernandresearch,orintonegativityabout “outside"colleagues.Nobureaucraticstructureofinsideandoutsideisallowedtodevelop.Therearenochairpositions.therearenotdepartmentsforanyonetohead,andtherearenopyramidstothetopofwhichlesserpeoplemayscrambleattheexpenseofgoodresearch.Second,allofthefacilitiesatRikenwereusedincommonbyallthemembersoftheinstitute.Skillsofcooperation,interdepen-dence,andsharingwerethusfosteredataverybasicphysicalandeconomiclevel 。Third,basinghisapproachonhisexperienceattheCopenhageninstitute.Nishinainstitutedweeklymeetingsatwhichallresearchersshareinformation,ideas.

174 _{JournalofRegionalDevelopmentStudies(1998 ）} andworkinprogress.Itisimportant,lthink,inunderstandingandapplyingthis characteristic,nottofallintotheerrorofdoctrinaireMarxism,whichisnow,inthe SovietUnionandMainlandChina,bothshowingitsnegativelimitationsand looseningaroundtheWesternideasofinitiativeandpersonalenterprise,bytaking anabsolutiststandonindividualcooperationinsuchregularmeetings.The opportunitymustbeprovidedbytheorganizationalstructureandthentheoverall administratorsmustbackoffandlettheresearchstaffusetheopportunityasthey bestseeit.Fourth,therewasnoefforttocalculateequalunitsofdeservingnesson thebasisofwhichavailablefundswereallocatedtoeveryoneequally.Moneywas “flexiblyallottedtoallowforemphasisonspecificresearchprojects. ”^^）ThischaracteristicofRikenandofthefutureIEIJmakesverycleartherequirementthatthepeoplewhodoresearchtherehavearatherdifferentsetofpersonalvaluesthanusuallyencounteredamongprofessionalsinestablishededucationalinstitutions 。ThefifthcharacteristicofRikenwastheprivilegingofbasicscientificresearchoverapplication.ThiswouldbeatrickyoneforIEIJbecauseitdoesnotpositionitselfasacenterforresearchinestablishedtheoreticaldisciplineswithdefinedlinesofwork.Itwouldalsobetrickybecause,asaneducationalresearchcenter.IEIJwouldinevitablybeinvolvedinethical,political,andculturalissues.Itwouldbeofgreatinteresttoeventuallyseeinwhatwayafinanciallysolvent,internationalgroupofexperiencedworkersininterculturalandinternationaleducationwoulddefinetheirresearchprogram 。Thesi χthcharacteristicofRikenhadtodowithamind-setthatfavoredcreativework “byitstolerantandexpectantattitudetowardanynewideasthataroseinthecourseofstudy."Thiskindofatmosphereisdefinitelynotsuitedforthelargemajorityofacademicswhoarecontenttocarveoutalittlenicheandthenvagetateinitforthirtyyearsuntiltheycanretireandgofishing.ThestagnationofJapanesecultureintheexistinguniversitiesandcollegesistoowell-knowntoneedrehearsinghere.13 ）Sufficeittocommentthat.evenwithitsprovensuccessasaneducationalorganizationinJapan,thetraditionofRikenisstillbyfartheminoritytraditioninJapaneseeducationalorganizationandconduct.'* ）AscommentedintheIntroduc-tion,mostJapaneseuniversitiesandcollegeshavenothingtodowithknowledgeorresearch

；theyarehighlyeffectiveandnecessarysortingprocessesforamassandmassivelyorganizedsociety.lfeelveryfortunate.therefore,thatRikensuggeststhebestofWesterncultureineducationalorganizationinJapaneseterms.onJapanesesoil,andwithaJapanesehistorythatclearlydemonstratestheuniversalapplicabil-MAKINO:lEIJ:ANewApproachToInternationalEducationInJapan 175 ityandstrengthofthebasicorganization. TheseventhcharacteristicofRikenthatoffersamodelfortheresearchdivision ofIEIJwas “theabsenceofcliquismthatissofirmlyrootedinJapaneseuniver-sJties. ”^^）Followingclearlyfromtheabsenceofchairs.departments,oracademi-callyprivilegingfinancialarrangements.thisabsenceisremarkableandunusual ・AttheopeningoftheYamadaLanguageCenterattheUniversityofOregon,inApril,1991,professorsofmanydifferentlanguagesfromtheuniversity'slanguageandcultureareadepartmentsexpressedgratitudefortheopportunitytositdownandtalkwithcolleagueswhomtheyotherwisenevermet.TheChairpersonofoneRomancelanguagedepartmentcalledtheexperienceattheopening “fantastic,"becauseevenintheculturallyrelatedRomancelanguagedepartmentstheprofessorssimplydonottalkwitheachother.ThissamekindofisolationistypicalofJapaneseuniversitiesandcolleges.TheplanatIEIJwouldnotbetomakepiousstatementsaboutthedesirabilityofinterdisciplinarywork ；itwouldbetopreventisolationfromthebeginningbyadoptingthestrategiesandarrangementsoftheRikeninstitute. LinguicticTrainingandCulturePreparation Aswaspreviouslymentioned,theinitialconceptionofIEIJasalanguageand culturetrainingcenterinvolvesthreedistinctdivisionsservicingnativespeakersof Japanese,English,andMandarinwhowanttopreparetostudyinoneoftheother twolanguageareas.ItwouldhelpnativeJapanesespeakerspreparetogotothe USAortoaChineselanguagesociety ；itwouldhelpnativeChinesespeakerstolearnenoughofJapanesetofunctionattheirdesiredlevelsofeffectivenessinJapanesesociety.ItwouldalsohelpbothJapaneseandChinesenativespeakerswhowantedtogotoanEnglishspeakingcountry.especiallytheUSA,forstudyininstitutionsofhighereducation.And,itwouldserviceEnglishspeakerswhodesiredtostudyineitherJapaneseorChinesesocieties.Itisalreadyclearfromtheexperienceofthehundredsofpreparatoryandlanguagetrainingschoolsinexistencethatthepopulationofsuchinstitutions.especiallyinbasiclanguageandculturepreparationcourses,quicklybecomesmuchmoreheterogeneousthanjuststated.NodoubtIEIJwouldhavebusinesspeople,travelers,diplomats,andfineartistsamongourstudentsalongwiththemainstreamofyoungerpeoplewhowouldbeseekinganinternationaleducationexperienceinanotherculture.Atthisbasiclevel,theMontereyInstituteofForeignStudiesoffers

176 JournalofRegionalDevelopmentStudies （1998 ） amodelresidentialpatternforIEIJ,wherestudentsofanewlanguageshouldlive withnativespeakersinalanguagehouse/immersionarrangement.Thisformathas provenaseffectiveforlanguageandculturepreparationastheRikenformathasfor scientificresearch 。Inmoreraethodolgicalterms.thestrengthsandweaknessesofthegrammar-translation,audio-lingual,andcommunicativecompetenceapproachestosecondlanguageteachingarewell-known.^^ ）ItseemslikelythattheoveralladministratorsofIEIJwouldleavemostofthedecisionsaboutmethoduptothelanguagedivisiondirectorsandtotheirsubordinateteachersandtheirstudents.ThecorecurriculumofIEIJwouldcertain!yresemblethatofestablishedinstitutionswithsimilargoals,suchastheAmericanEnglishInstituteattheUniversityofOregon.'^ ）Anotherexistingreferencepointis,TheInternationalDivisionofWasedaUniversityinTokyothathasbeeninexistencefortwentyyears.^^ ）TheinclusionofaresearchdivisioninIEIJalongwithotherprocessestobediscussedbelow.however,wouldrequiresomestrongdifferencesfromsuchinstitutions.Muchofthiscannotbespecifiedinadvance.Butsomesenseofmethodinrelationtofacilitywouldhavetobegenerated.Themostreasonableapproachwouldhavethefacilitiesfle χibleenoughtoprovideforatleastthreedifferentkindsofindoorteacher-studentrelations:onetoone

；onetosmallgroup ；andonetolargegroup,orassembly ・Byfixingthemostdesirablenumberofstart-upteachersandstudents,assuggestedabove.andusingup-to-dateonoptimumteachingspacefromsuchorganizationsastheMIFSandBerlitz,aroughthoughusableapproximationofinitialfacilityspacecouldobtained.JudgingfromresearchonJapanesestudentsuccessandfailureinushighereducationinstitutions,theexistinglanguageandculturepreparatoryschoolsinJapanpromisefarmorethantheydeliver.Studentswithinadequateconversationalskills,evenafternineyearsofpublicschoolinstructioninEnglishandadditionalmonthsofyearsofintensiveinstructioninprivateinstitutions,andwithinadequateknowledgeofeithertheirownorAmericanculture,arecommonplace.Gebz'suggestedmanualforuseintheustodevelopconversationalmanagementtech-niquesinJapanesestudentswasbasedsolidlyonthisobservation.^^

）Neide-Kno χsuggestsfurtherthat,notonlyshouldintensiveEnglishconversationclassesbeavailableintheusforJapanesestudents,butalsoculturalpreparationofJapanesestudentsshouldbegreatlyincreasedandimproved.^

）AndTakasue,inanarticleaboutpreparatoryschoolsinJapanforJapanesestudentsboundforhighereduca-MAKINO:IEIJ:ANewApproachToInternationalEducationInJapan 177

tioncampusesintheus,discussesschoolsrunbyAmericanswithcurriculumsin English.BecauseofpracticesinsuchschoolsaspromisingAmericaninstructors andthenusingeitherJapaneseinstructorsortransientAmericantravellerstogive Englishinstruction,thelikelihoodoftheJapanesestudents'realizingdreamsof

goingtoauscampusis “veryslim ・”2i）ItseemsobviousthatiflanguageandculturepreparatoryschoolsinJapanweredoingtheirjobsproperly,thenthesekindsofsuggestionsandobservationswouldbeunnecessary.ItseemsclearthatIEIJcannotmerelyadoptexistinglanguageteachingmethods;theneedtodevelopsomeofitsownisoneofthemainreasonsforhavingaresearchsectioninIEIJ.ProcessesofTraining,Preparation,andResearch

lwanttobeginthissectionbyreemphasizingthepointthatthelanguageand culturepreparationdivisionofIEIJwouldbetherepartlybecauseitcouldservethe reaearchinterestsoftheresearchdivision.Inotherwords.traditionalisolation wouldbedesignedoutofIEIJfromthebeginninginitsresearchdivision,butso wouldthetraditionalisolationbetweentheoreticalandpracticalorappliedareas. Students,teachers,andstaffwillknowfromthebeginningthattheyarestudying, teaching,orworkinginawholeinstitutionthatisasdevotedtoresearchasitisto practicalresults.Theprocessesoftrainingandpreparationwillthusbecarriedon muchinthespiritofthedemonstrationschoolsthataresometimesattachedto TeacherEducationinstitutionsintheUnitedStates.Therewouldbeanongoing dialoguebetweenteachersandresearchersonbehalfofnotonlytheeffectivenessof theteachersbutalsoofthetheoreticalaimsoftheresearchers. IEIJwoulddefintelynotexcludestudentsfromthisdialoguebuttheirpartin itwouldbequitedifferent.Morethancourseevaluations.IEIJwouldactively encouragestudentstoreturntosharewithustheire χperiencesattheirdestinationsintheirhostcultures.IEIJ'sfacultywouldbeespeciallyinterestedintheirsuccessorfailureintheinstitutionsofhighereducationforwhichitwouldbespecificallypreparingmostofourstudents.Atthispoint.facultywouldaskformerstudentstobecomeinformantsorsubjectsfortheresearchersofIEIJwhowouldthenturntheinformationgainedbothtothepurposeofimprovingtheoperationofthelanguageandculturepreparationdivisionandtouseintheongoingexplorationofinterna-tionalandinterculturaleducationalissues.ThemotivationforsuchanefforttowardnewculturepreparationtechniquescomesfrommydiscussionswithyoungJapaneseherewhohavesuffereddouble

178 JournalofRegiona ］DevelopmentStudies(1998 ） cultureshock.ThefirstshockwashowdifferentAmericansinAmericaarethanon thescreenorinpersoninJapan.ThesecondwashowlittletheJapanesestudents knewabouttheirownculture.Studentsherehaverepeatedlyemphasizedthe importanceofJapaneselearningandknowingmoreabouttheirownculturebefore theycometotheus.Thereis.furthermore.athirdcultureshockthatnooneseems tohavestudiedyetbutthatiscleartomeasaninternationaleducatorwhohashad theopportunitytoworkwithJapanesestudentsonbothsidesofthePacific.This istheshocktoapersonwhoreturnstoJapanafterspendingenoughtimeintheus tohavepickedupandlearnedhowtopracticesomeofitsindividualistic,assertive. andachievement-orientedmorality.SomeJapanesestudentsintheusseemto flourishinthisnewmoralatmosphereandtobecomemuchstrongerpersonalities. ButwhentheyreturntoJapan,wheresocialstructureisverticalandhighlyconsen-sual,theyexperiencetheshockofbeingbetweentwoworlds.^^)Mypersonal experienceinthisregardbeganafterlreturnedtoJapanfromafc:)ur-yearstayinthe us.WhenlbecameaprofessorinJapan,mycolleaguestoldmethatllooked, thought.andactedlikeaNiseieventhough,whilelwasinAmerica,lfeltmy difference,myJapaneseness,verystrongly.Thisphenomenondeservesstudycross-culturallyonthehypothesisthatitwouldoccurwithstudentsfromanyhome culturegoingtoanothercultureandthenbacktohomeculture.Thisdeficiencyin thepreparationofevenveryintelligentJapanesestudents.nottomentionstudents fromotherculturesaswell,wouldcertainlythestaffofIEIJ. Intermsofamarketableprocess,IEIJstaffwouldbelookingatdevelopinga reintegrationprocessbymeansofwhichJapanesestudentsespecially,intheinitial locationinJapan,couldworkwithinIEIJtoreturntotheirhomeculture.There wouldbemanychallengingdimensionstosuchaprocess.Possiblythemost importantwouldbetohelpsuchyoungpeopletoclearlyandhonestlyunderstand thestrengthsandweaknessesofbothoftheircultures,Japan'sand,forexample. America's.IEIJwouldthusbecomeinvolvedintheactualinternationalization processnotonlyofJapanbutalsoofothercultures.Suchaninvolvementwould unquestionablybringupmanydifficultandinterestingpolitical,ethical,andsocial issues.Thee χistenceofaresearchdivisionwouldprovideandsustaintheinstitu-tionalenvironmentneededtodealwithsuchissuesinthecareful.dispassionatewaynecessaryforgoodscholarshipandgoodscience.Thisreflectionunderlinesthedesirabilityofcombiningpreparationandresearch.IEIJwouldworktopreventitselfn ・ombecomingjustanotherpoliticalpawnintheinternatinalpoliticalgame

MAKINO:lEI 」:ANewApproachToInternationalEducationInJapan 179 andtheworkwouldcenteronthequalitynotsimplyofpreparationbutespecially ofresearchthere. Theconceptofreintegration,though,includesmorethanmakingconnections betweenstudentsandcultures.Italsoinvolveshelpinginternationalstudents,that is,studentsfromanyculturewhostudyforsomelengthoftimeinanotherculture, tointegratetheirinternationaleducationwiththerestoftheireducation.Richard D.Lambertconsiderssuchlackofintegrationtobeoneofthemajorproblems globallyininternationaleducation.Heassertsthatoneofthemajorchallengesfor internationallyorientededucatorsisfindwaystohelpstudents “relatetheexperi-encethestudentgainsabroadmoreeffectivelytotherestofhisorhereducation."Herelatesstudiesofthetranscriptsofgraduatingseniorsthatshowhowinterna-tionaleducationgetsisolatedandis"toooftenatotallyenclavededucationalexperience."Heattributespartofthecauseofthisisolationtodepartmentsthatconsiderstudyabroadtobenoneoftheirbusiness.Again,asindesigningtheresearchdivisionofIEIJ,thedepartmentalsystemappearsasanegativeforceineducationalinstitutions.lagreewithLambertthatthetaskofintegratinginterna-tionaleducationintotherestofthecurriculumisonly “secondarilyaquestionoffinancialresources."^^ ）Themajorproblemhastodowiththeattitudesofnarrow-nessandisolationthatareinstitutionalizedinsomanywaysinbothAmericanandJapaneseuniversitiesandcolleges.Itseemscleartomethatinternationaleducationisandmustbeinterdiscipli-naryeducationifonlyminimallybecauseatleasttwolanguagesandtwoculturesareinvolved.Oncetherearetwoofeach.noonefromeitherculturecanassumethattheyreallyunderstandtheotherperson.Therefore,thedisciplinesofcomparativeanthropology,comparativelinguistics,andsecond-languagelearningbecomeneces-saryforcross-culturalcooperativework.Ifweaddtothisminimum,professionalspecializationsinsuchareasaseducation,sociology,history,etc.,internationalworkbecomesthoroughlyandrichlyinterdisciplinary.Theideathatsuchworkcanorshouldbecarriedoninonelanguagesimplyamountstoplacingvaluepriorityonthepointofviewofthecultureinwhichthatprivilegedlanguageisindigenous.Theonlylanguage,ifitmaybesocalled,thatcanescapethiseth-nocentrismismathematics.Butmathematicsmustcontinuallybeinterpretedtobeusedandtheinterpretationsmustgooninnaturallanguages.Again,internationalworkbecomesmulti-lingualandinterdisciplinary.

180 _{JournalofRegionalDevelopmentStudies(1998)} AdditionalIEIJProcesses Twofurtherprocessesareworthmentioningherebecausetheyshouldbecome regularpartsofIEIJ'sformatandbecausetheyfollowrathernaturallyfromthe foregoingdiscussion.Thesearecontractualconsultingwithotheragenciesand institutionsandthetrainingandpreparationofprofessionalswhoworkasconsul-tantsinculturesrelevanttoIEIJ'sprogram.Thereseemstobeaninternational communityofsuchconsultantsandhenceanexistingmarketforhighlyrefinedand specializedtraining.Obviously,IEIJ'scapacitytodeliverineitheroftheseareas woulddependdirectlyonthequalityandquantityofitsstaff. Also,oneofthespecificprocessesIEIJeducatorsshouldexploreisinterna-tionaltoursofdifferentcountries.Suchatourwouldcomprisenativespeakersof Japanese,English,andChinesegoinginagrouptogetheronanitineraryofother countries,suchasPacificRim,European,LatinAmerican,orAfrican.Theideaof thisprocesswouldbetoinvolvepeopleinamultidimensionalinterculturalexperi-enceinwhichtheywouldnotonlybedealingwithmembersofotherculturesinhost situationsbutalsointheirtravelingaffinitygroup.Althoughsuchanexperience wouldcertainlybebeyondthefinancialabilityofmoststudents,evensuchbrief tripsastoruralJapan,Taiwan,Korea,MainlandChina,Thailand.HongKong,etc. wouldbringthestudentsintocontactwithpeoplefromdifferingculturesintwovery importantways.Onewouldinvolvelearninghowtobeaguestinthecultureof anotherlanguageorculturearea.Theotherwouldinvolvebeingabletoobserve peoplefromotherculturesgoingthroughthesameprocess.Atravellingaffinity groupwouldpresentaveryrich.complicatedexperienceofinterculturalcontactand exchangewhoseactuallearningvalueremainstobeseen.Thisisoneofthe processesthatwouldcertainlyhavetobedesignedcooperativelybyteachersand researchersandthennegotiatedwithstudents. Themostobviousvalueoftheaboveprocessisliketeachingyoungchildren aboutfishandthentakingthemtoanaquarium,ortoariverwithfish.orona fishingtrip.Butsomelessobviousvaluesmightbeanaccelerationinlanguage skillsandasensitizationtoculturaldifferencesbeyondthoseofdifferentlanguages. AndthisispartofthedoublecultureshockthatJapanesestudentsexperience. WhentheyhavecommentedonhowdifferentAmericansinAmericaarethanin Japan,theyhavenotbeenfocusingontheiruseofEnglish.TheAmericanculture thatwasonlythereinJapaninafewrepresentativesisallaroundthemintheus

-MAKINO:lElJ:ANewApproachToInternationalEducationInJapan 181 andmostofitisnotlanguage.Internationalstudenttoursmightbeawayof integratingthatfirsthandexperienceintoaverypowerfulbutnotsopersonally overwhelmingpatternofsustainedlearning. IEIJ'sRoleInAdvancingKnowledge Besidesexploringtheprocessesoflanguageandculturepreparationthatwould bepartoftheinstitution'smainmenu,itwouldbeinteresting,lthink ・toencourageIEIJresearchersshouldbeencouragedtoexplorethemeaningofknowledgeinter-culturally.Theideathatweconstructknowledge,forexample,isstillnovelforJapaneseanddifficulttounderstand.ThereisnophraseincurrentJapanesethatcantranslatetheEnglish “constructionofknowledge"or “productionofknowlege,"InJapanese,welearnandstudyknowledge,wedonotconstructorproduceit.InJapanese, “chishiki ”meanstoknow,inthesenseofbeingawareofsomething.Tounderstandafieldasande χpertandtobeanexpertisindicatedbytheword

“seitsu."TheEnglishword “science"comesintoJapaneseas “kagaku."Asfaraslknow,thereisnosenseinanyofthesewordsofknowingasaproductiveorconstructiveactivity

。Perhapslcanillustratewiththeearlierexampleofadrenalin.AslunderstandTakamine'swork,hedidnotmake.orbuild,orproducesomethingthatwasn'ttherebefore

；hediscoveredsomething,adrenalin,thathadbeenthereinthehumanbodyandthatnoonebeforehadpickedoutandidentified.lunderstandKitasato'sdiscoveryofthetetanusbacillusinthesameway.ThetetanusvaccineworkonallhumanbeingsregardlessofthefactthattheknowledgewasfirstbroughttolightbyanativeofJapan.TheknowledgethatcameoutofthosediscoverieswascertainlyfirststatedinJapanese,andintheverytechnicalJapaneseofphysicalsciencewithmathematicsandotherkindsofsymbols.Butthelanguagewasn'ttheadrenalinanymorethanthelanguagewasthetetanusbacillus.Perhapslworldunderstandifsomeoneinsistedthatthelanguagesorsymbolicsystemsusedbydifferentculturesare

“constructed"or “produced,"buttheargumentthatknowledgeisconstructedorproducedisextremelydifficultforJapanesetounderstnd

182 _{JournalofRegionalDevelopmentStudies(1998)} herplaceofbirth,canverify.Inmyownfield.lthinktherearesimilarrealities. Theresidence/immersionsystemattheMontereyInstituteofForeignStudiesseems tometobeunquestionablythemosteffectivewayfornon-nativespeakerstolearn anewlanguageandmuchoftheculturethatgoeswithit.lthinkthisisauniversal finding,likeadrenalinandtetanus.Itworksforallpeoplewithanylanguageor culturethatisnottheirsbybirth.Andifsomeonequestionsthemethod,theycan certainlycomparecompetencies,learningrates,adaptivesuccessandfailure.etc. amongstudentsofdiffe 「entmethods.Thefactthatlincludedone-to-oneinstruc-tionalspaceinthesketchoflanguagefacilitiesaboveshowsthatthereareexcep-tions,justastherearepeoplewithverylittleadrenalinandpeoplewithagreatdealandjustassomepeopledieveryquicklyfromtetanusinfectionandsomehardlygetillatall.Buttomakealloftheinstructionalspaceone-to-onewouldbeasfoolish.lthink.forIEIJ'spurposes,astoadvertisethesafetyoftetanusonthebasisofthosefewexceptions.ThefocusofIEIJwouldincludeinterculturalandinterdisciplinaryexplora-tionsofthenatureofknowledge.lthinkthatagreatmanyofourworldproblemsareproblemsofcommunication,andevenproblemsthatcomeupbetweenpeoplewhoclaimtheyknowthingsthattheotherpeopledon'teventhinkareknowledge.Aninternational.interdisciplinaryefforttoe χplore，understand,ande χpressthemeaningsofknowledgewouldseemtometobeaworthyeffortandaworthyprojectforresearch.Iwillonlynoteinpassingthatthiskindofprogrammakestheselectionofappropriatepersonnel.especiallytheexecutiveadministrators,divisionheads,andthefirstgroupofteacherse χtremelyimportantand.inmanyways.moredifficultthaninaconventionalinstitution.ldon'tthinkthereisanywaytoavoidthisdifficultywithoutfatallycompromisingthevaluesandgoalsoflEIJassofarenvisioned 。ThemostimportantvaluefortheresearchersatRikenandattheCopenhagenInstitutewasthepursuitoftruthwithinthelimitsofcertainscientificdisciplines.AtIEIJ,thisvaluewouldhavetobedefinedintermsofdissolvingdisciplinarybarriersandallowingdisciplinestomeetandcooperatethroughtheirrepresenta-tives.TheresearchatIEIJwouldbe,asmentionedbefore,guidedandcenteredinthecorevaluesoftheinstitution:stability,prosperity,andquality.TheeffortoftheresearchactivityatIEIJwouldbe,inaminimumsense,tofindwaystoexpress,represent.andsharethosevaluesthroughtheentirerangeofglobalactivities.Themorespecific-andmaximal 一一definitionsofthecontentofsuchresearchactivitymust

MAKINO:lElJ:ANewApproachToInternationalEducationInJapan 183 awaitthemeetingtogetherofthosewhowouldeventuallybetheresearchers. ProcurementAndStabilizationofFinancialResources 。ThefinancialneedsofIEIJcanberoughlydividedintotheneedforstart-upcapitalandtheneedforregular.long-termincometomeetnormaloperatingexpenses.Aswillbeseenbelow,mostoftheexistingfundingsourcesinJapanfavorfundingexistinginstitutions,regardlessofhowpromisingaprojectmightlookonpaper.Thosethatdofundnewprojectssubmittheirproposalstoveryrigorousscrutiny.Then:)llowingbrieftourthroughfundingpossibilitiesforIEIJwillthereforedistinguishasappropriatethosesourcesthatmightprovideforIEIJ'sfirstneed,seedcapital,andthosethatmightprovideforitssecond.0fcourse,itistobeunderstoodthroughoutthatIEIJwouldchargeusersforitsservicesandthereforeshouldbecomeasself-sufficientaspossibleoverthelongrun.ThefirstpotentialsourceforIEIJfundsisthenationalgovernmentofJapan ・AlthoughtheofficialprincipleinJapanisforprivateeducationalinstitutionsofallkindstobeself-supporting.aseriesofeducationalreformsinJapanoverthelasttwentyorsoyearshasmadeanincreasingamountoftax-derivedpublicmoniesavailabletoprivateeducationalinstitutions.^'')VariouskindsofsubsidiesaregrantedbythestatethroughitsownorganoftheJapanPrivateSchoolPromotionFoundation.Thosesubsidies.however.arenotforstart-uporconstructionoforiginalfacilities.Theyaretargetedtohelpprivateinstitutions “todealwiththeircurrentexpenses.mainlyinordertomaintainandimprovetheireducationalconditionsandalleviatethefinancialburdenonstudents. ”25)Bestcurrentestimatesplacethetotalofprivateeducationalinstitutionexpensesdefrayedbythesesubsidiesatl フ%withtheremainderself-financedfromstudentfees.voluntarycontributions,andactivityincome.Thelastcategoryincludesprivateenterprisesuchastraining.consulting,lecturing,andpublishing.Besidesgrantsandsubsidies.thenationalgovernmentalsohasalong-termlow-interestloanprogramforimprovingfacilitiesandequipment.BesidesthenationalgovernmentthroughtheMinistryofEducation'ssupportoftheJapanPrivateSchoolPromotionFoundation,localprefecturalandmunicipalgovernmentsarealsopotentialsourcesofin-kindaidsuchaslandandbuildingsandmoneyforstart-upsalaries.supplies.advertising.etc.Thesepublicfundsandaidwouldbeavailableoverandabovewhatcouldbeobtainedfromnationalgovern-mentsourcesandwoulde χpressandmakeconcretethecommitmenttoandvaluing

184 JournalofRegiona 】DevelopmentStudies(1998)

oftheIEIJprojectbyitslocalcommunity

。Thenextstepinpossibleprocurementplanningisactuallyahalf-stepbecauseittakesustotheJapanFoundation.TheJapanFoundationisahalf-public,half-・privateinstitution.staffedbygovernmentandprivatesectorpersonnel.andgivinggrantstoinstitutionsandindividuals.^^'By1986,Japanhadformalculturalexchangeagreementswith34countries.ManygovernmentalinterculturalactivitiesareconductedthroughtheJapanFoundationwhich,in1986,hadabudgetofapproximately5.3billionyen.AmongitsmanypurposesaregrantingscholarshipstoforeignstudentstostudyinJapanandaidingscientifice

MAKINO:lEI 」:ANewApproachToInternationalEducationInJapan 185 likelythattheywouldhelpsuchaproject,ifapproachedinthepropermanner.But nothinginJapaninthesphereoffinancingnewendeavorshappensautomatically. Hencetheneedtoprojectawaitingandnegotiationperiodduringwhichitwould benecessarymovethroughthetraditionalJapanesechannelstoprocureandstabilze initialfundingforIEIJ 。AfifthcategoryofpossiblefundsshouldbementionednotonlyforthesakeofcompletenessbutalsobecausedoingsohelpstoshowmoreclearlyhowIEIJmightactuallyoperateinthefuture.Thiscategoryisjoint-venturearrangementswithexistingeducationalinstitutionsbothinsideandoutsideofJapan.InsideJapan,manyexistinguniversitiesandcollegeshavenoresearchfacilities.centers,orinsti-tutesbuttheirleaderswantthemifonlytoenhancethestatusoftheexistinginstitutions.Infact,asrecentlyas1990,theMinistryofEducationpublishedup-todatesurveydataindicatingthatofthetotalresearchinstitutesinJapan,14,761areownedandoperatedbyprivatebusinesscompanies,1,396ofthemarefree-standinginstituteswithoutcompanyoruniversityconnection,and2,146ofthemarepartsofuniversitiesandcolleges.^*)Thisinformation,reflectinglong-rangetrendsinJapan'spost-wareducationaldevelopment,furthersupportsthepositiontakenaboveonthechoiceof “institute"forthenameofthenewinstitutiesandcollegesaresimplynotdedicatedtothepursuitofknowledgeorthediscoveryofnewtruths.Theyarehighlyefficientandentrenchedsocialprocessesforsortingandselecting ・Buttheirowners,supporters,andleadersarealsoverymuchawareofthebenefitsofassociationwithafirst-classresearchorganization.ThepotentialforamutuallyenhancingrelationbetweenabeginningIEIJandanexistingcollegeoruniversityisthereforepossibleandworthpursuing.OutsideJapanareliterallytensofthousandsofinstitutionswithalreadyfunctioningprogramsinlanguageteaching,culturalpreparation,andamultitudeofspecializationsinresearchoninterculturalandinternationalissues.Itiscertainlypossible,andaprospectworthyofpursuit,thatoneormoreofthoseinstitutionswouldlookfavorably,inexchangef(:)ralong-termagreementofcooperativeexchangeandsupport,onsharingthebirthpangsofIEIJinJapan.ItshouldbeclearthatdreaminganewinternationaleducationinstitutioninJapanisnotahopelesspropositionintermsofpossiblefundingsources.ItshouldalsobeclearthatsuchaninstitutionwouldmakeuseoftheintensificationofrhetoricaroundtheinternationalizationofJapan'seducationandculturethrough-outofficialandunofficialcirclesduringthelastfewdecades.^^)Mombusho,the

186

JapanMinistryofEducation,Science,andCulture,hasmadethispointmore

extensively.Theystatethat.

KokusaikanoshintenniohjitaGakkoKyoikunoyakuwariokangaetabaai ，mottomojuyoonakotowaKokusaishakainonakadeshinraisarerunihonjinoikuseisurukotodearu.Sonotameniwa,KokusaitekinaShogoizonkankeinojuyooseitotomoni ，shogaikokunobunkayasorezorenotachibaorikaisase,awasetewagakuninobunkayadentootaisetsunisurutaidoominitsukesaserukotogajuyoodearu.^")[AsfarasweareconcernedabouttheroleofeducationinthedevelopmentofinternationalizationinJapan,themostimportantthingforusistoeducateJapanesetotrustpeopleininternationalsociey.Themostcrucialaspectforthispurposeisinternational,mutualinterdependenceand.atthesametime,weshouldendeavortounderstandtheculturesandpositionsofothercountries.Ofnolessimportanceistheefforttounderstandourowntraditionalculture.] AninstitutionsuchasIEIJ,withthedevelopingofficialandunofficialinterna-tionalawarenessofJapan'sownpeople,wouldalsomeetinaconstructivewaythe aspirationofthosenonJapanesewhowishtolearnmore,inperson,abouttheland oftherisingsun 。TheInternationalEducationInstituteofJapan,lElJ,wouldbeginonJapanesesoilwithtwodivisionsoflanguagelearningandculturepreparation,andresearchininternationalandinterculturaleducation.Itwouldtrytoe χpandtohavesatelliteaffiliatesinothercountriesandtohavemoreandmoreinternalprocessestoservicethegrowinginternationalcommunityofscholars.businesspeople,artists.travelers,andpoliticians.Conclusion Withoutattemptingtobetoospecificprematurely,Ihavetriedtoshowwaysin whichthisinstitutionwouldbeinnovativeinthecurrentJapaneseeducational system.Mombusho,forexample,concentratesmostofitseducationalenergyon theK-12systeminJapan,andrightlyso.Butatthesametime.moreandmore youngJapanesearegoingabroad,receivinginternationalexperience,andthen returningtoJapantofindnotonlyachangedculturebutalsochangesinthemselves thatmakereintegrationdifTicult.Focusingonthisphenomenonandproviding

MAKINO:lEl 」:ANewApproachToInternationalEducationInJapan 187

processesforitsameliorationwouldbeapioneeringmoveonthepartofIEIJ ・Besidesthisaspectofthefutureinstitution,theinclusionofafirst-classresearchdivisionwouldsetIEIJapartfromalmostallexistinglanguagetrainingandculturepreparationinstitutionsinJapan,nottomentioninothercountries.ByfaithfullyfollowingthehighlysuccessfulRiken/Copenhagenmodel,thisdivisioncouldbecomeoneoftheworld'stopresearchinstitutesoninterculturalandinternationaleducationalissues.TheneedforsuchaninstitutionwithspecificallyAsianratherthanEuropeanrootscanbeseen,inanexemplaryway,throughthediscussionofthenatureofknowledge.Asianlanguageandculturethinkstheworld'smajorissueswaysthataresometimesfundamentallydifferentthanthoseofanyotherlanguageandculturearea.Forresearchoninterculturalandinternationalissuestobetrulyinterculturalandinternationalthereforerequiresconnectionswiththebasicunderstandingsofalltheworld'scultures.ItcansimplynolongerbemaintainedthatscienceandknowledgeareaWesterninventionthatothernationscanonlycopybutcannotthemselves,fromtheirownculturalresouces,originate.Norcanitbemaintainedthatthesocial,political,environmental,andeconomicissuesoftheworldcanonlybeaccuratelystated,conceptualized,andresolvedinWesternEuropeanlanguagesorintermsofWesternEuropeantraditions.ButAsiannations,andespeciallyJapan,cannotprovideanalternativewithoutbuildingandmaintainingneweducationalinstitutionsinitsownmilieu.lEIJwouldcontinuethegreattraditionofRikenandinnovateinthefieldofinternationalandinterculturaleducation

。Ihavealsotriedtoshow,inthispaper,thatrealisticfundingpossibilitiesexistforsuchaninstitutioninmanydifferentnationalandinternationaldirections.lhavealsopresentedsketchesoforganizationforthethreemaincomponentsoftheinstitution

一一administration.research,andpreparation.Finally,lhavetriedtogivealittlemoredepthandcontenttosomeoftheconsiderationsofpreparationprocessandresearch.

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（Tokyo:NipponSteelHumanResourcesDevelopmentCo ・，Ltd・,1988 ）,p.72・27 ）RichardD.Lambert,InternationalStudiesandtheUndergraduate,p.l36.28

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）LeonardJamesSchoppa,EducationReforminJapan,pp.5-6,239-40 ；Edwino ，Reischauer,TheJapaneseToday:changeandContinuity （Cambridge,MA:TheBelknapPress,1988 ）,pp.347-412.30