Precious Experiences!! - 大阪大学人間科学部国際交流室

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人間科学部
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大阪大学大学
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Contents
2
Interview with Professor Wolfgang Schwentker
基礎人間科学博士後期2年周雨霏
（シュウウヒ）
13
Zhou Yufei, Philosophy and Anthropology-D2
4
二度のモナシュ大学を通じて一歩踏み出して！
My valuable experience Just take a little first step.
行動学科目学部２年増田裕子
比較することで自分が見えてくる
Finding myself through comparison
行動学科目学部2年鈴木孝
14
7
Kentaro Iio, Behavioral Sciences-B3
Precious Experiences!!
Saho Mizukawa, Global Human Sciences-B3
8
「大きくなった自分」
15
Shu Tabira, Global Human Studies-B4
9
待ちに待った経験 ― アデレードでの交換留学
The long awaited opportunity ‒ Studying abroad
教育学科目学部４年近藤裕香
Yuka Kondo, Education-B4
10
11
Life at Linnaeus University
グローバル人間学科目学部3年照井愛子エンジェル
Aiko Angel Terui, Global Human Sciences-B2
“Information is not knowledge.
The only source of knowledge is experience.”
社会学科目学部3年入江航平
12
Kohei Irie, Sociology, Modern Thought and Anthropology-B3
Tips to Make the Most of Your Time Abroad
行動学科目学部4年西岡春奈
Haruna Nishioka, Behavioral Sciences-B4
How I got used to local buses
青年海外協力隊経験初めてのアフリカ、ベナンで過ごした2年間
Two years spent in Benin
‒ My first experience in Africa as part of the JOCV
人間開発学博士前期2年平山侑佳
Yuka Hirayama, Human Development Studies-M2
16
日蘭学生会議を通して
Beyond International Borders
グローバル30 人間科学コース２年柴田莉沙
Risa Shibata, G30 Human Sciences Program-B2
17
大阪大学で最高の留学体験
The best study abroad experience at Osaka University
社会環境学博士前期2年辺玉潔
“My bigger self”
グローバル人間学科目学部4年田平修
路線バスに乗れるようになるまで
Ayako Yamamoto, Philosophy and Anthropology-D3
∼ Studying in Sheffield ∼
グローバル人間学科目学部3年水川佐保
Volunteering in Vancouver
基礎人間科学博士後期3年山本文子
Unforgettable Life in Aggieland
行動学科目学部3年飯尾健太郎
バンクーバーでのボランティア活動
Koki Nakahashi, Global Human Sciences-B3
Takashi Suzuki, Behavioral Sciences-B2
6
2014.03
グローバル人間学科目学部3年中橋晃季
Yuko Masuda, Behavioral Science-B2
5
No.13
Yujie Bian, Sociology-M2
18
19
20
Story of my time
グローバル30 人間科学コース1年バルンカンナ
Varun Khanna, G30 Human Sciences Program-B1
G30 Human Sciences Program News
グローバル30 人間科学コース特任助教キムヴィクトリヤ
Viktoriya Kim, Specially Appointed Assistant Professor,
G30 Human Sciences Program
国際交流室（OIE）の活動報告
Activity Report from OIE
国際交流室上田博司、
藤本浩子
Hiroshi Ueda & Hiroko Fujimoto, OIE
OIE NEWS LETTER
Interview with Professor
Wolfgang Schwentker
基礎人間科学博士後期 2 年　周
雨霏（シュウウヒ）
Zhou Yufei
Philosophy and Anthropology-D2
Q: Could you please tell us what brought you to Japan and
modernization and industrialization in the 19th century or
what your academic career was like before your arrival
the rise of militarism in Japan and National Socialism in Ger-
here?
many before 1945 and the period of high economic growth
since the 1960s.
A: I came to Japan for the first time in October 1989, when the
country was in its final months of the“bubble economy”.
Q: From 2002, you began to teach at Osaka University. Before
At the beginning I went to Tokyo and felt absorbed by the
that you had been basically teaching at European Universi-
dynamic energy of this megacity. At the same time I was ex-
ties. I guess the whole academic system and working con-
cited to see what happened in my own country shortly after
ditions here in Japan must have been a surprise for you?
the fall of the Berlin wall in November 1989. For two years
I was on a post-doc fellowship, based at Rikkyo University,
A: That is absolutely true. It was not easy to settle here at the
a private and Christian research institution with a marvel-
beginning since I found the structure of national universi-
lous campus and splendid research facilities. My aim was
ties in Japan difficult to understand. Most of the difficulties,
to learn Japanese and to collect Japanese books and articles
however, were due to my lack of knowledge, both regard-
about Max Weber, one of the founding fathers of modern
ing the academic system here in Japan and the language. It
social sciences. Before I went to Tokyo I met Prof. Kazuhiko
took two or three years to become accustomed to the bu-
Sumiya in Germany. He invited me to study at his institute
reaucratic procedures that are special to the Japanese sys-
at the Faculty of Economics at Rikkyo University. He was and
tem, and I am still very grateful for all the support I received
still is one of the leading figures of research on Max Weber
during this rather difficult period of time. Another factor is
in Japan, and he became one of the most important teach-
that teaching in Japan is very challenging work since under-
ers during my first stay in Japan.
graduate students here are much more passive compared
to the experiences I had at European universities. On the
Q: In which fields of research were you conducting your inves-
graduate level, however, seminars can be very inspiring,
tigations before you embarked on the project of Weber’
s
and I do enjoy this kind of teaching in small classes very
reception history in Japan?
much.
A: I studied history, literature and philosophy at the Univer-
Q: What were the differences between the Japanese academic
sities of Düsseldorf and Bonn and graduated in 1979. My
system and university structure and their German counter-
major was modern history. During my years as a gradu-
parts?
ate student I worked on German conservatism during the
2
revolution of 1848. Later this research turned into my PhD
A: There are a couple of things that are completely different.
thesis and my first book. Then I got a job at the Max We-
The lack of permanent staff at the institute level, i.e. secre-
ber Institute in Düsseldorf where I was in charge of editing
taries or permanent assistants, was a rather shocking expe-
Max Weber’
s political writings during the German revolu-
rience at the beginning. The most astonishing difference
tion of 1918/19. During my time at the Weber-Institute I
I experienced here in Japan, however, is that the system
came into contact with Japanese visitors for the first time.
makes it very difficult for young and gifted scholars at the
They brought us very rare materials like letters written by
age around 30 or slightly older to find a temporary position
Weber. We started to wonder how these letters made their
for three or five years to focus on a new research project
way to Japan and why Japanese scholars had been interest-
after finishing their PhD in order to develop their further
ed in Weber’
s social and political thought for such a long
academic career. I see a lot of people who have to teach
time. Furthermore, in 1984 when the first volumes of the
at various institutions for a very short period of time, and
collected works of Max Weber appeared, the publisher was
that makes academic life pretty difficult, not to speak of the
rather surprised to find out that 70% of all volumes were
personal consequences. Together with a general trend to-
sold to Japanese scholars and libraries. This astonishing fact
wards the over-bureaucratization of simple matters these
became the starting point of my further career. Moreover,
are topics I am rather critical about. But every system has
as a historian, I was interested in long-term social transfor-
its pros and cons, and there are a couple of things I would
mation processes. In this context, the similarities between
miss if not being in Japan. Since working at Handai (i.e.,
Germany and Japan started to fascinate me, i.e. the belated
Osaka University) I experienced among colleagues a spirit
OIE NEWS LETTER
of cooperation and mutual respect that was completely un-
political and economic terms. What we want to achieve at
known to me when working in German or other European
my institute is to explore the positive and the negative sides
universities. The sharp and outspoken competition among
of this transformation process. Therefore, we look into the
students or academic staff members in German universities
transfer of people and of ideas, examining the changing
can make your working life most unpleasant. I never expe-
perception of social issues and shifting paradigms, and dis-
rienced such behaviour in Japan, but I am also well aware
cuss how different civilizations interact with each other. Not
of the fact that as a foreigner I am and always will be in a
only is it rather fascinating from a historical point of view, it
special position. That has advantages and disadvantages.
is of importance today since it affects our daily lives. In this
context, my students and I hope to contribute something
Q: It’
s well known that the concept of internationalization recently became one of the key issues concerning Japanese
to a topic we are all interested in at this faculty, namely the
development of human beings.
university policy. How do you understand this phenomenon?
A: Several times we discussed the imbalance between the
rising numbers of foreign students at Osaka University, especially here at the Graduate School for Human Sciences,
and the decline in the interest of Japanese students to go
abroad. It was an obvious but striking fact that the number of
Japanese students who are prepared to spend a year or two
abroad is decreasing, due to a variety of personal, academic
or economic reasons. Regarding the challenges a more and
more globalizing world require, this is very regrettable. This
trend has to be turned around, and I feel a special duty here
at Handai to promote a more active approach towards foreign cultures. At the institute for the comparative research
on civilization and cultural dynamics where I am teaching
we support internationalization on both levels, in theory
and praxis. From an academic point of view we examine
the history and development of ideas and their cross-border
entanglements, mostly between Japan and Western civilizations. On a practical level I am trying to work together with
Japanese students to encourage them to take the chances
they have to look for opportunities abroad. Fortunately, the
exchange programmes at Handai do offer a rich variety of
options for studying abroad. Such an experience is helpful
for both, for the personal development of the individual student and for further career options. One of the most fascinating things about studying abroad is that you surely learn
a lot about a foreign culture, but at the same time you also
learn to look at your own culture from a different angle.
That can be very rewarding.
Q: But terms like globalization or internationalization don’
t always have the same implications. Nowadays, as historians
start to talk about a shared and connected history, instead
Background
Professor Wolfgang Schwentker in Brief
Basic Information:
Born in the Ruhr Area, Germany, in 1953
Hobbies: (All sorts of) Music (depending on mood),
Archery
Education:
Undergraduate: Düsseldorf University and Bonn
University
Postgraduate Studies: Düsseldorf University
Postdoc Fellowships: Rikkyo University, St Antony’
s
College, Oxford
Degrees: Dr. phil. (Modern History); Habilitation
(German Professor’
s degree in Modern and
Contemporary History)
Work History (includes):
Research Fellow, German Historical Institute, London
Assistant Professor, Düsseldorf University
Visiting Professor, Charles University Prague
Visiting Fellow, University of Vienna
Research Interests:
History of social and political thought, world history,
places of memory
Recent publications:
Makkusu Vêbâ no Nihon (Misuzu shobo 2013)
of pointing out the distinctions between“self”and“other”, what does this new concept of globalization mean in
Japan’
s real political life and social life?
A: As you know globalization is certainly not a new phenomenon at all. Most scholars agree that it probably started
around 1500. And, of course, globalization has its ups and
downs, and some people argue that it might be reversed
for some time due to economic, political or military reasons.
Globalization is definitely not a one-way route that will take
us necessarily into a brighter future. It rather takes different
directions at the same time. For these reasons it is difficult to
give an over-all answer to your question. But based on what
I see at the moment – and this is probably true not only for
Japan - globalization can cause a couple of problems on
the one hand if you look into issues like migration, ethnic
and religious conflicts. On the other hand it offers a lot of
chances for an improvement in living conditions, in social,
3
OIE NEWS LETTER
二度のモナシュ大学留学から学んだこと
一歩踏み出して！
My valuable experience Just take a little first step.
行動学科目学部 2 年　増田
裕子
Yuko Masuda
Behavioral Science-B2
私が留学を考えるようになったのはちょうど一年ほど前の頃でし
た。第一希望の大阪大学に入学し、新たな地での勉強と生活にやっ
と慣れてきて、そろそろ何かやり始めないといけない、と思ったの
で国際交流室を訪問したのがきっかけでした。当初は一年の交換留
学を希望していたのですが、英語力や学力の面で自分に自信が持て
ず、それならばもう少し短期で、ということでモナシュ大学への五
週間の語学研修に参加することにしました。
この研修は初めての長期海外滞在であり、初めてのホームステイ
であり、つまりすべてが初めての研修となりました。メルボルンと
いう場所は非常に国際的で、街を歩けば英語だけでなく中国語、韓
国語、イスラム語などさまざまな言語が飛び交う、まさに世界の縮
図のような場所でした。そのような多文化な地で私は五週間過ごし、
文化や言語、人種が違ってもともに楽しみ、感動を分かち合い、理
解しあえる、ということを肌で感じました。
このことをきっかけに異文化交流に興味を持ち、海外で学びたい、
という意欲は更に掻き立てられました。この研修には、参加者から
一名選抜され、さらに五週間モナシュ大学で学べる、という奨学制
度があり、応募したところ、選ばれ、夏から再び奨学生として 5 週間、
同大学で英語を学べることとなりました。
二度目の留学では一度目と異なり、年齢も出身国も多様な学生と
同じ教室で学びました。毎日授業で行われるディスカッションでは
様々な視点からのハイレベルな意見が飛び交い、非常に刺激的でし
た。またモナシュで学ぶ学生たちの学習意欲の強さにも圧倒されま
した。その中で、私も自分の意見をまとめ、英語で伝える努力をし、
日々失敗しながらも徐々に自分の英語と自分自身に自信を持つこと
ができるようになりました。もちろん、一度目の滞在では分からな
かった、異文化ゆえに生じてしまう衝突も何度か経験しました。し
かし、だからこそ互いに理解し合おうと努力することの大切さと、
通じ合えたときの感動が大きいことを知りました。
この二度の研修は、日本に留まっていては決して体験することの
できなかった貴重な経験であり、またそれだけでなく、海外で長期
的に自分の専門を学ぶ、という理想像が明確なものとなりました。
私は今、この経験を糧に自
分をさらに磨いていきたい
と思っています。もしこの
体験記を読んでいる方が留
学を迷っているならば、私
はぜひ挑戦してみるべきだ
と思います。自分を異文化
の中に置くことは短期で
あっても成長するきっかけ
となります。不安があった
としても、必ず乗り越える
ことができます。そしてそ
の経験は次のステップへの
糧となります。まずは少し
だけ歩踏み出してみてくだ
さい。そこからすべては始
まります。
4
It was about a year ago when I started thinking about studying abroad. I was getting used to Osaka University, which was
my top choice. I realized that I should start something new and
went to the Office of International Exchange.
I wanted to apply to be an exchange student at first, but I
was not confident enough in my English and academic knowledge. Therefore, I decided to join a language study program at
Monash University in Melbourne, Australia. It was my first time
to stay overseas for a long time and to stay with a host family,
which means everything was new to me.
Melbourne was such an international city that various languages were spoken everywhere. I spent five weeks in such a
multicultural place, and realized from the bottom of my heart
that no matter how different our culture, language and race is,
we can enjoy our time together and understand each other.
This stay prompted me to be more interested in an international exchange. During the five week long program, I got a
scholarship to study for another five weeks at the university,
which is only offered to one student in the program. The second time, I studied English with students who were in different
age and came from other countries.
In class, we discussed various topics and exchanged highlevel and interesting ideas in English every day. Also, the students were highly motivated, so I was a little bit overwhelmed
by them. However, even though I made a lot of mistakes, I did
not give up trying to express my ideas in English. Gradually I became more confident . Of course, I experienced culture shock
and conflicts many times which I had not had during the first
program, but through this I realized it is important to make an
effort to understand others. It is an amazing feeling when we
can understand each other regardless of cultural differences. I
could not have had these precious experiences if I had stayed
in Japan.
In addition to this, this
second study experience
made it clear to me that
my vision is to study my
major abroad in the future. Now I want to prepare myself for the futureby making good use of
these experiences . If you
cannot decide whether to
study abroad or not, I will
say, “Just go for it!”! Just
take a little step, and you
will be able to break out
of your shell.
OIE NEWS LETTER
比較することで自分が見えてくる
Finding myself through comparison
行動学科目学部 2 年　鈴木
孝
Takashi Suzuki
Behavioral Sciences-B2
「日本を出たら何かが分かるのかな？」ただこの疑問の答えを探す
ために、私はこの夏、イギリスへと向かいました。
エセックス大学での 5 週間は忘れられないものとなりました。1
コマ 100 分ずっと英語で授業を受けたことが自信になった一方で、
他国から来た人たちの積極的な発言態度から、私は英語だけではな
く、あらゆることに対して理解がまだまだだなと思い知らされまし
た。そして、知識への貪欲さを身につけてもっともっと成長しよう
と決心しました。1 カ月ほど英語を学んだ結果、IELTS の成績を伸
ばすことにも成功しました。しかし、こうした目先のスコアよりも、
これから一生役立つ態度を獲得できたことが喜びでした。
日常生活でもたくさんの経験をさせていただきました。はじめて
お会いした人と外国語で意思疎通を図れたこと、適切に道案内でき
たこと、逆に案内してもらったこと。言葉が通じたとき、私は日本
人でありながら、日本人ではなくなったような気がしました。その
一方で、言葉が通じなくて悔しい思いをしたこともありました。スー
パーで店員さんと口論になったこと、駅で駅員さんとモメたこと。
おそらく言葉だけではなく文化の違いもあったのでしょう。このと
き、私は外国にいながら、自分が日本人であることを強く意識させ
られました。それでも嫌な思いは全くせず、むしろ外国にいる今だ
からこそ、こうした経験から貴重なことを吸収するチャンスだと思
い毎日を楽しく過ごすことができました。
何かを知るとき、他のものと比較することはとても重要なことだ
と思います。心理学の実験でも統制群と実験群を設定します。サル
を観察してヒトの特徴と比べることもあります。何がどう違うのか
を探すことでたくさんの知見が得られてきました。私もはじめて海
外に行くことで、その地に住む人々と私自身の違うところ、逆に似
ているところをたくさん見つけられたのではないかと感じています。
海外へ行くかどうか悩んでいるならば、余計なことを考えずに思い
切って新たな世界へ飛び込んでみるのもいいのではないかと思いま
す。「今日できることを明日に伸ばすな」最後の授業で学んだこの言
葉は、今でも私が決断するときの源になっています。
“If I went abroad, what I would learn about?”I went to Britain this summer only to answer this question.
I’
ll never forget the five weeks I spent at the University of Essex. It gave me confidence to learn that I could concentrate for
100 minutes in a class conducted in English, while I couldn’
t
help realizing that my comprehension about everything was
not mature judging by the reactions from students from other
countries. I have decided to actively gain more knowledge and
to improve myself. Since I studied English for about one month,
I could improve my IELTS score, but I was more delighted to
find I gained such a sustainable attitude, not just a temporary
test result.
There were many new experiences in my daily life. For example, I could communicate with someone I met for the first
time or I could tell someone the way, or give someone else
directions. When I could make myself understood in English, I
felt like I was not Japanese anymore.
On the other hand, sometimes I was disappointed in myself
because of my poor mastery of foreign languages. I had a quarrel with a shop assistant in a supermarket and with a member
of the staff at a station. I imagine there was not only the problem of the language, but also the difference in cultures. When
I had such troubles, I realized that I am Japanese, even though
I was staying in a foreign country. Nevertheless, I did not dislike those situations at all, but enjoyed everyday life by thinking
they are big chances to experience something valuable.
When you want to know something, it is very important to
compare it with another.
In psychology experiments, it is necessary to set an experimental group and control one, and sometimes scientists observed monkeys and compared their actions with those of human beings. A lot of information was found by such
methods. I feel that I could find the differences and
the similarities between myself and the people living in the country by going abroad for the first time.
If you are hesitating to go abroad, I would like to
tell you that it is invaluable to jump into new experiences.“Don’
t put off until tomorrow you can do
today.”This quote is one I learned in the last class
at university, and to this day I rely on it when I make
decisions.
5
OIE NEWS LETTER
Unforgettable Life in
Aggieland
行動学科目学部 3 年　飯尾
健太郎
Kentaro Iio
Behavioral Sciences-B3
I studied at Texas A&M University for 10 months as a recipro-
program was the same as the motto of the State of Texas:
cal exchange student. I chose this university as my destination
Friendship. It might sound commonplace, but I don’
t hesitate
because their track team had won both the men’
s and wom-
to say friendship mattered a lot to me.
en’
s national championship for three consecutive years. Com-
In the US, I lived in a residence hall, worked on group proj-
peting in the steeplechase as a member of the Osaka University
ects for classes, went to restaurants, watched some amazing
track & field team, I thought it would be a great experience if I
“Johnny Football” games, picked up pecans to make pe-
could practice with the A&M track team.
can pies, made some s’
mores around a bonfire, experienced
To join a collegiate varsity team in the US, you have to be
spring break in Florida, and just chilled out. But imagine, I
eligible for the NCAA (National Collegiate Athletic Association).
couldn’
t have done any of those things without my friends! I
Although the NCAA has many regulations in its bylaws that can
didn’
t know anyone there at first, but now I have made friend-
prevent one from being eligible for competition, I managed to
ships that will last a lifetime. I know this because every time we
fulfill all of them by completing tons of paperwork in order to
talked, they tried to convince me to come back and visit. Some
be eligible for a NCAA Division I. Unfortunately, I got plantar
of my friends even asked me to be their neighbor in the future!
fasciitis, a severe injury that prevented me from running just
When I heard that, I almost cried, thinking that I couldn’
t give
before a coach told me to try out for the team. Feeling chronic
them as much as they gave me. I might have been a slightly
pain, I would swim in a pool for three hours a day to maintain
self-oriented person before I studied abroad, but today I just
my strength, because I wanted to have the ability to run at a
want to be nicer to all of the people who are in my life to make
high level as soon as my injury subsided. However, my injury
them smile as my friends did. Through the exchange program,
never fully healed when I was at A&M and I was unable to have
I learned that friendship is very important in our daily life.
the opportunity to try out for the team. Although things did not
I would like to say thank you to all of my friends in Texas,
work out as planned, I’
m still proud of myself for the effort I put
as well as Osaka University for giving me this wonderful op-
in, even though I don’
t think great effort is necessarily valued
portunity. I feel as if I have gone through some wormhole be-
in the field of sports. In June, they let me hold the trophy for
cause the time in Aggieland flew by so quickly. I am“NEVER
the men’
s national title that they won in 2013, even though
EVER EVER”(Yes, I went to Taylor Swift’
s concert in Houston!
I wasn’
t on the team! It was the most memorable moment I
Whoop!) going to forget about this amazing year.
experienced at Texas A&M. Sometimes it might be hard to
achieve what you hoped, but I feel you may partially or unexpectedly be able to make what you want to achieve real as long
as you keep your passion alive.
When it comes to my studies, it was harder to learn things
in English than in Japanese because I had to read textbooks,
listen to professors, and complete assignments all in English.
I would spend longer hours studying than American students
would. That’
s why I was quite happy when I got the highest
score of all the students in my class on an assignment about
US geography.
Looking back now, I practiced“Live Locally, Grow Globally”
in Texas. Throughout my exchange program, I aggressively
tried to Americanize myself by accepting everything I encountered in America. For example, I tried a lot of foods, such as
fried pickles, crawfish boil, vivid-colored candy, pecan pies, a
three-pound steak, fried ice cream, large ribs, and a gallon of
queso, and I enjoyed all of them! I enjoyed living abroad by
keeping an open mind to positively accept differences.
Before attending Texas A&M, I thought I would gain academic knowledge and physical strength there. After 10 months, I
indeed honed my academic skills, improved my mental toughness, and expanded my view of the world. However, I believe
the most precious thing I actually got through the exchange
6
Thanks and Gig ’
em.
OIE NEWS LETTER
Precious Experiences!!
～ Studying in Sheffield ～
グローバル人間学科目学部 3 年　水川
佐保
Saho Mizukawa
Global Human Sciences-B3
2013 年の 2 月～ 6 月まで半年弱、英国のシェフィールド大学に
交換留学をさせていただきました。私のイギリスでの経験を少し
シェアさせていただきます。
大学では社会学を学んでいたのですが、今までの学習姿勢を変え
させられる経験が出来ました。シェフィールドでは単位数に上限が
あり、コマ数が非常に少ないシステムです。楽なのかなと期待して
いたら…それは真逆でした！授業時間以外に、自分で授業に関連す
る文献を借りに行き読みあさる習慣がなければ、レポートや試験に
対応ができません。レポートも、自分の書いた 1 文 1 文に根拠と責
任が求められます。評価は細かく点数化され、全ての学生のレポー
トが丁寧に添削されフィードバックしてもらえるので、自分の弱点
を反省し、どう改善すればいいかがやっと見えてきました。
さて、大学授業以外にもお話したいことがたくさんあります！ま
ずは寮生活です。私のフラットメイトは、韓国・香港・カナダ・オー
ストラリア・フィンランドの学生で、キッチンをシェアして様々な
料理を作り、他愛もない会話をした毎日は忘れられない思い出です。
文化、専攻、性格も全く異なる 5 人との空間が、不思議な事に私の
非日常から日常に変わっていきました。
大学のイベントプログラムの遠足や、友達と企画した旅行では、
英国を満喫できました。特に印象に残っているのが、ひとりで乗っ
ていた長距離バスでの、ハンガリー人のベビーシッターをしている
女の子との出会いです。仲良くなり、住んでいる街が近いことが判
明したので、後日遊びに行ったりしました。異国の地で暮らすこと
が、出会いや、世界への好奇心を広げてくれました。
最後に、留学では、文化や生活環境や言語による、想像以上に様々
な壁が待っていました。落ち込んだことも多くありました。しかし、
留学に行ってしまえば、苦労することがあっても乗り越えるしかな
い…! という状況が、私に本当にたくさんのことを得させてくれます。
今では、全ての経験が宝物です。
交換留学の機会に本当
に感謝しています。あり
がとうございました。
I studied at the University of Sheffield in the UK as an exchange student from Feb.2013 – June.2013. I would like to
share some of my experiences during my time in Sheffield.
In Sheffield, I studied sociology, and what surprised me was
the education system of the university. Students cannot take
many classes. For example, I took the maximum number of
classes and it was only six in total. At first, I thought,“It’
s going
to be an easy semester!”… but it was the other way around!
Fewer classes and lecture time meant we had to study a lot by
ourselves. This changed my attitude towards study as a university student. Another good system was that all students’
papers are critiquedf and I could get personal feedback. This
system was really helpful, making me realise how I could improve my papers.
My accommodation was really great. I lived in an international dormitory. My flatmates were from South Korea, Hong
Kong, Canada, Australia and Finland. The five of us had different nationalities, majors, cultures, and personalities. At first,
living with them felt out of the ordinary to me, but it gradually
became completely normal. Gathering in the kitchen to cook
and talk with my flatmates is one of my most precious memories of Sheffield.
Visiting various places in the UK was also a great experience.
Sheffield University offers many day trips, and it was also fun to
plan trips with my friends. While I was travelling alone once, I
met a Hungarian au pair on the inter-city bus and we become
very good friends after our trip. I felt that travelling really opens
up a whole new world.
While I had a lot of fun in Sheffield, I also had many tough
times because of differences in culture, environment and language. However, those hard times helped me to grow a lot. I
can say that every fun and tough experience I had in the UK is
precious to me. I would like to say thank you to Osaka University for giving me the chance to study abroad. It was really a
valuable experience.
7
OIE NEWS LETTER
「大きくなった自分」
“My bigger self”
グローバル人間学科目学部 4 年　田平
修
Shu Tabira
Global Human Studies-B4
スウェーデンの田舎町ヴェクショー（Växjö）は、ヨーロッパで
一番緑豊かな町（The greenest city in Europe）と呼ばれている。
ただ冬がとても長く、どんよりとした雲に覆われる日々は本当に憂
鬱である。逆に夏になると、夜遅くまで日が沈まず、キャンパスが
深夜まで陽気な人でにぎわう日も多い。
私は 2012 年 9 月から 2013 年 6 月までスウェーデンのリンネ大
学での部局間交換留学を経験した。「移民」と「教育」を関心テーマ
に据えていた私は、移民教育の現場を自分の目で見てみたいと常に
感じていた。スウェーデンは移民の割合が非常に高い。イラク、ソ
マリア、アフガニスタンなどイスラーム教国からの移民が最も多く、
ヴェールを着た女性が街中を歩く光景は決して珍しくはない。実際
に、いくつかの学校で参与観察を行い、スウェーデンにおける移民
教育の一端を垣間みることが出来た。その経験が今の研究の足がか
りになっていることは間違いない。
10 ヶ月の留学を終えた私は、日々の授業、ヨーロッパ各国への
旅、そして Japanese Dinner Party という大学の毎年恒例イベント
の全体リーダーとしての仕事を通して、
（身長以外は）「大きく」なっ
て帰国することが出来た。「細かいことを気にしない」、「自分の意見
をしっかり持ち、それを伝えようとする」ことなど、日本にいる時
の自分とは変わったと感じている。またスウェーデンという非英語
圏だったからこそ、引け目を感じずに英語を使うことが出来、「英語
力」も身に付いた。そして世界各地に広がったネットワークは、何
よりも価値がある。仲間たちと過ごした時間はかけがえのないもの
になった。
さて、突然だがスウェーデン人は、どんな国民だと思うだろうか？
実は、意外にも日本人と似ている部分がある。基本的にシャイで、
〟Lagom”というスウェーデン語がその特徴を表していると思う。
これは「ほどほどな」という意味で、がつがつしない日本人と通じ
るものがあると感じた。そして私がスウェーデンで一番好きなもの、
それは「時間の流れ」だ。スウェーデンの「気ままな」時間軸に慣
れてしまうと、帰国後に分刻み、秒刻みで動く日本式の生活に戻る
のは難しかった。いつかまたあの「スウェーデン時間」に身をおけ
たらなあ…。
Växjö, a rural city in Sweden, is called“the greenest city in Europe”. Växjö has a long winter and people feel so depressed by
the gray sky during that season. On the other hand, in summer
the sun sets late and a lot of students enjoy parties and BBQs
on campus till late.
I studied at Linnaeus University in Sweden as an exchange
student in the School of Human Sciences from September 2012
to June 2013. I always wanted to observe the realities in fields
of education for immigrants, being interested in“Immigrants”
and ”Education”. The percentage of people having roots in
other countries is high in Sweden and there are many people
from Islamic countries such as Iraq, Somalia, Afghanistan, etc.,
so it is common to see people wearing a burqa walking on
the street. I visited some schools for immigrants and observed
the education there. I believe that my experience in Sweden
helped me decide to do my own current research.
After studying abroad for 10 months’in Sweden, I have become“bigger”mentally and physically (except for my height)
through daily classes, travelling around Europe, and working as
the president of the Japanese Dinner Party, which is an annual
event at the university. I feel that what I am now is different
to what I was before starting to study in Sweden. In addition,
because I was in Sweden, which is not an“English speaking
country”, I could use English without any hesitation, and I think
that my English has improved thanks to that freedom. Furthermore, nothing has been more worthwhile than the network
that I have created around the world. The time that I spent with
those friends is irreplaceable.
By the way, what do you think of Swedish people? Indeed,
they have
some similar characteristics to Japanese people.
Basically, they are shy and“Lagom”, a Swedish word, could
represent their character. It means“not that much and not that
little”and I felt that this is similar to Japanese people, who are
not extremely greedy in a way. Moreover, what I love the best
about Sweden is the flow of time. Because I got accustomed to
following a Swedish sense time that is more relaxed, I found it
difficult to readjust to my lifestyle in Japan, where my schedule is worked out to the minute or sometimes to the second. I
hope I can someday shift back to
“Swedish
again.
8
time”
OIE NEWS LETTER
The long awaited opportunity –
Studying abroad
待ちに待った経験―アデレードでの交換留学
教育学科目学部 4 年　近藤
裕香
Yuka Kondo
Education-B4
私は 2012 年 2 月から 11 月、オーストラリア・アデレード大学
にて交換留学を行いました。これ以前にモナシュ大学春季語学研修
を経験し、学内でもチューター活動や国際交流サークルの運営に携
わっていたので、今度は本格的に留学に挑戦したいという気持ちは
強くもっていたものの、なかなか英語試験のスコアに達せずに苦労
しました。トラブルに見舞われながらも「最後のチャンス」という
タイミングで、ようやく留学の機会を得ました。
怒涛の手続きを自らの手でこなしたうえで渡航し、英語への自信
も取り戻しつつあったのですが、それは簡単に崩壊しました。英語
を語学として勉強するのではなく、英語で科目履修をする難しさを
肌で感じました。また留学生の人数は多かったものの、自分より英
語が話せない学生はほぼおらず、その比較に苦しみ、自分は井の中
の蛙だったのだなと強く反省しました。
そんな時マレーシア人の友達に言われた言葉がありました。
「ユカ
にとって英語は第二母語じゃなくて外国語なんだよ。」少し冷たく聞
こえるかもしれませんが、この言葉のおかげで何かが吹っ切れ、自
分の能力を踏まえやれることをやろうと思えました。それからは自
習だけでなく積極的に先生やチューターに学習のサポートを受けに
行き、クラスメイトに授業内容の確認を手伝ってもらうなどしまし
た。その成果もあり、次第に授業で理解できる度合いも増えていき
ました。
また留学先では、色々なことに「首を突っ込み」ました。例えば
バスで隣になった人に勧められ本格的な護身術を受けることになっ
たり、教授に直談判し地元の小学校へ毎週訪問する機会を得たりす
るなど、思いがけず様々な体験ができました。
また学生寮が私の留学を味わい深くしてくれました。多様なイベ
ントを通じ、オーストラリア人学生そして各国からの留学生と友達
になることができました。大学から帰った時に、だれもが「元気？」
と声を掛け合う、暖かいコミュニティに居られたことに何より救わ
れました。
私の交換留学は山あり谷ありで決して成功例とは言えないです
が、1 つ確かなのは、周りの人の温かさにも支えられ、私にとって
一生モノのかけがえのない経験になったということです。
It took years till I finally started my exchange study at the
University of Adelaide, Australia, from February to November
2012. As I had taken a language course at Monash University
before, been involved in a peer mentor project, and had organized the international community in my faculty, I was interested in studying abroad for a long time. However, I could not
get a high enough score on my English test to apply for the
program. Then finally I got an acceptance letter at the very last
moment. After getting through all the steps for enrolment on
my own, I became pretty confident that I could complete my
program without much trouble.
After I arrived, I realized I had overrated myself. I was shocked
by the high requirements of classes and the difference between studying English as a Second Language and academic
content in English. It was tough for me to understand what was
going on in lectures and tutorials, and it felt difficult to express
my opinion logically. I found that I was only person who could
not communicate in English “properly”, though there were
many international students and most spoke languages other
than English as their mother tongue. It made me feel lonely
and depressed.
Then, my Malaysian friend said this:“English is not your second language, but a foreign language.”It might sound a bit
harsh, but it helped me to not get too stressed out, and to do
whatever I could to the best of my abilities. I studied harder, visited my lecturers and tutors to get academic support, and asked
my course mates to give me a hand. Thanks to this, I could understand my lectures little by little.
In addition, I tried my hand at many new things. For instance,
when I happened to sit next to a lady in the bus who was doing a combat class, I joined it as well. I visited a primary school
weekly for half a year with my lecturer’
s help.
Most importantly, I met wonderful people in the student accommodation. There were many events to help get to know
200+ friends there. It was such a relief to have people who
knew me and said hi to me when I came back from classes, to
make me feel at home.
My exchange was
full of ups and downs
and I don’
t feel it was
completely
success-
ful. However, I can say
I had a precious experience thanks to everyone I met there.
9
OIE NEWS LETTER
Life at Linnaeus University
グローバル人間学科目学部 3 年　照井
愛子エンジェル
Aiko Angel Terui
Global Human Sciences-B2
I studied at Linnaeus University in Sweden from August 2012
earliest, and even when it was daytime, the sun was hidden by
to June 2013. The School of Human Sciences at Osaka Univer-
clouds. However, when the sun comes out, it’
s really beautiful.
sity and Linnaeus University have a student exchange agree-
I learned to appreciate the sun more than ever in my life. In the
ment and I went there as an exchange student. I have too many
summer time, I often went out with my friends to sit in the sun,
things to tell you about my year, but here, I am going to write
and walked around in nature. I think I understand why Swedish
about what it is like to live and study at Linnaeus University.
culture worships the sun and nature so much.
Linnaeus University is located in a small town in the south
When living on campus, I had my student apartment with
of Sweden, and it is 2.5 hours from Copenhagen, the capital
my own kitchen and a bathroom. My neighbors were both in-
of Denmark, by train. To get to the university, it takes 10 min-
ternational and Swedish students. All exchange students were
utes from the town by bus. Though it’
s located in a small town,
guaranteed to have a place to stay on campus, so all my friends
there were a lot of international students studying there. Many
lived close together. Since there was nothing to do around
of them were from European countries, and were a part of the
campus at night, we often invited each other to our rooms and
Erasmus program. International students communicate in Eng-
cooked dinner together, or watched movies. Once we orga-
lish, even with Swedish students and locals, (Swedish people
s apartment and made sunized a sushi dinner at my friend’
are all so good at English!), so I used only English in my daily
shi together. Sometimes, my friends cooked dishes from their
life. However, everything is written in Swedish so I sometimes
own countries and shared them with other people. Living so
needed to use google translation or get help from Swedish
near friends was really nice. We could help each other when
speaking friends.
someone was sick, or when we needed a car to go shopping in
I took a course called Peace and Development Studies. The
bad weather. Spending a lot of time with international students
class was taught in English. Half of my classmates were inter-
from all over the world taught me how different all our cultures
national students, and the other half were Swedish students.
are, and how interesting the differences are!
We only had classes two or three times a week, but we were
The way of living on campus in a small town in Sweden was
required to spend more time studying by ourselves. During the
very different from my life in Osaka and at Osaka University. It
semester, I spent a lot of time at library, studying by myself, or
was not easy, but it was absolutely worth the effort! If you are
sometimes with my group-mates when we had group assign-
interested in studying abroad, I strongly recommend that you
ments. In that way I learned how to not just be passively taught
take the chance offered here at Osaka University and go on an
in a lecture, but to actively learn by myself. Also, through a lot
exchange program. Studying 1 or 2 semesters abroad, meet-
of group work and discussions with teachers and classmates, I
ing new friends, living in foreign country… these experiences
learned it is very important to form my own opinions.
might completely change your perspective. And you will have
As you can imagine, winter in Sweden is cold, dark, and lon-
I have decided to study at Linnaeus University again for an-
Sweden, their first question is“Was it cold there?”The answer
other year as an exchange student to study in the same course
is YES! Of course it’
s cold. (Last winter it was as cold as -20 de-
(from Spring semester 2014). I want to thank everyone for this
grees on the coldest day.) But what was harder on me than the
opportunity. Tack så mycket!
cold was the darkness of the winter. The sun sets at 15:20 at the
10
the time of your life.
ger than in Osaka. When I tell my friends that I have been to
OIE NEWS LETTER
“Information is not knowledge. The only
source of knowledge is experience.”
社会学科目学部 3 年　入江
航平
Kohei Irie
Sociology, Modern Thought and Anthropology-B3
私は 2012 年 4 月から 10 月までの半年間、イギリスのブライトン
という町で語学留学を経験しました。
ブライトンはロンドンから電車で 1 時間くらいの、イングランド
南部の海沿いの町です。芸術の町として有名で、定期的に芸術祭の
ようなものが開催されています。夏場はビーチやナイトクラブが若
者たちで賑わい、非常にエネルギーに溢れていました。私が滞在し
ていた時はちょうどオリンピックの時期だったため聖火リレーが町
を訪れ、開会式のパブリックビューイングなども行われました。非
常に活気のある町で、多様な国籍の人と出会うことができます。
向こうでの生活は、平日は夕方まで授業がありましたがそれ以外
は基本的に自由時間でした。課題をやったり、友達と買い物や観光
に行ったり、パーティーやスポーツ大会を企画したりとできるだけ
色んなことに取り組みました。
経験した者としてお伝えしたいのは、留学など海外に出ることに
よって得られるものは「語学力」だけではないということです。日
本という国、自分が所属するコミュニティー、そして自分にとって
の常識　これらの外に出ることは多くのことに気づき吸収するきっ
かけになります。それがたとえ既に知識として持っているもので
あっても、実際に自分が体験することでさらに深いところまで理解
して吸収することができます。
つまり、外に出るということは、
「すでに知っていること、理解し
ていること」を「体験して吸収したこと」にできるチャンスだと思
います。現在留学をしようかと考えている人は、海外インターンや
ワーホリ、長期の旅行などにも目を向けるのも良いかもしれません。
そして外に出る際は何か自分で目標を設定することをおすすめしま
す。
私が語学留学をするにあたって設定した目標は、
「仕事が出来るレ
ベルの英語力をつける」でした。この目標の達成を証明するために
帰国後、大使館でのインターンに取り組みました。そこでの体験も
またかけがえのないものになりました。
目標を決めて取り組むことで次につながってくると考えます。良
い経験をしてくださいね。
For six months from April to October 2012, I studied abroad
in Brighton, a city in the UK.
Brighton is a seaside city located in southern England, and
it takes one hour to get there from London by train. Brighton
is famous as an artists’city, and art festivals are regularly held
there. In summertime, beaches and nightclubs are crowded
with young people, and so the city got quite energetic. From
my experience, I can tell you that Brighton is absolutely full
of fun, like enjoying parties with diverse people. Apparently,
Brighton is often called a “party town”. There are definitely
many foreign people who are studying in Brighton, so it is not
so hard to stay alone in Brighton if you are an international student.
I really enjoyed my life in the UK. On weekdays, I had classes
until the evening and after that basically I was free. I spent my
free time as I liked, going out with my friends, doing homework, traveling alone, attending sports events, holding international parties.
I did drink often in Brighton, and I met so many friends in
pubs or clubs. In the UK, going out and drinking a lot until midnight is not so strange. If you have a high tolerance for drinking,
you would enjoy staying in the UK.
I want to tell you that what you can get out of going abroad
to study is not only better language ability. Even if you already
know about various foreign things, it is different when you experience them yourself and gain a deeper understanding of
them.
Going abroad turns“what you knew”into“what you actually experienced”. Doing an overseas internship, a working
holiday, or an extended trip could also be good for you if you
are thinking about studying abroad.
Setting your goal is recommended when you go abroad. The
goal I set was to be able to use English on business. To test my
level of achievement, I tried an internship at an embassy after
coming back to Japan. It was an irreplaceable experience..
Setting a goal will help you improve. Have a nice experience!
11
OIE NEWS LETTER
Tips to Make the Most of
Your Time Abroad
行動学科目学部 4 年　西岡
春奈
Haruna Nishioka
Behavioral Sciences-B4
Some of you reading this newsletter may be interested in
easy experience, but it was fulfilling. Students asked me many
studying abroad. I strongly recommend studying outside of
questions, from easy to hard ones. To answer those questions,
your home country. It allows you to live in a different academic
I had to learn the Japanese language as well as its culture, and
and cultural setting and broaden your perspective. But this is
also improve my English skills. This experience worked very
not what I want to talk about in this essay. I want to give you
well when I looked for and started my internship at a public
two tips to make the most of your time abroad: not to forget
high school. It was my volunteer experience as well as my two
your purpose and to be thankful for those who support you.
aims which made me apply for the teaching Japanese intern-
I spent one year in Bellevue, Washington from March, 2013
ship. Again, during my internship, I was required to teach not
studying at a local college and interning at a high school. Since I
only Japanese language but also its culture, including tradi-
was involved in a study abroad program which is run by a Japa-
tional customs, anime and manga, and Japanese fads in Eng-
nese agency, I had many Japanese classmates. Initially, as one
lish. One time I was asked why I was teaching Japanese while I
of my purposes in the States was to improve my English speak-
wanted to improve English. But for me this was the best oppor-
ing skills, I tried not to speak Japanese even with my Japanese
tunity and I’
m very proud of my internship experience. It was
classmates and I thought they would agree with me. It disap-
rewarding and exciting.
pointed me a bit that some of them hesitated to speak English
I don’
t believe I made my trip happen, rather others around
with me. However, one day I had time to speak with some of
me did. Financially I was lucky to be chosen as a scholarship
my classmates and they told me why one classmate joined this
student, so I didn’
t have to pay tuition. In addition to this, my
program even though he apparently didn’
t want to try to im-
family shouldered half of the other expenses such as the airfare
prove his English. It was this; he wanted to open his own store
and homestay fee. Once a lady asked me if each of my days
and find a business partner there. This changed the way I saw
in the States was worth the money others spent on me. These
him completely, and made me realize that each person has
words say it all – don’
t waste your time, discover new things
a different aim when studying abroad. This classmate spent
and grow as much as you can. Of course I sometimes felt like
his time there making friends with a lot of people from vari-
doing nothing or giving up on some difficulties I was facing,
ous backgrounds and finding suitable business partners. After
but these words reminded me of those who supported me, and
hearing his story I questioned what my purpose for studying in
motivated me. People around me encouraged me a lot, not
the States was, and I established two main aims: to improve my
only financially but also emotionally. My friends in Japan sent
English skills and to spread Japanese culture in my own way.
me messages frequently, and my friends in the States cheered
Establishing those two aims helped me to pursue my own
each other up. My supervisor at the internship site allowed
path, which was volunteering as a teaching assistant in a Japa-
me to experience more than I expected, and my family always
nese language class and doing a teaching internship in Japa-
cared about me. Thanks to a lot of encouragement from them,
nese at a public high school. Since I love teaching Japanese
I could make the most
culture to non-Japanese, I wanted to do something related to
of
this. When my teacher advised me to volunteer as a teaching
I’
m sure without them
assistant in a Japanese language class, I immediately contacted
my trip wouldn’
t have
several Japanese instructors at my college, and one of them ac-
been the same.
cepted me as a teaching assistant for her class. It was not an
my
time
abroad.
To those who are willing to take the plunge,
think about your personal goals. Whatever
they are, work hard to
accomplish them. And
last but not least, be
thankful
to
everyone
around you and show
them
your
personal
growth when you return home. That is, I
think, the best way to
express your gratitude.
12
OIE NEWS LETTER
バンクーバーでのボランティア活動
Volunteering in Vancouver
グローバル人間学科目学部 3 年　中橋
晃季
Koki Nakahashi
Global Human Sciences-B3
私は 2013 年の夏休みに 2 週間、カナダ・ブリティッシュコロン
ビア州のバンクーバーにあるデイケアセンター「Bluebird Daycare Centre」でボランティア活動を行いました。このデイケアセ
ンターは認可のグループデイケア施設で、0 歳から 5 歳までの子ど
もを対象にしています。私は大学生の長期の夏季休暇の間に、観光
以外の目的で海外を訪れ何か活動してみたいと以前から漠然と考え
ていて、今回挑戦してみました。
現地では平日の午前 9 時から午後 3 時までデイケアセンターで活
動しました。活動内容は、歌の時間や工作、勉強の時間にスタッフ
の方の手伝いや子どもたちの補助を行うこと、昼食の時間に子ども
たちが食事をする補助をしたり、食べたがらない子どもを励ました
りすることで、それ以外の時間は教室や園庭で子どもたちを見守り
つつ一緒に遊んでいました。
デイケアセンターには毎日園庭で遊ぶ時間があり、雨の日であっ
ても子どもたちは園庭で遊んでいました。デイケアセンターのス
タッフの方は子どもたちに滑りやすいから気を付けるよう指示を出
し、子どもたちはカッパを着て雨の中を走り回っていました。スタッ
フの方は、雨の中で遊ぶことは子どもたちにとっては自然に触れる
ことでもあり、またこのデイケアセンターでは毎日外で遊ばせるこ
とになっているので、雨や雪の降る日や風が強い日も遊ばせている
とおっしゃっていました。
デイケアセンターを訪問して改めてカナダは様々な人々が住む国
だと実感しました。デイケアセンターの子どもたちは白人系、東ア
ジア系、先住民族系など様々で、またスタッフの方の中にもベトナ
ム出身の方がいました。そのため日本人である私が入っても違和感
のない空間でした。初めは私の名前である「Koki」を「cookie」と
聞き間違え、「なんでこの人の名前、クッキーなの？」と言っていた
子どももいましたが、数日後には私が活動するクラスの子どもたち
全員が私の名前を憶えてくれました。
ホームステイ先ではサウジアラビアや台湾からの留学生と話す機
会もありました。今回の活動は短期間したが、とても貴重な経験で
した。
During the summer vacation, I volunteered at Bluebird Daycare Centre in Vancouver, British Columbia, Canada for two
weeks. It is a registered daycare centre for children aged 0 to 5
years old. Since I entered university I had vaguely thought that
I would like to visit foreign countries during the long summer
vacation. I found this program on the internet and decided to
try it.
I worked at the daycare centre from 9 a.m. to 3 p.m. on weekdays. I supported teachers and children in music class and an
art class. At lunchtime, I helped children and encouraged them
to eat when they did not want to. Of course I played with the
children a lot.
The children played outside every day and they even played
outside when it rained. The teacher told them to be careful
not to slip on the wet ground. Children put on raincoats and
ran about in the rain. The teacher told me that playing outside
daily was part of their routine. They were able to learn about
nature in the rain, snow or wind, so they played outside in any
weather.
During my stay, I gained a fuller understanding of Canada as
a multiethnic nation. Bluebird Daycare Centre was also multiethnic. Children and staff there had various backgrounds, so I
was able to blend in easily.
At first a boy misunderstood my name. My name is“Koki”,
but he thought that my name was“cookie” because“Koki”
sounds like“cookie”. He asked the teacher why my name was
“cookie”. Luckily, all the children remembered my name in a
few days.
Through this experience, I was painfully made aware of my
lack of English ability. However, Bluebird Daycare Centre has
welcomed Japanese students for a long time, so the teachers
listened to my poor English with kind patience.
I did a homestay in Vancouver and there were some students
from countries such as Saudi Arabia and Taiwan. I enjoyed talking with them and I realized again that English is an important
tool for communication. Through volunteering and my homestay I became all the more inclined to study English. It was a
very valuable and educational experience for me.
13
OIE NEWS LETTER
路線バスに乗れるようになるまで
How I got used to local buses
基礎人間科学博士後期 3 年　山本
文子
Ayako Yamamoto
Philosophy and Anthropology-D3
私がヤンゴン外国語大学（ミャンマー）に留学生として在籍しな
がら現地調査を行ったのは、2009 年 12 月から 2010 年 10 月の約
10 か月間。それまで短期間の滞在は何度かありましたが、どっしり
腰を据えたのはこのときがはじめてです。調査の関係上、インフォー
マントが集住しておらず、どこに拠点を置くべきか考えた末、大学
が近いフレーダンというエリアにアパートを借りることにしました。
このエリアは在ヤンゴンの日本人曰く「ヤンゴンの原宿」だそうで、
学生など多くの若者で賑わう繁華街です。私はフレーダンに拠点を
置きながら、路線バスでヤンゴン中を駆けずり回って調査を行いま
した。
さて、この路線バス。留学以前は短期間の滞在ばかりで、土地勘
が養われる前に帰国というパターンを繰り返していました。バス会
社は複数あり、それぞれがあらゆる路線でバスを走らせています。
バス代はタクシー代の 10 分の 1 ほどで、バスさえ乗りこなせれば節
約になるのに…と思いながらも、当時の私にはひどく複雑なものに
映り、言葉の面での不安もあって、一人での移動ではタクシーばか
り利用していました。
しかし長く暮らすことになり、タクシーにばかり乗っていられま
せん。少しずつ、それまでタクシーで行っていた場所にバスで通う
ようになりました。バスにはスペアと呼ばれる料金徴収・乗客整理
を担当する男性乗組員がおり、そのバスが止まるバス停の名前を大
声で連呼しています。そのバスが私の降りたい停留所に止まるかを
何度も彼に確認し、また不安だからその停留所に着いたら声をかけ
てほしいと伝えます。外国人の女が不安げにバスに乗るのを見て、
ほかの乗客も「大丈夫。私が教えてやるよ」と声をかけてくれます。
あとはしっかり景色を見て…。こうして徐々にバスに乗れるように
なると、人間観察をする余裕も出てきて、なかなか楽しいのです。
バスだけでも話は尽きませんが…。
このように書いていると、異国の地での生活に慣れていくという
ことは、赤ん坊がい
ろんな言葉や知恵を
獲得していくことと
本当に同じだなと実
感します。ビルマで
私を支えてくれた人
たち――友人に限ら
ず、バスで乗り合わ
せた人たちも――に
あらためて感謝しま
す。
14
From December 2009 to October 2010 I stayed in Yangon
and did fieldwork as a student at the Yangon University of Foreign Languages. I had visited Burma several times before this,
but each time was one month at most. This was my first time
staying in Burma for such a long time. Deciding on a place to
live was a problem, because my informants didn’
t live in the
same area. Finally I decided to live in Hledan, near the university. There are so many young people living there from all over
the country that Hledan is called“the Harajuku of Yangon”by
some Japanese people. Since I was staying in Hledan, I went to
see informants by taking the local bus.
I would like to talk about the local bus lines. There are several private bus companies and each of them has many lines.
It seemed very complicated and difficult to me to take the bus.
That is because I was not so familiar with Yangon and I didn’
t
have much confidence in my Burmese. For this reason, I always used taxi to see informants when I had to go there alone,
though I knew the fee for bus was far cheaper than for taxi.
However 10 months was too long to use taxis every time.
To get used to the bus, I started to practice taking the bus to
see informants. Each bus has guys who collect the fee from the
passengers. I asked the guys whether the bus would stop at
the stop I wanted to get out at or not many times. And I also
asked them to tell me when we arrived there. Other passengers, seeing a foreign woman who looked very nervous, also
helped me. The more I got used to the bus, the more I felt relaxed enough to observe the other passengers carefully. There
are too many things to write about the bus…
A fieldworker learning how to live abroad is similar to a baby
learning the language and wisdom for living life. I really want
to thank the many people who supported me, not only close
friends of mine but also passengers on the bus.
OIE NEWS LETTER
青年海外協力隊経験　初めてのアフリカ、ベナンで過ごした2年間
Two years spent in Benin – My first
experience in Africa as part of the JOCV
人間開発学博士前期 2 年　平山
侑佳
Yuka Hirayama
Human Development Studies-M2
私は 2011 年 3 月から 2013 年 3 月の 2 年間、JICA の青年海外協
力隊として西アフリカのベナンに派遣されていました。ベナンは人
口約 900 万人、面積は日本の 3 分の 1、最貧国の 1 つとも言われる
小さな国ですが、その穏やかな人柄のため政治的にはとても安定し
た国です。また奴隷貿易、ブードゥー教、かつてビートたけしさん
の付き人をしていた現駐日ベナン大使のゾマホンさんの故郷として
も有名です。
私の任務は小学校を中心に、コミュニティの衛生環境の改善を行
うことでした。意気揚々と始まった現地での活動でしたが、日に日
に強く感じるようになったのは自分の「無力さ」でした。公衆衛生
の専門家でもない自分が何をしたところで小手先の知識でしかない、
人々への影響力もない。そう理解したとき、「それでは自分には何が
できるか」、「自分がこれなら自信をもって現地に貢献できると思え
ることはなんだろうか」と考えました。そこで思いついたのがイベ
ントの企画でした。現地の人々は「手を洗わなくては、手からバイ
キンが入り病気になる」といった衛生に関する基本的な知識は持っ
ているものの、それを実践できていないのが現状でした。そのため
私は彼らに必要なのは知識ではなく、意識改革だと感じていました。
意識改革には地道な啓発よりも、何かインパクトのある、刺激を与
えるイベントのようなもののほうが効果的だと思い、活動に取り掛
かりました。
専門知識はないけれど、学生として、学ぶ立場からの発想で、小
学校の年間行事として「地元のゴミ問題対策 NGO への社会見学」
や「身体測定」の提案を行いました。また世界手洗いの日に因んで
コミュニティ内の様々なアクターを巻き込んだ手洗い啓発イベント
も開催しました。イベントは一過性のものですが、それが年間行事
として、学校で、コミュニティで定着していってくれれば、自分の
帰国後も持続可能な活動として残ってくれるのではないかと期待し
ています。
あっという間の 2 年間、粗削りながら自分らしく、人々と楽しみ
ながら行える活動ができたと思います。停電や断水、近所の子供た
ち、道端に群がる家畜、ぬるいビールでの乾杯…たくさんの思い出
が詰まった素晴らしい経験でした。
Two years from March 2011 to March 2013, I had been sent
to Benin as a member of Japan Overseas Cooperation of Volunteers. There are about nine million inhabitants in Benin, and its
area is one-third of Japan. It is a small country which is said to
be one of the poorest countries in the world, but it is a country
that is very stable politically. It is famous for its history of the
slave trade, the traditional‘Voodoo’religion and as the birthplace of Mr. Zomahoun, the Beninese Ambassador to Japan,
who was known as the previous companion to Takeshi Kitano.
My mission was to improve the state of public health in a
community, focusing on their elementary school. At first I was
highly motivated, but gradually I came to understand my limits.
I am not a professional in the public health field, nor am I influential.‘So, what can I do?’
,‘What kind of work do I feel confident that I can contribute to this community?’Then, I came to
an answer,‘Planning events’
. People in the community knew
that they had to wash their hands to remove bacteria, otherwise they would get sick, but they didn’
t wash their hands. I
didn’
t think it was important to give them more knowledge,
but rather to raise their consciousness of the issue.
I don’
t have any special knowledge, but as a student I could
propose some events at the school from a student’
s viewpoint,
such as‘visiting an NGO which grapples with the environmental problems in this community’and‘physical examinations’
.
I also held‘hand-washing awareness events’which involved
people from diverse fields in the community such as persons
concerned with schools, from the town hall, from the health
center, members of the military police and so on. Events are
transient things, but I hope that if the events I planned are established as annual events in schools and in the community,
they might remain as sustainable activities for the people in the
community after I return to Japan.
The two years passed in the blink of an eye. I think it was
roughly planned, but I did some activities my own way while
having fun with people there. Water restrictions, power outages, cute neighborhood children, domestic animals flocking on
the roadside, toasts with tepid beer… My stay was jam-packed
with many memories. It was the greatest experience ever.
15
OIE NEWS LETTER
日蘭学生会議を通して
Beyond International Borders
グローバル 30 人間科学コース 2 年　柴田
莉沙
Risa Shibata
G30 Human Sciences Program-B2
私は大学生として初めての今年の夏休みに、今までにはなかった
ような経験がしたいと思い、日蘭学生会議に参加しました。今年の
第 4 回日蘭学生会議はオランダのグローニンゲン大学で開催され、9
月の本番の学生会議まで 4 月の新学期からコツコツと準備をしまし
た。
今年のメインテーマは『持続性とは？環境、科学技術について』
で、市民参加、エネルギー、交通と町づくり、CSR( 企業の社会的
責任 ) の 4 つのサブテーマがあり、メンバー 16 人が 4 人ずつこのサ
ブテーマのグループに分かれ、本番まで色んな手段を使って情報収
集を行いました。インターネットによる検索はもちろんのこと、実
際に大阪ガスへ行き CSR のことについて学んだり、箕面市役所まで
行って、市民参加についてお話を聞かせて頂きました。これらを全
て踏まえた上でプレゼンテーション作りに励みました。私は市民参
加のグループに入り、市民参加のどのような要素について話すのか、
どのようにテーマの環境保全を持続的なものにするかを長い時間か
けて議論しました。出発直前にはスカイプでと夜中まで会議をする
時もありましたが、今から思えばこれも全て良い思い出でとなりま
した。知識と経験豊富な先輩方の元で同じ課題を共有し、同じ目標
に向かって勉強することは、日蘭学生会議に参加しなければ経験出
来なかったと思います。
2 週間過ごしたオランダではとても有意義で毎日が充実していま
した。本会議はもちろん、オランダ観光、ドイツ観光もオランダ側
のメンバーが準備をしてくれていて、今回初めて参加した私はこの
素晴らしいおもてなしに圧倒されました。日蘭学生会議は、日本と
オランダ間で毎年交互に行われているため、昨年は日本側の先輩方
がオランダ人学生に同じように日本を満喫してもらえるようにおも
てなしをしていたそうで、その時に日蘭の学生団体間の国境を超え
た絆が見えたような気がしました。
日蘭学生会議を通してオランダ人学生と 2 週間交流し、オランダ
で過ごした日々はとても良い経験となり、異文化への関心がより強
まりました。日蘭学生会議をきっかけに長期留学をしようと決心す
る先輩も多く、私もその一人です。ぜひ英語、異文化、オランダに
少しでも興味があったら団体に連絡ください。
I joined the Japan-Netherlands Student Conference (JNSC)
Association to experience something that I never had before
- something new and exciting. This expectation was certainly
fulfilled, and participating in the JNSC was definitely a highlight
of my first summer vacation as a university student.
This year’
s fourth annual JNSC took place at the University
of Groningen, and was based on,“Between environment and
technology: The next step for sustainability”. This theme was
then broken down into four sub themes: public participation,
energy, transportation, and corporate social responsibility
(CSR), and the 16 members were equally designated to these
four subgroups. In order to prepare for the conference in September, all members began our preparation almost half a year
beforehand. Research was not limited to online material but
also included lectures and interviews involving first-hand observations and opinions from experts. For instance, we paid
visits to Osaka Gas and Mino City Hall where we respectively
learned various techniques and the history of CSR, and what it
means to be an active public participant.
As I was in the public participation subgroup, it was a hard
task to link public participation to energy sustainability, and I
still remember the long hours of Skype calls that my subgroup
had to undergo, but thinking back to all of this now, it is all a
part of the fun memory of being a part of the 4th JNSC. Especially
since I was able to work with senior students who had much
more experience and knowledge than I did, I think that I would
not have been able to have such interactions if I had not joined
the JNSC.
The two weeks I spent in the Netherlands was absolutely
fabulous. In addition to the Conference, the Dutch side even
prepared a tour of the Netherlands and Germany, and I was
amazed by the degree of hospitality that they showed. Since
the JNSC is held in either Japan or the Netherlands every year, I
heard from my seniors that when the Dutch students came to
Japan last year, the seniors from the Japanese side also showed
as much hospitality as they could. After hearing this, I realized
that the JNSC association has a clear bond formed beyond international borders.
Personally, the two weeks I spent in the Netherlands strengthened my interest in learning
about and appreciating different
cultures around the world, and I
am excited to go on a long-term
exchange that I am planning for
next year. If anyone is interested
in
multiculturalism,
speaking
English, or even in the Netherlands as a country itself, please
feel free to contact the JNSC.
16
OIE NEWS LETTER
大阪大学で最高の留学体験
The best study abroad experience at
Osaka University
社会環境学博士前期 2 年　辺
玉潔
Yujie Bian
Sociology-M2
私は現在大阪大学人間科学研究科に在籍の中国人留学生です。大
阪大学に入って以来、たくさん勉強して知識を得ると同時に、たく
さんのことを体験して、とても有意義で素敵な時間を過ごしました。
入学する前に、少し不安を感じていました。自分は自由人なので、
阪大に入ったら、毎日勉強と研究で埋め尽くされてしまうかなと思
いましたが、入ってきてから「全然楽しい！」といつも思っていま
す。外国はより客観的に中国社会を認識することができるので、こ
れは貴重なチャンスだと思い、1 回生の時に「現代中国研究」とい
う高度副専攻を選びました。この副専攻を通じて中国の文化や、歴
史、内部また外国との関係などより深く知ることができ、クラスで
の意見交換を通じて、いろいろな国の学生が持つ様々の考え方に触
れることもでき、とても興味深くて勉強になりました。2014 年 2
月に台湾に行って現地で勉強できるプログラムにも参加しますので、
観光と一味違った充実できる 10 日間をとても楽しみにしています。
阪大では勉強以外に中国留学生学友会に参加しています。これは
中国留学生のサポートと日中友好活動をしている学生コミュニティ
です。最初、私は主に留学生のためのイベントの司会者や役員など
を担当してきましたが、M2 の時に皆さんの信頼を頂き、大阪大学
および大阪地区の中国人留学生学友会会長に選ばれました。大丈夫
かなと心細い時もありましたが、それ以上に喜びと達成感でいっぱ
いです。この 1 年間、京大と共催の体育祭、100 人を越える夏季旅
行、日中友好協会と焼き肉パーティ、200 人近く来場していただい
た中秋節の記念イベントなど、企画や用意などで大変でした。しか
し、仲間とたくさんのイベントを成功させることができ、たくさん
の留学生と日本の友人たちから「ありがとう！」と声を掛けられて、
人生においてかけがえのない最高の思い出と経験を得ることができ
ました。
日本での留学は今年で 9 年目になりますが、毎年成長した新しい自
分が見えます。良質の留学
環境を提供してくれた阪大
に感謝です！これからはどこ
へ行っても、何をしても、阪
大卒業生として誇りを持っ
て自分らしく生きていきたい
と思います。
I am a Chinese student enrolled in the Graduate School of
Human Sciences at Osaka University now. Since entering Osaka
University, I gained a lot of knowledge and experienced a lot of
things. I had a very nice and meaningful time here.
Before enrolling, I felt a little uneasy. I thought myself so free.
Once in Osaka University, I thought my days would be filled
with research and daily study, but it was totally different! I always feel it is so fun! Since it is possible for a foreign country
to analyse the Chinese society more objectively, I thought this
would be a valuable opportunity to learn more about China.
I chose the advanced sub-major of “Contemporary Chinese
Studies”in my first year. Through this, I learned a lot of new
things about Chinese culture, history and its relationship with
foreign countries. By exchanging views in class, it was possible
to touch on the various ideas that students from other countries have, and it was very interesting. I also participated in a
program in which you can do fieldwork in Taiwan in February
of 2014 for ten days. I am looking forward to this special trip
very much.
Besides studying, I also participated in the China International Student alumni association of Osaka University. This is a
student community that helps Chinese international students
and encourages friendship between China and Japan.. At first I
was responsible for helping out at events for international students,, but this year, with members’trust and support, I was
chosen to be president of the Chinese students’alumni association for Osaka district and Osaka University.
There were times when I felt lonely and wondered if everything would be all right, but my sense of accomplishment and
joy overcame that. Over the past year, we have held a sports
festival in collaboration with Kyoto University, a summer trip
for more than 100 people, a BBQ party for the China-Japan
Friendship Association, and organized a stage at the Mid-Autumn Festival, which nearly 200 people attended! Planning
and executing events was very hard, but we were successful at
every event. Many students and Japanese friends said“Thank
you!”to us, and this makes the experiences and memories irreplaceable.
This is my ninth year that I have been
studying in Japan. I can always see the
new me that has developed every year.
I wish to show my appreciation to Osaka
University for providing us with a study
environment of such good quality! I think
no matter where I go or what I do, I will
always live my life with pride that I was an
Osaka University student.
17
OIE NEWS LETTER
Story of my time
グローバル 30 人間科学コース 1 年　バルン
カンナ
Varun Khanna
G30 Human Sciences Program-B1
世界中で誰もが、この大阪大学に来られるわけではありません。
私の長く、祝福された人生の中でも、ここで過ごす時間は、かけが
えのないものだと言うことができます。自分の中の、学問的、人間
的、社会的な領域を広げようと思い立った、自分の決断を誇りに思っ
ています。
人間科学部の G30 プログラムは、複数の教育学的方法によって若
者の成長を促し、21 世紀を担うであろう若い人材を育てることを目
指しています。このプログラムは、異なる国籍やバックグラウンド
を持った人々を集め、豊かな心や、色彩に富んだ観点を養うことで、
彼らをそれぞれの旅路へと送り出してきました。世界中から来た、
優れた教授陣のおかげで私は日々、成長し、知識を身につけ、また、
志を同じくする仲間と切磋琢磨する機会が与えられています。
最近、私のここでの挑戦は、単に私が何に（What）なりたいかで
はなく、私が何者に（Who）なりたいか、ということなのだと気付き
ました。それは、単に私が「何をなし遂げたいか」を表すものでは
なく、「なぜそれをなし遂げたいのか」と言う意味も含んでいます。
私はここで真の“dharma ”（目的）を見つけるため、多くの時間を
内省することに費やすと同時に、私が持っている力や可能性も大切
にしています。
そうした、私が見出した可能性の一つに、Model United Nations（MUN）の創設、というものがあります。MUN は、この大阪
大学において国連の精神に則り、個人を成長させ、リーダーシップ、
社交性、友情を身につけさせてくれるものであると期待されていま
す。大学内に MUN に適した環境づくりをし、日本や世界中で多く
開かれる MUN の会議に出席し、そして最も重要なこととして、学
内でもそうしたイベントを実施することで、世界の巨大な MUN 圏
内において、本大学の位置付けを行うことができるでしょう。
2014 年は、大阪大学が「世界の適塾」として羽ばたく年であり、
今後 22 世紀までもこの輝きを放ち続けていくことが期待されてい
ます。大阪大学がグローバル大学としての地位を獲得し、かつて創
設の父が夢見た発展と知的探求を微力ながら手助けできることは、
私にとってもこの上ない喜びです。
If you want to know more about the MUN project/ways to
get involved, please email at [email protected].
18
Not too many people from around the globe have made it all
the way here to Osaka University and I can tell you that I consider my time here a milestone in this long but blessed journey
of life. I feel proud of myself for having taken a decision that
would lead me into an exploration of academic, personal and
social experiences.
The G30 Human Sciences program as I know it is committed to developing agents of change through a multi-disciplinary approach. It seeks to groom young men and women who
would lead the world through the 21st century. It has brought
together folks from different countries and backgrounds and
has launched them on their journey by opening their minds to
a rich and diverse set of subjects and perspectives, delivered
by some of the finest professors from around the world. Every
day here is an opportunity to grow more, to know more and to
live more- day in and day out with my peers who are in pursuit
of something similar.
The challenge during my time here, I have found in the past
couple of months, is to build a résumé that doesn’
t simply tell
a story about‘what’I want to be but a story about‘who’I want
to be. It’
s a résumé that doesn’
t just tell a story about‘what’I
want to accomplish but‘why’
. I am trying to dedicate a lot of
time here to introspection, so that I can find my true calling- my
dharma- my purpose. At the same time, I want to spend time
embracing my power and possibilities.
One such possibility I have envisioned is the creation of a
Model United Nations (MUN) Society here at Osaka University.
The MUN Society would be investing in personal development
of its members, promoting leadership, diplomacy and friendship while embracing the spirit of the United Nations. This
would mean creating a MUN friendly environment at our university, participation in numerous MUN Conferences in Japan
and overseas, and most importantly organizing such events at
home so that Osaka University can find its place in this huge
and extensive MUN community.
In the year 2014, as Osaka University blossoms into a global
university, a“World Tekijuku”which aspires to shine forth even
t
into the 22nd Century, I can’
be more exited and enthusiastic to contribute with such
small endeavours to shape
its destiny as a global leader
and to promote the dreams
of progression and learning
that its founding fathers once
saw.
OIE NEWS LETTER
G30 Human Sciences
Program News
グローバル 30 人間科学コース　特任助教
キムヴィクトリヤ　Viktoriya Kim
Specially Appointed Assistant Professor, G30 Human Sciences Program
On October 1st, 2013, the G30 Human Sciences program
fer most of our courses in English, our program attracts students
welcomed its third cohort of students. We now have three co-
from various countries and cultural backgrounds, and the num-
horts consisting of 24 students from many countries, including
ber of countries represented in the program is growing year by
Canada, China, India, Italy, Japan, Korea, Lithuania, the Nether-
year. Accompanying this growth, we can notice many changes
lands, Singapore, Sweden, Thailand and the USA. The continu-
happening in the university life, especially in terms of its interna-
ous growth of the program is remarkable, and as a G30 assistant
tionalization and in the increased number of international stu-
professor and a former international student of Osaka University
dents on campus.
myself, I am very glad to be a part of it. Today, I would like to
share information about how our students are progressing.
I do believe, though, that“internationalization”goes beyond
simply attracting international students, and in that sense, Osaka
Our first cohort of students, currently in their third year, by April
University’
s G30 program has also been able to do a good job.
2013 had finished most of their courses in the Center for Educa-
Since most of our courses are also open to non-G30 students, I
tion in Liberal Arts and Sciences (CELAS) and started participat-
am particularly delighted to see many Japanese students from
ing in courses, conducted either in English or in Japanese, at the
various faculties as well as exchange students taking our cours-
School of Human Sciences and other Osaka University faculties.
es and contributing to the program. Furthermore, since many
In addition, three of our students went on to exchange programs
of those students keep returning to take other G30 courses, I
at McMaster University (Canada), the University of California in
believe that we are providing them with useful and enriching
Berkeley (USA), and the University of Nottingham (UK). We are
classes, and I am very glad that we can provide such an academ-
really looking forward to having them back in September 2014
ic space for exchange.
and hearing about their life overseas and study experience.
Lastly, on a personal note, 2013 was also a year of personal
Our second cohort of students, having finished part of their
growth for me. I had the opportunity to continue my research
compulsory courses in their second year, now have more time to
on international marriages between Russians and Japanese, the
participate in elective courses together with students attending
education of their children, and about international schools in
classes in Japanese language and other exchange students. In
Japan. I have also participated in international conferences and
addition to their academic courses, most of them participate in
workshops such as the 8th International Convention of Asian
university clubs and circle activities. We believe that this involve-
Scholars (ICAS8) in Macau and the workshop on International
ment in various aspects of university life will not only directly
Migration Issues from the Sending Country (Philippines) Perspective conducted in Manila by the Afrasian Research Centre
of Ryukoku University, among other seminars. I was lucky to be
able to receive so much commentary, criticism and input from
other researchers about my work.
In the coming 2014 academic year we will continue offering
our All-English Undergraduate Degree Program at the School
of Human Sciences in two majors: Global Citizenship and Contemporary Japan. I will teach Sociology, Sociology of Marriage
and Family, Media Sociology, Seminar in Studies of Multicultural
Societies, Contemporary Japan and other courses. We hope to
welcome many students interested in studying in English on our
courses!
improve their academic and sports prowess but also provide
them with an opportunity to share their experiences with nonG30 students including exchange students from other countries.
Finally, as already mentioned, our third cohort of students is
currently in their first year, having started their courses in October 2013. They are now having introductory classes in order to
help them set to their new academic environment. These new
students are also proving to be a very promising and vibrant
group that is keen to join in on class discussions. We hope they
will enjoy their time with us at university.
The G30 program is a part of the Osaka University’
s efforts towards internationalization of Japanese universities. Since we of-
19
OIE NEWS LETTER
国際交流室（OIE）の活動報告
Activity Report from OIE
国際交流室　上田博司、藤本浩子
Hiroshi Ueda & Hiroko Fujimoto, OIE
新入留学生オリエンテーション・チューターオリエンテーション（2013.4.11）
新規来日留学生を対象としたオリエンテーション及びチューター学生
を対象としたオリエンテーションを行いました。人科の制度や生活にお
ける様々な注意事項などの説明がされました。
Orientation for new international students/Tutor orientation.
(2013.4.11)
Orientations for new international students and for tutor students were held by OIE staff at the beginning of the new academic year. The systems of the School of Human Sciences and a
variety of important issues for daily student life were explained.
インターナショナルカフェオープン記念イベント（2013.4.11）
International Café Opening Event (2013.4.11)
チューターオリエンテーションの終了後、引き続き人科本館1階のイ
After the orientations, we had an opening event for the In-
ンターナショナルカフェのオープン記念イベントを開催しました。留学
ternational Café, located on the 1st floor of the Human Sciences
生を含む大勢の学生、教員、職員が和やかな雰囲気で懇親を深めました。
building. Many international and Japanese students as well as
faculty
mem-
bers enjoyed a
good time with
jolly
conversa-
tion.
留学報告会・国際交流に関する座談会　（2013.6.20）
Report by Human Science exchange students (2013.6.20)
7月の大学間交換留学希望者の募集を前に留学報告会を開催し、8名
Before the application period for Osaka University exchange
が参加しました。留学体験者からそれぞれの留学生活について発表が
programs, an event for reports from past exchange students
あり、留学を考えている参加者からは質問が出され、活発な情報交換
was held on June 20th and eight students attended. Those who
が行われました。引き続き国際交流に関する座談会が開かれ、人科に
have experienced studying abroad made presentations and at-
おける国際交流やイベント等についてアイデア・意見が多く出ました。
tendees asked questions. Following the event, a round-table
session was arranged to share ideas and comments on how to
promote international exchanges at School of Human Sciences.
20
OIE NEWS LETTER
オープンキャンパス（2013.8.5）
Open Campus (2013.8.5)
8 月に人科でのオープンキャンパスが開催されました。日本全国
An Open Campus was held at Human Sciences in August.
から 1,500 名以上の参加がありました。国際交流室では留学・国際
There were more than 1,500 participants in total from all over
交流を経験しようというタイトルで授業を 2 回行い、人科の留学体
the country. The OIE had two sessions titled“Let’
s study abroad
験者及び G30 学生が発表を行いました。参加者は人科における国際
and experience international exchanges”. A Human Sciences
交流活動や交換留学生活に関する話を英語による話も含めて熱心に
student and G30 program student made presentations. Partici-
聞き入っていま
pants listened to the presentations made in both Japanese and
した。
English about international exchanges
at the School of Human Sciences.
英語による論文作成・研究発表演習（2013.8.6）　Academic Writing and Presentation Skills Seminar(2013.8.6)
8 月の A ゾーンの集中講義で Academic Writing and Presenta-
An intensive course called Academic Writing and Presenta-
tion Skills Seminar が開催されました。例年同様、受講者の積極
tion Skills Seminar was held in August. As with last year, stu-
的な参加が見られました。
dents participated in the course with enthusiasm and in a positive manner.
チューターオリエンテーション・Tea Party（2013.10.10）
Tutor orientation and Tea Party(2013.10.10)
秋学期に生活チューターとなる学生と、チューター制度を利用す
Orientations for new tutors and international students were
る留学生に対しオリエンテーションを行い、チューター制度の概要
held to explain about our tutor system and points to be noted. Af-
や注意点などを説明しました。引き続きティーパーティーを開催し、
ter the orientations, a tea party was held and welcomed approxi-
約 50 名の学生と教職員が交流を深めました。
mately 50 participants including students and faculty members.
留学報告会・英語学習座談会（2013.12.12）
Report by Human Science exchange students(2013.12.12)
6 月に続き、第 2 回目の留学報告会を行い、4 名の学生が自身の
A second event for reports from past exchange students
留学体験について発表を行いました。留学を考えている学生にとっ
was held in December, and four students made presentations
て帰国したばかりの体験者の話はとても参考になったようで、質問
about their experiences. Participants who are thinking of study-
も多くなされました。その後英語学習に関する座談会が開催され、
ing abroad gained much beneficial information. Following the
TOEIC、TOEFL、IELTS など各種英語テストの情報や、英語学習方
presentations, a round-table session was held to share infor-
法などについて
mation on several
参加者同士で共
English
有することがで
as TOEIC, TOEFL and
きました。
IELTS and how to
tests
such
learn English.
21
OIE NEWS LETTER
Year-end Party（2014.2.7）
22
Year-end Party(2014.2.7)
毎年恒例の年度末パーティーが銀杏会館のレストランミネルバで
A year-end party was held at Restaurant Minerva, Icho Kai-
開催されました。留学生とその家族、日本人学生、教職員が約名参
kan. Japanese and international students, faculty members,
加し、おいしい料理を楽しみながらゲームなどを通じて交流を深め
and their family members enjoyed a variety of dishes and fun
ました。
games.
英国視察
Visit to universities in UK
2014 年 1 月に園山先生、安元先生とともに国際交流室から上田
Professor Sonoyama, Professor Yasumoto and Professor Ueda
先生が英国サセックス大学とロンドン大学東洋アフリカ研究学院
from OIE visited the University of Sussex and SOAS, University of
(SOAS) を視察してきました。現地担当者と共同研究や学生交換の
London in January 2014. Possibilities of joint research and stu-
可能性について話し合いを行いました。
dent exchange were discussed with the staff of the universities.
OIE NEWS LETTER
English Lounge　今年度も月約 2 回のペースでイングリッシュラウンジを行い、日
English Lounge
The English Lounge has been held approximately twice a
本の文化や習慣についてビデオを見ながら参加者同士で話しました。
month to talk about Japanese culture and customs in English af-
英語を学ぶだけではなく、日本文化に関する知識を深める機会とな
ter seeing a video. It was a good opportunity not only to learn
りました。イングリッシュラウンジは来年度も月約 2 回のペースで
English but also to gain knowledge about Japan. This opportuni-
開催予定です。
ty will be offered approximately twice a month next year as well.
「イングリッシュ・ラウンジ」の案内
目的：日本の伝統文化や慣習など外国人に馴染みのない事柄や話題
について英語で自由に意見交換し、国際交流を通じて親睦を
深める。具体的には、
－日本文化再考や現代社会の理解を深め、それらを英語で表現
できるようにする
－日本に関する話題提供や説明を英語で行い、コミュニケー
ション能力を高める
－人科において日本人や留学生（外国人）との身近な交流や親
睦を深める
For the purpose of international exchange, this lounge will
provide you a great opportunity to learn Japanese cultures
and customs in English together with students/faculty from
inside/outside Japan. Some students may wish to brash-up
their communication skills and better understanding about
Japanese culture in English.
Invitation to the“English Lounge”
日時（Date & time）
：Lunchtime（Twice a month - to be announced）
場所（Venue）: 人科東館 , East Building, Human Science
参加費（Participation fee）
：無料 Free of charge
対象者（participants）
：年齢、性別、国籍等は問いません No restriction. All are welcome!
※開催予定は国際交流室ＨＰや人科掲示板にて案内します。
Please visit our website or check the bulletin board
of the Human Sciences for the schedule.
http://oie.hus.osaka-u.ac.jp/
主催（Organized by）
：人科国際交流室（Office of International
Exchange: OIE, Human Sciences）
お知らせ 1
国際交流室では留学相談や留学生の生活を支援するため、学内の
The OIE staff closely communicates with concerned depart-
関連部署と連絡の連携に努めています。様々な相談に応じています
ments in Osaka University to support students who want to
のでオフィスアワー以外でもお気軽にお立ち寄りください。メール
study abroad and international students. Please stop by the OIE
や電話による相談にも応じています。
office to discuss any matters, even outside our office hours. Inquiries via e-mail and phone are accepted too.
お知らせ 2
国際交流室では英語学習の教材や日本の文化・習慣を紹介するビ
OIE has a variety of new materials for English learning and
デオなど新しい資料を取り揃えています。利用希望の方は国際交流
videos to introduce Japanese culture and customs. Please con-
室にご連絡下さい。
tact OIE if you are interested.
23
交換留学のすすめ
海外の留学に挑戦してみたい！という方のために、大阪大学には交換留学の派遣制度があります。個人留学とは異なり、大阪大学
に在籍したまま、通常 3 ヶ月～ 10 ヶ月の派遣期間で、海外の大学で勉強することが出来ます。単位の互換制度がありますので、海
外の大学で取得した単位を一定数、阪大での卒業単位に換算することも出来ますし、学費は先方の大学ではなく、大阪大学に納入す
る仕組みになっています。奨学金等もありますので、大学のバックアップを受けながら、海外での勉強や研究の機会を持てる大きな
チャンスです。大阪大学に正規に在学している学生ならば、誰でも利用できる制度です。（留学生・大学院生も可）
また、人間科学部／人間科学研究科では、大阪大学が協定を結んでいる大学以外にも、独自にリンネ大学（スウェーデン王国）、
デュッセルドルフ大学（ドイツ連邦共和国）、南デンマーク大学（デンマーク王国）等の大学と協定を学部間で結んでおり、交換留
学が可能です。詳しい募集要項、交換留学が可能な協定大学等については、以下のホームページで確認してみてください。
http://www.isc.osaka-u.ac.jp/
人間科学研究科国際交流室では、「阪大生のための海外留学ガイドブック」等も配布しています。正規の交換留学以外にも、休み
期間を利用して参加できる短期の留学派遣制度等もありますので、海外留学に興味のある方は、ぜひ国際交流室（本館 1 階，tel：
06-6789-4038，e-mail：[email protected]）へ相談に来てください。
国際交流室の
ウェブページによる情報発信
Visit the OIE homepage
for useful information!
国際交流室は利用者が必要な情報を簡単に入手することがで
The OIE website provides easy access to useful informa-
きるよう、ウェブページを通じて有益な情報を提供しています。
tion for our visitors. Please have a look and feel free to con-
利用者の皆さんからのご意見やご提案をお待ちしております。
tact us with any suggestions or comments.
ウェブサイト：
大阪大学人間科学研究科・人間科学部
（www.hus.osaka-u.ac.jp/）
国際交流室
（oie.hus.osaka-u.ac.jp/）
編集・発行：
大阪大学大学院人間科学研究科・人間科学部
国際交流室
（中川敏教授・上田博司講師・藤本浩子事務補佐員）
〒 565-0871　吹田市山田丘 1-2
（Tel ＆ Fax）　06-6879-4038
Websites：
School/Graduate School of Human Sciences, Osaka University
(www.hus.osaka-u.ac.jp/english/)
Office of International Exchange(OIE)
(oie.hus.osaka-u.ac.jp/english/)
Editors and Publisher：
Office of International Exchange
School/Graduate School of Human Sciences
Osaka University
(Dr. Satoshi Nakagawa, Professor；Dr. Hiroshi Ueda, Associate Professor；
Ms. Hiroko Fujimoto, Administrative Assistant)
Address：1-2 Yamadaoka, Suita, Osaka 565-0871 JAPAN
Tel&Fax：+81-6-6879-4038
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