Newsr
Lette
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OI
nal Exch
Office of Internatio
ange,Schoo
of Human Science
l / Graduate School
s,Osaka University
間科学部
人
・
科
究
研
院人間科学
学
大
学
大
阪
大
ュースレター
ニ
室
流
交
国際
Contents
2
5
Interview with Professor Ikuo Daibo
17
Osaka University who has changed me
特別聴講学生
（全南大学 新聞放送学科3年）
羅
UCLAでの留学生活
Sharing my experiences at UCLA as an exchange student
18
大丈夫！
No Worries!
Shinne Harasyn
Special Auditor (Sociology major, Faculty of Arts, University of British Columbia-B4)
19
一歩踏み出すこと ―スウェーデン留学生活を終えて―
The importance of going forward
20
Study Abroad in Sheffield
Motonao Suzue, Global Human Sciences-B4
毎日120％楽しんだモナシュ大学での生活
The life at Monash University I enjoyed very much every day!!
行動学科目 学部3年 安井 友里恵 A precious experience in Hakkiya village in the northern part of Thailand
Midori Ishikawa, Sociology-M1
21
留学から学んだこと
What did I learn from studying abroad?
Haylee Chun, G30 Human Sciences Program-B1
22
Christie Lam, Assistant Professor, G30 Human Sciences Program
23
Connecting the world through Osaka University
グローバル人間学 地域研究 准教授 大谷 順子 社会学科目 学部4年 カスィ プリスカ サフィトリ サティアワン Junko Otani, Associate Professor, Area Studies, Global Human Sciences
Kasih Priska Safitri Setiawan, Sociology, Modern Thought and Anthropology-B4
Martha Sangau, Human Development Studies-M1
第11回大阪大学フォーラム「防災・減災・災害復興と国際協力」と
その他の震災関係の国際シンポジウム報告
The 11th Osaka University Forum 2011“Disaster prevention, Post-disaster reconstruction
and international cooperation − Learning from both Japanese and Chinese experiences −“
and other international symposiums on disaster in the following months.
Fusayo Yamamoto, Educational Environment-M2
人間開発学 博士前期1年 マーサ サンガウ Reflections on teaching G30 program
グローバル30 人間科学コース 助教 クリスティ ラム 教育環境学 博士前期2年 山本 房代 When then is now
Starting a New Journey in Osaka
グローバル30 人間科学コース1年 ヘイリー チュン Yurie Yasui, Behavioral Sciences-B3
15
北タイ地方ハッキヤ村での体験
社会環境学 博士前期1年 石川 翠 グローバル人間学科目 学部4年 鈴江 元尚 14
Aiming Towards a Student Conference
Shoko Miyahara, Global Human Sciences-B3
Akihiro Morimoto, Sociology, Modern Thought and Anthropology-B4
12
学生会議を目指して
グローバル人間学科目 学部3年 宮原 翔子 社会学科目 学部4年 森本 晃弘 10
A Footprint in Japan
特別聴講学生（ブリティッシュコロンビア大学 教養学部 社会学科目4年） シーニー ハラシン Minami Maeda, Behavioral Sciences-B3
9
支
（ナ ミンジ） Na Minji, Special Auditor (Communication, Junnam National University-B3)
行動学科目 学部3年 前田 南美 8
『井の中の蛙』だった私を変えてくれた大阪大学
Park Heejung, Psychology-D1
Naoki Tanaka, Sociology, Modern Thought and Anthropology‒B4
7
2012.03
人間行動学 博士後期1年 朴 喜静
（パク ヒジョン） 社会学科目 学部4年 田中 直樹 6
No.11
25
二年目を迎えるFUN! from JINKAは活発に活動を展開!!
“International Community for FUN! from JINKA”is waiting for you to join!!!
教育学科目 学部4年 安 テイテイ An Tingting, Education-B4
社会学科目 学部4年 篠原 雄之 Writing made easy
Yuji Shinohara, Sociology, Modern Thought and Anthropology-B4
Working in a group can give you the tools needed to finish your thesis
教育学科目 学部3年 近藤 裕香 教育環境学 博士前期1年 マルセロ カルガノ Yuka Kondo, Education-B3
Marcelo Cárgano, Educational Environement-M1
16
Academic Writing and Presentation Skills
Summer Intensive Course
教育環境学 博士後期2年 陳 思聡 Chen Sicong, Educational Environment- D2
国際交流室（OIE）の活動報告
Activity Report from OIE
11 13 27
OIE NEWS LETTER
Interview with
Professor Ikuo Daibo
人間行動学 博士後期 1 年 朴
喜静（パク ヒジョン）
Park Heejung
Psychology-D1
On October 28th, 2011, social psychologist Ikuo Daibo took
3. What kinds of difficulties have you had in your long research
time from his normally hectic schedule to talk about his aca-
career?
demic career and life. As he has been studying and teaching
I don’
t think I’
ve had any particular difficulty so far.
social psychology for a lengthy period of time, I was particularly
But, when I started the study (as a graduate student and as-
thrilled to be given the opportunity to know more about his
sistant professor), there were no devices capable of recording
various achievements and experience. The following are ex-
verbal and nonverbal communication. Only a part of the abun-
cerpts from the interview.
dant information was available to extract. I had no PC to use for
analysis, and relied on human power, so I could only consider
1. Would you explain briefly the area and subject of your re-
a limited number of indicators. By contrast, now we can get a
search?
huge amount of information, although I believe that there is
I am basically studying“how people can build adaptive rela-
still much information that can be extracted from human be-
tionships”from the viewpoint of interpersonal communication
and the development of interpersonal relationships.
haviours.
The research of psychology is related to both the social sci-
Specifically, I study 1) its relevance to interpersonal com-
ences and the natural sciences, but both have viewed psychol-
munication (verbal and nonverbal behaviors) to interpersonal
ogy as something foreign, although there is a trend toward im-
characteristics (deception, interpersonal attraction etc); 2) re-
provement. Psychology was not easily recognized as a science
search on encoding and decoding communications; 3) devel-
that is characterized by interdisciplinarity.
opment of interpersonal relationships; 4) cross-cultural comparison of facial expression communications (Japan, China and
4. What are the values that social psychology should aim for?
South Korea); 5) study of social skills training (SST); 6) develop-
I believe that it is to contribute to organizing a society which
ment of the Japanese version of the General Health Question-
enhances“well-being”so that oneself and others will be hap-
naire (GHQ); 7) study of cross-cultural adaptation; and so on.
py to a maximal degree. This must begin by understanding the
This research ranges from the study of individual personality
‘self’
, communicating messages to others completely and
and mental adaptation to interpersonal relationships, interac-
accurately, and knowing the intentions of others exactly. It is
tions in small group situations, and cultural adaptation.
also important to build harmonious relations and be consider-
The basic viewpoint is in the aim to improve interpersonal
ate to each other. In other words, this is to pursue peace, and
mutual understanding and mental adaptability, that is to say,
live together with other humans and with nature. Of course, as
improvement in well being connected with individuals, rela-
a scientist I don’
t deny the intellectual concern of building a
tionships, groups and societies.
knowledge system, or doing research that is based on societal
interests, but researchers should know how the research they
2. Why did you initially decide to research this field?
2
pursue will and should develop in the future.
When I was in high school, one of my teachers talked about
Basically, we scientists should encourage people to take care
psychology in the“social ethics”class. I became interested in
of and be satisfied with each other more than ever. In order
this area more and more. At the same time, I started to read
to let anyone partake in social harmony and cooperation, we
many psychology books from my father’
s bookshelves, and fi-
should work harder on research which is supportive of humans
nally, I came to study psychology at university.
and society.
Also, since I was in high school I was very nervous when talk-
From the point of view of social skill study, it is important to
ing to girls. There were many female students in my lab at uni-
assert your opinion clearly and recognize quickly what others
versity, so I could not avoid talking to them. I have had a great
want to say, but social skills should not be used to control oth-
interest in tension-anxiety and communication since then. I
ers for your own profit. In other words, individual studies must
chose the relationship between communication behaviors and
be undertaken in keeping with the previous studies, and with
anxiety as personality as the theme of my thesis, which later
sophisticated procedures and accurate control of conditions,
led to the studies of interpersonal relationships, interpersonal
but I believe that it’
s most valuable to think carefully about
attraction, verbal and nonverbal communication.
where the research is leading.
OIE NEWS LETTER
5. What is your role as a social psychologist after the Tohoku
earthquake?
It was a disaster, which must cause everyone to pause and
reflect.
I am certain it has influenced researchers in every field
Background
Professor Ikuo Daibo in Brief
Born in Hokkaido, Japan
(and of course, not only researchers). From the position of a
researcher of social psychology, there are now many urgent
Education：
tasks, such as implementing support projects which contribute
Undergraduate, Master course and Doctorial course
directly to rebuilding the lives of victims, and establishing sup-
studies in psychology at Hokkaido University (Sap-
port systems (which must have a clear grasp of victims’needs),
poro, Japan)
and re-constructing families and communities.
At the same time, taking a broad view will reveal many tasks
that must be considered from macroscopic perspectives, and
over long time periods.
For example, from the nuclear power plant accident we have
noticed how difficult communication between experts and citi-
Work History:
Honorary Visiting Fellow, Department of Psychology,
University of York U.K.
Professor of Psychology, Hokusei Gakuen University
(Sapporo)
zens is (and it is the experts who are making it difficult). Experts
Associate Professor of Psychology, Yamagata University
are supposed to explain their expertise simply to the public.
Visiting Fellow of Social Psychology, Nagoya University
The only person who can do this is a real expert. This raises the
essential challenges of our studies about communication.
Academic Interests:
In addition, modern society is dependent on electricity and
Interpersonal intimate process, interpersonal commu-
we are too accustomed to endlessly using risky and limited en-
nication style, social skills training, cross-cultural com-
ergy sources.
parison of facial communication, psychological well-
Considering a good relationships and society balanced with
being
nature and others, we should not focus only on consumption.
From this point, we should reduce the risks we accept in ex-
Recent Publications:
change for convenience, take a fresh look at our lifestyles, and
Interpersonal and social psychology forward to happi-
think about co-existing with nature. This will lead to another
ness (Daibo, I ed.) Kyoto:Nakanishiya Pub.(2012, in
task, which is the pursuit of a worthy new lifestyle. I believe we
press)
must consider these issues in advance.
Relations and Communication (Daibo, I and Nagase, J
6. What does it mean to be a good researcher?
Interpersonal communication for development of social
ed.) Tokyo:Hituji Syobo (2009)
I think that a good researcher enjoys interacting with people
skills (Daibo, I ed.) Kyoto: Nakanishiya Pub. (2005)
and is capable of doing heartwarming research. A researcher
Me and Us -Text book of psychology for contemporary
should have broad and flexible interests, think about the pos-
people- 3nd edition (Daibo, I ed.) Kyoto: Kitaouji Sho-
sibilities and the expansion of research, and not stick to one’
s
own success but develop the research heeding the advice and
criticism from others. A researcher must always be concerned
with where the research is going. He or she must also understand that there is a limit to any research, and must have the
bo (2004)
Social Psychology of Interpersonal Behaviour (Tsuchida,
S. ed.) Kyoto:Kitaouji Shobo (2001)
Social Psychology of Makeup Behavior (Daibo, I. ed.)
Kyoto:Kitaouji Shobo (2001) etc.
humility to accept criticism from others. A researcher must also
be able to talk about his or her research clearly to the public.
7. After retirement, do you have any goals or plans?
Going forward, I would like to systemize psychology education, and arrange and review the standard content. And I wish
to keep working on research aimed at“well-being”, especially
from the point of view of interpersonal relationships and interpersonal communication. I also would like to take relaxed trips.
Going to unfamiliar places always leads to discoveries.
8. A word to students studying for their goals.
You are alive and living, so why not take an interest in the
society around you? I want you to“amuse yourself”,“try”and
“think”.
1)
Based on your field of research, consider“socially (from
the views of multiple study fields)” about what you are
interested in. Don’
t be short-sighted, but focus on the“future”while considering human history. Think about what
is important for people and society.
3
OIE NEWS LETTER
2)
Read a lot of books. Reading words and sentences inspires your imagination. You will find ideas come out of
the space between the lines on the pages. Sentences will
stimulate your own ideas (what is passively seen with the
eyes - pictures ‒ imposes themselves on people. It can’
t all
be understood, and is likely to make you not able think on
your own.)
3)
Move on or snap out of it. If you get tired of studying, go for
a walk, meet your friends, or look at the landscape. Then
your life will become broader and you will gain creative
hints.
4)
Discuss everything with others thoroughly. Let your opinions collide with others. It is important to not only go half way.
You will know your limitations, and then that will make you improve yourself.
「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
Invitation to the“English Lounge”
日時（Date & time）
：Lunchtime（Twice a month - to be an-
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
nounced）
深める。具体的には、
場所（Venue）: 人科東館 , East Building, Human Science
−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
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/
For the purpose of international exchange, this lounge will
provide you a great opportunity to learn Japanese cultures
主催（Organized by）
：人科国際交流室（Office of International
and customs in English together with students/faculty from
Exchange: OIE, Human Sciences）
inside/outside Japan. Some students may wish to brash-up
their communication skills and better understanding about
Japanese culture in English.
4
OIE NEWS LETTER
UCLA での留学生活
Sharing my experiences at UCLA as an
exchange student
社会学科目 学部 4 年 田中
直樹
Naoki Tanaka
Sociology, Modern Thought and Anthropology‒B4
私は大阪大学の大学協定間の交換留学プログラムを利用して、
10 ヶ月という期間アメリカのロサンゼルスにある University of
California, Los Angeles (UCLA) 大学に交換留学生として滞在しま
した。
I was accepted by the University of California, Los Angeles
(UCLA) as an exchange student through the Osaka University
Exchange Program thanks to the JASSO scholarship. I dedicated
myself to academic and cultural learning for ten months from
September 2010 to June 2011.
留学先では、私は社会学・統計学を中心に授業を履修させて頂き
I found I could keep up with my math and statistics courses,
ました。私は留学する一年前に TOEFL（IBT）で 90 点台後半のスコ
but when it came to sociology, I could hardly comprehend
アを保持しており、英語に自信を十分持って留学に臨みました。し
what the professors were lecturing about. Despite the fact I
かし、実際現地で授業を受けてみると、数学や統計は余裕をもって
had received a score of 96 in the TOEFL IBT one year before I
ついていけるものの、社会学の授業は当初悲惨なものでした。ディ
started that semester, I could not participate in discussions due
スカッションにも全く参加することが出来ず、非常に悔しい思いを
to my inability and felt so miserable and pathetic. I became de-
しました。私の場合は、最初の 1 ヶ月ほどは図書館に篭り勉学に励
むことでなんとかついていけるようになりました。
学業に余裕が出来始めた私は 2 学期目に、Continuation School
termined and locked myself in the library for the first month,
and eventually started to catch up with other students.
In the second quarter, after I became more confident in my
studies, I started to do in an internship at the Continuation
という特別高校でフィールドワーク型のインターシップに参加しま
School, which is attended by students who have dropped out
した。私が赴いた高校では、中途退学生を中心に、若年妊婦、薬物
of regular schools, teenage mothers, drug users, and students
使用者、精神不安定者が通っていました。インターンシップの内容
with mental issues. In the fieldwork, I assisted the teachers, im-
は教師のアシスト、生徒として受講を通してデータを採取し、また
mersed myself among the students, and also simply observed
インタビューを実施したりして、リサーチペーパーを提出するもの
the setting. Through this work, we collected data, conducted
でした。
また、学業のみならずプライベートも充実して有意義なものでし
た。ロサンゼルスという多民族都市に住んでいたおかげで、数々の
some interviews, and completed some short papers.
I also had many wonderful social and cultural experiences.
As I described, I was in Los Angeles, which is known for its substantial diversity. I could cultivate great relationships with all
人種やキリスト教会など、日本ではまず接することがない方々と交
the cultures including Christian groups who wholeheartedly
流する機会が多々ありました。また、パーティであったりビーチに
treated me well. I had the opportunity to interact with many
行って読書するなどもしたり、日本とは違い家族で祝い絆を深める
groups I would not have encountered in Japan.
クリスマスなどのアメリカの文化も楽しみました。
I also enjoyed various fun activities such as parties, going
アメリカで過ごしたこの 1 年は日本での生活の何年分も詰まった
to the beach, and some American holidays such as Christmas,
体験でした。ここでは割愛させていただきましたが、辛かったこと
which was unique because they celebrate with families, in-
も多々ありました。しかしながら総じていえば、私の留学は有意義
なもので、私自身も大きく成長できたと思います。チャンスがある
方は、是非活用して留学を体験してもらいたいと私一個人として辞
を述べさせて頂きます。
stead of as couples like in Japan.
My whole year in America was superb, and I would not be
able to fit everything that was special on this piece of paper. I
confronted hard times very often, but at the same time I had a
lot of new, positive experiences. I utilized this opportunity and
it gave me many ideas to enhance myself. I highly recommend
that if you take the opportunity, you will have the greatest experiences to share with us!!
5
OIE NEWS LETTER
大丈夫！
No Worries!
行動学科目 学部 3 年 前田
南美
Minami Maeda
Behavioral Sciences-B3
2011 年 2 月から 6 月末まで私はオーストラリアのクィーンズラ
ンド大学へ留学していました。そこでの生活はとても楽しいもので
したが、勉強面で考えるとレポートやリーディング課題の量が多く
内容も難しく大変でした。少し長い休みがあっても、レポートや持
I had a great time at the University of Queensland (UQ) from
February to the end of June 2011. There were quite a lot of assignments and readings and the required materials were tough.
We had a mid-semester break, but it was not a real break; it
was a time to do assignments. When I recall my studies in UQ, I
ち帰り式のテストなどで頭の中はいつも勉強のことで占められてい
always remember the days where I rushed to finish my assign-
ました。しかしそんな中でも私が「楽しい」と感じることができた
ments. However, every time I had a problem, a lot of friends
のは友達のおかげでした。大阪大学からの留学生は私一人だったた
helped me, both at home and in classes. I can say that I enjoyed
め、初めは誰一人友達がいない状況でした。運よく私のルームメイ
the exchange program in UQ because of my friends there. At
トはみんなとても親切で優しく、私をいろいろな所へ連れて行って
first, I had no friends because I was the only student who went
くれました。この友達たちのおかげで早くオーストラリアでの生活
to the UQ from Osaka University. My first friends in Australia
になじむことができたと思います。授業ではクラスメイトと一緒に
助け合い、先生に質問に行きながら勉強に取り組み、週末は一緒に
遊びに行ったりしていました。短い間でもとても仲良くなることが
でき、友達は留学生活の支えでした。
私が唯一好きになれなかったことはクラブというところでした。
were my roommates. Luckily, my roommates were all nice and
kind to me. There were six students in my unit: one from Singapore, one from Malaysia, and three from the US. Before the
semester started, they showed me around Brisbane and took
me many places. In classes, classmates and I helped each other
to understand the content of the lectures. We discussed them
友達の多くは毎週のようにクラブへ通っていてよく誘ってもくれま
and went to the lecturers to ask questions. Of course, we hung
した。初めのうちは、クラブは外国の文化で自分はそこへ留学とし
out together on weekends. They mentally supported me.
て体験に来ているのだから好き嫌いにかかわらず参加するべきだ、
と感じていました。しかし、ある日本人女性に会い、その人の「日
本人は日本人なんだし、無理して馴染もうとする必要ないよ」とい
う言葉で改めて自分が友達を保つために無理をしていたことに気付
The only thing I couldn’
t enjoy were the night clubs. A lot
of my friends went to the night clubs almost every weekend,
and sometimes they invited me. At first, I felt I needed to go
and join them because it was their culture, even though it was
not fun for me. Then, I met a Japanese woman, who said we,
きました。そしてクラブへ行く誘いを断っても私の友達は理解をし
international people, shouldn’
t feel“forced to” get into the
てくれて、自分の思っていた以上に異文化理解を感じました。今ま
culture. I had not been aware of that before she told me. I felt
で他人の意見と異なる自分の意見を言うことで反感を買ったらどう
I needed to join their culture completely in order to get along
しよう、など考えすぎていましたが、この留学中の人とのかかわり
with friends. In fact, even though I rejected their invitation to
を通じて自分の意見に、また自分の意見を言うことに自信が持てる
the clubs, they understood that there were some people who
ようになりました。留学をすることで英語のスキルや勉強の面では
don’
t usually go to clubs, and they continued being my friends.
上達できましたが、自分の価値観や考え方も変わりました。それら
の点を考えてみても、とても意味のある留学になったと思います。
I found that people are more generous and understand other
cultures more than I thought. After that I came to be able to
express my opinion when it was contrary to the opinion of others, because I knew that others would understand me. I can be
confident in my opinion. This is an important thing and thanks
to the experience of studying abroad, this confidence came to
me. This exchange experience not only improved my English
skills and knowledge of my study area, but also changed the
way I think.
6
OIE NEWS LETTER
一歩踏み出すこと
―スウェーデン留学生活を終えて―
The importance of going forward
社会学科目 学部 4 年 森本
晃弘
Akihiro Morimoto
Sociology, Modern Thought and Anthropology-B4
こんにちは。私は人間科学部ボランティア人間科学科所属の森本
晃弘です。
私は 2010 年 8 月から半年間スウェーデンのベクショー市にある
リンネ大学に留学させて頂きました。ベクショー大学は人間科学部
I am a student in the school of Human Science at Osaka University. I studied at Vaxjo University in Sweden for half a year
from August 2010. Vaxjo University is an exchange partner
with the school of Human Sciences at Osaka University.
I started thinking about an exchange in the autumn semester
と部局間協定を結んでおり、留学の機会に恵まれることとなりまし
when I was in my third year of university. Although I wondered
た。
if I could be an exchange student because other Japanese stu-
私が実際に留学を真剣に検討しはじめたのは、3 回生後期になっ
dents had started preparing in their 1st or 2nd year, I found out
てからでした。他の留学生と比べると始動が遅く、実際に留学に行
that I could still study abroad. Dr. Beverley Yamamoto gave me
けるのかは不安でしたが、当時国際交流室の山本ベバリーアン先生
a lot of advice and support regarding applying for the exchange
に英語学習の指導を頂くと共に、現地での生活に関して、研究室の
and for a visa, and also Dr. Yayoi Saito and previous exchange
斎藤先生並びに先輩留学生から助言を頂くことで、着実に準備を進
めることができ、留学への運びとなりました。
現地での生活はあっという間でした。講義のある週は図書館等で
勉強し、休日は街のイベントに参加したり、友人とパーティを開い
たりと忙しいながらも充実した日々を送ることができました。
students gave me information about living in Sweden.
While living in Sweden, I studied at the library and attended
classes on weekdays and I joined some events downtown or
held parties with my friends on weekends. Though I was always busy, I led a full exchange life.
Living in Sweden, which is far from Japan geographically, cul-
スウェーデンという日本とは地理的、文化的、歴史的に遠く離れ
turally and historically gave me confidence. Although I was not
た場所で生活することが私にもたらしてくれたもの、それは自信で
good at English, I started a new life in a new place, experienced
す。英語が決して得意ではなかった状態からスタートし、異国の地
a lot of unknown things and finally completed my exchange. As
に単身乗り込んで、様々な未知との出会いに遭遇しつつ、留学生活
を成し遂げたこと。それらは現在の私の確かな自信として存在しま
す。
a result, I have confidence in myself.
If I had given up on going on exchange in my third year, I
would never have experienced these things. That’
s why if
you are hesitant to study abroad, I would like to recommend
そして、3 回生のあの時に時間がないことを理由に留学を諦めて
that you go. Fortunately, Osaka University will wholeheartedly
いたら、決してこの経験をすることはなかった。そう思えば、とや
support you as much as you need. I am sure that through an
かく悩まず、とにかく一歩踏み出すことの大切さを改めて思います。
exchange, you will definitely have valuable experiences and
もし、留学を何かしらの理由で悩んでいる人がいれば、私はとに
make precious friends from all over the world.
かく行動してみることをお勧めします。国際交流室等、大阪大学で
は意思さえあれば、あなたを心から支援してくださる環境が整って
います。それらの環境を活用して、留学を実現させてください。交
換留学を通じて、素晴らしい経験と友人を得ることがきっとできる
はずです。
7
OIE NEWS LETTER
Study Abroad in Sheffield
グローバル人間学科目 学部 4 年 鈴江
元尚
Motonao Suzue
Global Human Sciences-B4
I studied at the University of Sheffield as an exchange student
in the actual place. If I had not studied abroad, I would have
from Osaka University for about 10 months. Although I cannot
been captured by such prejudices and wrong images towards
tell all the experiences of study abroad in this report, which is a
foreign affairs, I think.
bit regrettable, I hope this report will help those who would like
The third Kanji is“友”, which means friends. I made lots of
to go and study abroad. To say briefly, my study abroad experi-
precious friends during my time studying abroad at Sheffield.
ences can be summed up with four Chinese characters, Kanjis.
There were many occasions to meet new people in Sheffield,
The first Kanji is“発”, which means to start. It was the first
such as orientation week for study abroad students, the life in
time for me to live by myself in a foreign country. Although
the hall, club activities, classes at university and at the English
I had already been to foreign countries before this because I
Language Teaching Centre, and events held by the student
joined the joint program at Monash University in Australia and
union. Meeting various people and making many friends in
I also experienced life in China as part of an activity at a Japan-
such a nice environment are no doubt the fruits of this study
China student conference, it was the first time for me to live in
abroad year. It was a brilliant experience for me to make friends
foreign country without a host family or Japanese associates.
overseas.
Since those programs which I had already experienced before
The fourth Kanji is“未”, which means still. I became involved
were specially planned for Japanese students and activities in
with overseas as an individual during this study abroad experi-
those programs were organized on the assumption that the all
ence, but the relation has just started now. There still remain
participants were Japanese people, this experience of studying
things which I could not do, I want to do, and I should do dur-
abroad was greatly different from my experiences in foreign
ing life overseas. Although I managed to gain all the credits of
countries in the past. I remember the beginning period of life
the classes which I was taking, I still deeply realize the neces-
in Sheffield exhausted me mentally because there was no host
sity of further development of my command of English. I could
family who was willing to kindly help me like the one in Aus-
barely keep up with discussions in the classes, and I believe
tralia. Different from the experiences overseas in the past, I was
there were many words which I could not catch in the discus-
just a Japanese student in a university in Britain, and the sur-
sions. There seems to be still a long way to go in learning Eng-
roundings there required me to do various things just on my
lish. Also, I still need to broaden my mind further since some
own. In other words, this experience became the starting point
of my prejudices towards foreign countries and people remain
for me to live as an individual in a foreign country for the long
despite the description I gave above with an air of superiority.
term.
I will keep trying to gain international understanding through
The second Kanji is“見”, which means to see. As I gradually
became used to the life there and became able to ease off to
stand the world and people better.
observe things, I could see and experience a variety of things.
Lastly, I would like to say thank you to Yamamoto-sensei,
There is a proverb,“Seeing is believing.”, and indeed this is
Miyoshi-sensei, officials in the Office of International Exchange
true. You can only read or hear how the situations overseas are
(OIE), and officials in the office of academic affairs at Osaka Uni-
when you live in Japan. For example, it is often said that“British
versity.
foods are unsavory”,“British people are gentle.”Yet, as far as
I saw and experienced in Britain, these rumors were not true.
Fish and chips in a dining room of the University of Sheffield
were really delicious and there were other British foods which
became my favorite, such as Cornish pasty, Yorkshire pudding,
and an English breakfast. On the other hand, I was sometimes
offended by the unkind attitude of the workers on the public
transportation and in shops. I also could see lots of things in
other European countries when I traveled during vacation. For
instance, in Japan, it is widely believed that “Europeans are
very fluent in English”, but this does not describe the reality
in Europe rightly. When it comes to such matters, you have no
choice but to see and experience how the actual situations are
8
real experiences by making foreign friends so that I can under-
OIE NEWS LETTER
毎日120％楽しんだモナシュ大学での生活
The life at Monash University I enjoyed
very much every day!!
行動学科目 学部 3 年 安井
友里恵
Yurie Yasui
Behavioral Sciences-B3
私は 2011 年の春休みの 1 ヶ月間、オーストラリアのメルボルン
にあるモナシュ大学のプログラムに参加しました。その際、私が毎
日心がけていたことが“毎日を 120 ％楽しむ”ということです。そ
んな私のモナシュライフを紹介したいと思います。
In March 2011, I joined the English program at Monash University in Melbourne. I tried to enjoy every day in Monash as
much as possible. Here, I’
ll introduce my life in Monash.
This program was a joint program, so the members of the
class were a mix of students from Osaka University and six oth-
このプログラムは、阪大と他の 6 大学合同のプログラムで、現地
er universities in Japan. I was able to make friends who were
でのクラスも混合で行いました。そのため、英語に興味があり、国
interested in English and wanted to communicate with foreign-
際交流をしたいという似た思いを持った人たちが集まっていたので、
ers.
お互いに刺激を受けつつも、とても気の合う友達と出会うことが出
来ました。
そんな友達と現地では、メルボルン周辺の観光名所はほとんどま
わったほど毎日を充実して過ごしました。午前中で学校が終わる日
は、中心街に出かけショッピングからナイトマーケット、スポーツ
をしたり、公園でまったりしたりなどし、休日は、ビーチへ行ったり、
In Melbourne, we went to many places and had a good time
with friends. After school, we often went shopping to the night
market, played sports, and so on. On holidays, we went to the
beach, rode the locomotive, had BBQs and many other things.
Many of the rows of houses and streets in Melbourne are like
Europe so I loved them. And, in Australia, people of many different races live together and they don’
t care about race. So
郊外のトロッコに乗りに行ったり、皆で BBQ をしたりなどここには
we Japanese don’
t stand out. I felt that Japan is a very domestic
書ききれないほど、私の毎日の予定はぎっしりでした。また、オー
country and that Japanese people want to act in groups. This
ストラリアは、多民族国家で様々な人種の人が生活をしています。
insight is very important for my future life.
中心街に出かけても私たちアジア人が目立つこともなく、人種など
全く関係なくお互いに接し、生活をしている風景を目の当たりにし、
日本はいかにドメスティックな国で、集団で過ごしたいという思い
が強い国だったのだと実感させられました。また、中心街の町並み
はヨーロッパ調の建物も多く、伝統的さを感じる素敵な町でした。
また私のモナシュライフを支えてくれたのが、素敵なホストファミ
リーです。初めてのホームスティ、初めての日本人一人という環境に、
My lovely host family supported my life. It was my first time
to do a home stay and I was the only Japanese person that had
lived at their house. But I tried to communicate with my poor
English every day to the three host children and my powerful
host mother. They accepted me, and we talked about Australian culture and fashion, and many other things. I think of my
host family as my family in Australia and I love them.
Through my life in Australia for one month, I learned not only
初めは受動的な生活を送っていましたが、3人ものホストファミリーの
English skills but also about what ties a person to others and
子供たちとパワフルなお母さんに支えられ、拙い英語でもとりあえず
the importance of communication with people. Although it is
コミュニケーションを取ろうと日々心がけました。そんな私を彼らは受
obvious that we can’
t understand each other unless we com-
け入れてくださり、オーストラリアの文化から今流行っていることまで
municate, I realized that I did not have to think about how we
様々なことを話しました。ホストファミリーはオーストラリアでの私の
家族だと思っています。
私はこの 1 カ月の生活を通して、語学力だけでなく、人との繋が
read the feelings and thoughts in our minds in Japan. I want to
say thank you to all the people who supported me. I want to go
to Melbourne and meet the people again and tell them stories
of my life in Japan.
り、コミュニケーションの大切さをとても学びました。自分から何
か言わないとわかってもらえないという一見当たり前なことですが、
日本では自然とわかりあえる環境にいる
ため忘れがちであったことに改めて気づ
けました。私が 120 ％楽しめたのも、同
じプログラムの学生・ホストファミリー
を始めとする様々な人のおかげであり、
全ての人に感謝したいと思います。また、
日本での生活の素敵なお話を持って、メ
ルボルンに行き、お世話になった人に会
いに行きたいと思います。
9
OIE NEWS LETTER
留学から学んだこと
What did I learn from studying abroad?
教育環境学 博士前期 2 年 山本
房代
Fusayo Yamamoto
Educational Environment-M2
テルヴェ！（フィンランド語でこんにちは！）
フィンランドから帰国してもうすぐ半年となります。私は、フィ
ンランドのヘルシンキ大学にて、2 年間聴講生として滞在しており
ました。前号では、私のフィンランドでの生活についてご紹介しま
したので、今回は私が留学から何を学んだのかについて書いてみた
いと思います。この 2 年間で何を学んだかを一言で表すとしたら、
It has been almost half a year since I came back from Finland.
I was studying at the University of Helsinki for two years as a
visiting student. I wrote about my student life in Finland in a
previous article and now I would like to write about what I have
learned from the experience.
If I had to explain what I have learned from the two years in
私は“柔軟性”という言葉を挙げます。以下では、このことを考え
one word, it would be“flexibility”. Three things made me think
るきっかけとなった体験についてみていきたいと思います。
about flexibility.
第一に、私は家の中で柔軟でオープンでいなければいけませんで
Firstly, I have become more open minded and flexible at
した。なぜなら、私はフラットシェアをしていたからです。2 年間
home since I lived with other people. I shared a flat while I was
の間に、3 人のフラットメイトと代わる代わる一緒に住みました。
フラットメイトが掃除をしていなかったり、隣の部屋で大きな声で
喋っていたとしても、そうしたことを許す気持ちがなければいけま
in Finland and I had three different flatmates. Even though I
previously had the experience of living with a Finnish host
family, it was not the same as living with someone in your age
group. I had to accept that other people do not clean all the
せんでした。なぜなら、私も同じように相手に不快な思いをさせて
time or that they speak loudly in the next room, because I am
いたことがあるでしょうし、いちいち細かいことを気にしていては
sure that I have also disturbed other people. It’
s also tiring to
疲れてしまいます。共に住んでいる人を尊重するためにも、柔軟な
worry about small things. Therefore, to respect the person who
考え方を持つことは大切でした。
you are living with, it is important to be more flexible.
第二に、世界各国から集まる学生と共に勉強することは、広い視
野を養う為にとても役に立ちました。そして、1 つのことをするにも、
様々なやり方があるのだということも。例えば、誰かの誕生日会が
催された時、高価なプレゼントを用意する人もいれば、ケーキを焼
Secondly, studying with students from all over the world
helped me to have a wide viewpoint. There were thousands
way of doing the same thing. For example, when it was someone’
s birthday party, some friends brought an expensive present, and some didn’
t. Some baked a cake and some just partici-
く人、ただ飲みに来た人など、その祝い方は様々でした。日本でこ
pated by drinking. In Japan, I was used to planning beforehand
ういったイベントがある際は、前もって他の友人たちと計画をする
with others when we had a similar kind of party or event, so
ことが多かった私にとっては、興味深い体験でした。どのやり方に
it was very interesting to see how everyone take things their
も“間違い”は無く、皆それぞれ自分のやり方で行動していたから
own way and reacted to it. And there was no way which was
です。“多様性”とは何なのかということを肌で感じました。そして
“wrong”. I directly experienced what“diversity”is ‒ you can
それは、他人にたいする柔軟な心、とも言い換えることが出来るで
しょう。
最後に、私はフィンランド社会全体が非常に柔軟なものであると
感じました。大学の課題を例に取ると、忙しくて提出期限に間に合
いそうも無い場合、提出期限の延長について交渉することも可能で
す。もちろん全ての授業でそうである訳ではありませんでしたが、
これを知ったときは本当に驚きました。ですが、後々、こうしたこ
との背景には、単に柔軟性だけではなく、仕事に対する多大な責任
も含まれているということが分かってきました。形ではなく、内容
が評価の対象となるのです。つまり、提出期限にきちんと出したレ
ポートでも、中身が無ければ、提出期限後に出された内容の詰まっ
たレポートよりも低い評価が下されることは十分あり得るというこ
とです。
フィンランドで、多くの人に出会い、多くの場所へ行き、新たな
ことを学んできました。これらの経験を通じて、
“柔軟に考え、柔軟
10
Terve! “
( Hello!”in Finnish)
say that it is flexibility for others.
Thirdly, I felt that the whole Finnish society is very flexible.
They give you much more authority in your work. For instance,
OIE NEWS LETTER
you can negotiate the deadline of your essay from the university course if you are very busy and it seems that you won’
t be
able to make it by the official deadline. I was quite surprised
when I heard that it is possible. But later I understood it is because the Finnish society is not just flexible but that you have
a large amount of responsibility for your work. It is important
to say that content is what will be evaluated and not form. To
put it in extreme terms, even if you hand in a report some days
behind schedule, you could get a better result than somebody
who submitted a paper which said nothing by the deadline.
I met many people, went to many places and discovered
many new things in Finland. Through these experiences, I
に行動する”ことを学ぶことが出来ました。これから生きていく上
learned “to think flexibly and act flexibly.” I appreciate ev-
で大切なことを教えて下さったフィンランドで会った人々には、感
eryone who I met in Finland. They taught me very important
謝の気持ちでいっぱいです。また、この留学の機会を与えて下さっ
things about life. I would also like to cordially thank the Heiwa
た平和中島財団の皆様にも強く御礼申し上げます。御財団の支援が
Nakajima Foundation. Without their financial support, I could
なければ、この留学は不可能だったでしょう。最後に、いつも遠く
から支えてくれた家族、友人、先生方に感謝の言葉を送りたいと思
います。
国際交流室（OIE）の活動報告
not have studied abroad. Finally, I am grateful to my family, my
friends and my teachers in Japan who supported me while I
was abroad.
Activity Report from OIE
国際交流室前任の池内圭子さんにかわり、藤本浩子事務補佐員が
The replacement of Ms. Keiko Ikeuchi, Ms. Hiroko Fujimoto,
2011 年 7 月から新たに着任しました。耐震工事に伴い 7 月には本館
arrived at the Office of International Exchange (OIE) in July
4 階にオフィスを一時的に移動し、現在は本館 1 階への最終移転を
2011. The OIE office moved to the 4th floor of the Human Sci-
完了しました。留学生の支援や留学相談等は引き続き随時行ってい
ますが、2011 年度に開催された数々の活動や行事のいくつかをご
紹介します。
ences building in July and then finally moved to the 1st floor
due to the earthquake-resistant re-construction of the building.
Several activities of OIE during the 2011 academic year, including consultation and support services for international/Japa-
（国際交流室 上田博司、藤本浩子）
nese students, are introduced here.
(Hiroshi Ueda, Hiroko Fujimoto, OIE)
新入留学生オリエンテーションとティー・パーティー
Orientation for newly arrived international students and tea party
4 月に研究生を含む留学生 48 名が入学、来日し、恒例のオリエン
An annual orientation was held for 48 newly arrived interna-
テーションを 4 月 7 日に開催しました。その後開かれたティー・パー
tional students at Human Sciences on April 17. A tea party was
ティーでは日本人学生も加わり、来日したばかりの留学生達が他の
arranged for ice-breaking purposes to enhance active commu-
留学生、日本人学生、教職員達と打ち解けるきっかけとなりました。
nication between international students, Japanese students
and faculty members.
イングリッシュ・ラウンジ
日本人学生と留学生が日本の伝統文化や慣習などについて英語で
自由に交流をする場として 5 月から長期休み期間を除いて月 2 回お
昼休みにイングリッシュ・ラウンジを開催しました。テーマは「温
泉」、「抹茶」、「神社」など毎回多彩なものを取り上げました。留学
生にとってだけではなく、日本人学生にとっても詳しく知らなかっ
た日本の文化・慣習について英語で再確認をする機会となりました。
English Lounge
OIE has organized English Lounges during lunch time twice
a month since May (excluding holidays), so that Japanese and
international students can interact by discussing traditional Japanese cultures/customs such as“hot springs”,“matcha”and
“shrines”in English. It has been a good opportunity to deepen
understanding of Japanese culture not only for international
students, but also for Japanese.
（13 ページに続く）
(Continued to page 13)
11
OIE NEWS LETTER
Connecting the world
through Osaka University
社会学科目 学部 4 年 カスィ プリスカ サフィトリ サティアワン
Kasih Priska Safitri Setiawan
Sociology, Modern Thought and Anthropology-B4
Some of us might be familiar with the Global 30 project. It
Honestly, that was the first time that I have become an am-
is a project initiated by Japan’
s Ministry of Education, Culture,
bassador for somewhere other than my own Indonesian back-
Sports, Science and Technology (MEXT) as one part of the glo-
ground. Other than the issue of social media, of course, there
balization effort of Japanese Higher Education. One of the aims
are many social phenomena which have come to my notice
of the project is to increase the number of international stu-
since studying in Japan. I hope that the conference in Taiwan
dents in Japan to 300,000 by 2010. Currently, there are about
would not be the only chance where I can express my perspec-
140,000 foreign students who are enrolled in Japanese tertiary
tives on Japan.
institutes.
Naturally, our university also participates in the internationalization process and I am fortunate to have become a part of
Lesson learnt from a dai senpai (great senior): do not break
the bond!
it. Through this essay, I hope to share some of my experiences
Recently Osaka University celebrated its 80th Anniversary.
as a foreign student in Japan. Specifically, I would like to write
Many events were held as a part of the commemoration. I was
about the activities which I felt really provided me with a lot of
fortunate enough to take part in one of those events, not only
opportunities for cultural exchange.
as a participant, but also as an organizer. I was a student organizer of a one-day talk event that featured international gradu-
Global Initiatives Symposium: Taiwan, July 2011
who are now working in corporations or research institutes in
Initiatives Symposium which was held at National Taiwan Uni-
Japan. However, there were also speakers from classes in the
versity1. It was an international conference and since the topic
1980s who are well-respected academics and faculty members
was related to my studies: social media; I submitted an essay
of renowned universities.
and luckily my essay was selected. The program lasted 5 days
The speakers might have different background and profes-
and the activities ranged from group discussions and keynote
sions now. Nonetheless, they do share the same passion: to
speeches to presentations. We also had the chance to visit tour-
always remember their alma mater and to reconnect with the
ist spots and experience Taiwanese culture in a one-day field
people who they met throughout their studies.
trip.
12
ates. Some of the speakers were, of course, recent graduates
Last semester I went to Taiwan to participate in the Global
The speech which I remember the most was by Professor
During the program, I really felt that studying in Japan has
Chen who is a native of Taiwan. She was giving a presentation
indeed enriched my knowledge. Staying in Japan for almost 5
about her studies in the Faculty of Letters in the 80s. I was fas-
years has made me aware of the social media issues in Japan.
cinated by her stories and how, after 30 years have passed, she
During the group discussion, I was sharing with my peers how
still remembers the episodes and even the nicknames of her
social media played a role in bringing people together to con-
sensei (teacher) and close friends. What is more captivating is
tribute to rebuilding the Tohoku region after the earthquake
that she has not lost contact with her professors and friends
and tsunami in March 2011.
even after she returned to Taiwan upon the completion of her
OIE NEWS LETTER
studies. Using the network she made and the knowledge she
learned, she became the organizer of many activities which
promote greater friendship and understanding between Taiwanese and Japanese students.
Actually, before I came to Japan, I studied abroad in Singapore for four years. I still contact my friends in Singapore, but
I have never contacted my teachers and never have I revisited
my schools after I graduated. After listening to Professor Chen’
s
speech, I learned that the bonds which we should treasure are
not exclusive to the bonds between friends, but also the ones
with our teachers, host families, the staff that support us.
Currently I am in my last semester of the undergraduate program. I only have a couple of months left but I am still unsure
which path I will take after I graduate from this faculty. I have
one thing I am sure of, though. Wherever I go next, I will continue to cherish the bonds I made with the amazing people I
met in Osaka University.
(Note)1. The conference is held every year and the application is
usually opened in January. If you are interested in participating, you
could access the following website http://gis-taiwan.ntu.edu.tw
国際交流室（OIE）の活動報告
（11 ページから続く）
Activity Report from OIE
(Continued from page 11)
Career seminar for international students
外国人留学生のための就職活動対策講座
6 月 2 日に日本で就職を希望する留学生を対象にした就職活動対
A career seminar was held on June 2 for international stu-
策講座を開催しました。留学生が気を付けるべきポイント、日本企
dents who wish to work in Japan. A guest speaker who special-
業が求める人物像、日本の就職活動スケジュールなどについて就職
斡旋の専門講師の方に説明いただきました。
izes in job placement covered a variety of topics such as points
that international students should keep in mind, the types of
people Japanese companies are seeking and the time schedule
for job hunting in Japan.
人科オープンキャンパス
人間科学部においてオープンキャンパスが 8 月 8 日に開かれまし
た。全国から集まってきた 1,400 人以上の高校生を対象に多くの模
擬授業がおこなわれたなか、国際交流室では大学における国際交流・
交換留学の紹介を行いました。多くの参加者は、短期から 1 年間以
上の長期にわたる海外留学経験のある人科の学生達から留学準備や
留学中の体験などの話を熱心に聞き入っていました。授業後も質疑
は続き、高校生が既に大学に入ってからの海外留学を早くから考え
ていることがうかがえました。
Open campus ‒ Human Sciences
On Monday, August 8, the School of Human Sciences organized an open campus event and invited high-school students
and others who are interested in studying at Osaka University
from all over the country. OIE offered a class to briefly introduce an opportunity for studying abroad during university. Undergraduate students Mr. Akihiro Morimoto, Ms. Akiyo Ezashi
and Ms. Yurie Yasui successfully introduced their experiences
of oversea study and drew the attention of participants.
（27 ページに続く）
(Continued to page 27)
13
OIE NEWS LETTER
When then is now
人間開発学 博士前期 1 年 マーサ
サンガウ
Martha Sangau
Human Development Studies-M1
I first started watching JICA’
s Video Topics, a programme on
do my research in Japan as Professor Yasuhide Nakamura, who
our national television network when I was in high school. Even
I am currently under, pioneered the Maternal and Child Health
though the video clips and documentaries were quite short, I
Handbook. His expertise and advice on this subject has been an
could not help but be immersed in the wonder of it all. From
asset for my research. He encourages me to be analytic, critical,
a traditional farmer and his vegetables to ground-breaking re-
and independent and to pursue what options work best for me
search in research institutions and universities, I felt that there
in my area of study. Besides attending classes to fulfill our cred-
was a whole new world out there that I needed to explore. The
it requirements for a Master’
s degree, we also have seminar
culture, the people, and the country itself awakened a need in
presentations on the progress of our research. These give every
me to learn more. From then on I made up my mind that once
student a chance to receive feedback from fellow students and
I had completed my bachelor’
s degree in Political Science, I
professors. We also have one on one sittings with our profes-
would to pursue my dream to study at a Japanese university.
sors to discuss and ask questions and receive feedback. I find
Along the way I saw glimpses of my dream every now and
this incredibly helpful, as questions that I might be a little bit
again, but the real opportunity presented itself when my
hesitant to ask in class might be dealt with and answered in
Japanese language sensei urged me to apply for the Monbu-
this manner.
kagakusho (MEXT) scholarship. Upon a successful application,
I am so privileged to be studying here. It has been one of my
I was accepted to study at Osaka University in the Graduate
greatest achievements to date. Osaka University offers any in-
School of Human Sciences as a research student. I had studied
ternational student the best learning facilities, from professors
basic Japanese language when I was an undergraduate, but if
who are experts in their fields, to the help and assistance that
there’
s one thing that all international students can agree on,
is provided by the Office of International Exchange staff. There
it is that somewhere along the line there is going to be some
is easy access to learning facilities, boosting student learning
miscommunication. So when I first arrived, I attended an inten-
abilities and independence, and also recreational activities
sive Japanese language class for four months and that helped
such as sports clubs, like basketball, tennis, and archery.
out a lot.
ed. However, the experience alone has made it all worthwhile.
time out to do a little bit of research about travelling abroad.
The good thing is that you will always have people who are
All I can say is no matter how much first-hand knowledge you
able and willing to help you through those tough times. This is
think you have, the experiences that you will actually have for
why I believe building good relationships with your professors,
the first time will be very different. Some are expected and
your fellow lab mates and friends, as well as your community
most are unexpected. Many people kept telling me about ex-
is extremely important. The goodness of such relationships en-
periencing“culture shock,”but to be honest, I was so caught
courages and revives the spark that ignited the dream and pas-
up in trying to get situated in my academic life and my sur-
sion you had in the first place.
roundings that I wasn’
t really noticing things around me. All I
could think was,“I should get this and that done.”After about
two weeks or so, reality kicked in and I started noticing how different peoples’attitudes were, and how different the culture
and lifestyle, and the food were from my country.
Adjusting was not all smooth sailing. It was quite difficult at
first. The transportation system took a while getting used to
and also the food. It took me a good number of times getting
on the wrong trains, missing stations and ordering food which
looked really delicious but tasted the complete opposite until
things finally came around. Things got better as I started to embrace the changes and the environment surrounding my new
home.
My research interest is in the area of Maternal and Child
Health, and Osaka University was the best option to study and
14
My student life has had its ups and downs as is to be expect-
Since travelling to Japan was my very first trip abroad, I took
OIE NEWS LETTER
Writing made easy
Working in a group can give you the
tools needed to finish your thesis
教育環境学 博士前期 1 年 マルセロ
カルガノ
Marcelo Cárgano
Educational Environement-M1
Writing a dissertation or a thesis is a certainty for any student
having many members also trying to write near them, there is
pursuing a master’
s or doctor’
s course. For some people, writ-
also an opportunity for social interaction before the session,
ing it may be only a minor nuisance; for most, I would dare to
after it, or during breaks. Members are receptive to give and re-
say, it is a respectable, if not very difficult, challenge. What if it
ceive feedback about their work, bounce ideas off each other,
could be easier?
or just chat about any topic.
We have got some good news. While you still need to write
Rules of the game
your dissertation, by no means you need to do it alone. Instead,
Each group has its own rules, adjustable according to their
you can gather with other students who, just like you, have to
needs. In our case, we meet monthly, every 2nd or 3rd Thursday
write their own papers. That is called a writers’group, and we
of the month (the actual date is defined in agreement by the
have one right here at Jinka (i.e., Human Sciences), which I’
m
members through our Facebook page). Normally each meet-
currently organizing. Our group was launched after the Aca-
ing has 90 minutes; we work for 40 minutes, in silence, then
demic Writing and Presentation Skills Seminar intensive work-
make a 10-minute break, before working the last 40 minutes.
shop last August - the students who attended it practiced how
to work in groups.
“The writer’
s group has been incredibly helpful for me. The
rules that we used and the compromise to keep them, gives
So, how does a writers’group work? It’
s pretty simple, re-
the group a different atmosphere that the one we usually have
ally. It is a periodic meeting. You bring whatever you may find
in our laboratories, making easier for me to concentrate and be
useful: your computer, books, pen and paper, reports ‒ sit to-
productive”, says Sylvia Sánchez, a M1 studying Global Human
gether with your friends, and then write. What you write is up
Studies here at Jinka.
to you. You may add new content to your dissertation. You may
The rules are accorded by all members and are open for dis-
rewrite some older parts. You may even read a book and write
cussion. As course teacher Sarah Haas says,“the thing that will
only some notes about it. It is your time.
keep a writers’group going is getting a few committed mem-
An enjoyable atmosphere for writing
bers who are clear about what they want from the group, and
You may be asking yourself“Just that? What is the difference
will explicitly state the“rules”of the group, and then discuss
of writing alone?”The answer is: a writers’group is all about
them from time to time to see if they need changing”.
creating a friendly environment for writing.
How can I join?
First, writing in a group offers you a structure that you may
First, thank you for your interest. There are no costs at all for
find hard to find elsewhere. Differently that what many people
joining. Just send me an e-mail message (senhor_marcelo@
think, writing isn’
t an inspirational activity as much as a con-
yahoo.com.br) stating your name, course, and desire to join.
tinuous one. By committing yourself to write every month, you
If you have a Facebook account, joining our Facebook page
can push your work further ‒ and learn to write clear, quality
would be a good next step. We are all waiting for new mem-
content, even when not feeling inspired to do so.
bers!
“During the academic writing course, I learned to keep practicing my writing, but I found it harder to do it by myself after
the course ended. When some of my course colleagues decided to have a group to keep writing at fixed intervals, I thought
it was a great chance and joined it”, agrees Hotta Miyuki, a D1
student of Public Health and Sanitation at Handai’
s (Osaka University) Medical School.
A writers’group also offers you a place to write without interruptions that might hinder your concentration. How often do
you stop doing what you are to reply a phone call or message,
check your e-mail or Facebook, or even do another chore?
Working in a writers’group frees you of such interruptions, allowing you to concentrate on your work.
Finally, even if most of the time you are working in silence,
you are not alone. Not only many people feel encouraged by
15
OIE NEWS LETTER
Academic Writing and Presentation
Skills Summer Intensive Course
教育環境学 博士後期 2 年 陳
思聡
Chen Sicong
Educational Environment- D2
Have a big idea and want to try presenting it in English? Want
ments were given to each presenter by Jeremiah and partici-
to make the long and lazy summer vacation more productive?
pants. I was also asked to comment on all presentations. That
The five-day long Academic Writing and Presentation Skills
experience was like evaluating yourself through assessing oth-
Course is an attractive addition to a graduate students’sum-
ers.
mer schedule.
participants are challenge free. Rather, it requires more input
2010 and then as a teaching assistant in 2011. As a participant,
from the learners. In addition to the intensity of the classes
the writing and presentation skills I learnt in the course have
themselves, participants have to continue polishing the ab-
helped me get one paper published in an international journal
stract of a research paper for the academic writing sessions, and
and helped me successfully give presentations at two interna-
produce a twenty minute presentation based on that abstract
tional conferences. As the teaching assistant to the professors
for the last presentation skills session, all in their own time. This
in charge (Prof. Beverley Yamamoto and Dr. Hiroshi Ueda), and
is a challenge, particularly for those who do not have any con-
to the three professional and friendly facilitators for this year
crete research results in hand. But I would say it is worth rising
(Dr. Sarah Haas - academic writing, Dr. Ann Maeda and Dr. Jer-
to the challenge, for the outcomes of the course are tangible as
emiah Mock - presentation skills), I had the chance to closely
I personally experienced. Learning to write logically and pre-
observe and better understand how the course is participant-
cisely, and present efficiently in English are the starting points
oriented.
if we are to get our academic work published and heard at the
Before the course, participants were asked to submit a brief
global level. The more you know the less is obscured. As a non-
summary of their own research, which was sent to the three
native, the course provides me practical tools for writing and
facilitators for review. This gave the facilitators information
presenting in English. Personally, I try to practice what I learnt
about the learners’academic interests and English proficiency
in the course when I write abstracts. In particular, I keep in mind
levels. The course is not for English learning, but for academic
how to make clear statements and logically unfold arguments
writing and presentation skills in English, which are the two pil-
in the academic English way. Also, I have become more confi-
lars of the course. In Sarah’
s carefully planned academic writ-
dent during presentations since I already know how they ought
ing sessions in the mornings, all participants collaborated and
to proceed and what I can do to deliver one efficiently.
had chances to share ideas on academic writing with other
Getting work published and giving presentation are parts of
learners. In the presentation skills sessions in the afternoons,
the routine of a graduate students’life. Learning to do so in
participants were divided into two groups according to their in-
English is a challenge for non-natives, yet this learner-oriented
terests and levels. While largely overlapping, there were slight
course is certain to be of benefit. Have no plans for the coming
differences between the two groups. One group, led by Ann,
summer? Why not try it?
zoomed in on the use of PowerPoint and the other, guided by
Jeremiah, emphasized delivering speeches.
In Sarah’
s writing sessions, learners first practiced the logicality of and skills for writing in English, and were then asked to
draft and work on an abstract on their own research. The close
link to the participant’
s research made the writing practice concrete and, in return, might have sparked new ideas for their research. Similarly, in the presentation skills sessions, participants
were also asked to prepare, practice and give a presentation
on their own research at the end of the course, after practicing
points that need to be considered when giving a presentation,
such as physical environment, minding the audience, structure
of speech and the use of PowerPoint. In Jeremiah’
s group, the
final presentations were even set up as an international conference! It gave the group participants a taste of the formal and
professional atmosphere of an international conference. Com-
16
The learner-centeredness of the course does not mean that
I spent two summers on the course, first as a participant in
OIE NEWS LETTER
『井の中の蛙』だった私を変えてくれた大阪大学
Osaka University who has changed me
特別聴講学生（全南大学 新聞放送学科 3 年） 羅
支（ナ ミンジ）
Na Minji
Special Auditor (Communication, Junnam National University-B3)
私は韓国の大学で新聞放送学科を専攻しており、将来はメディア
関連産業に従事したいと考えながら勉強を続けてきました。それと
同時に興味のある日本語の勉強も頑張り、日本でメディアに関する
私の知識を拡張するために、交換留学生に応募しました。私の専攻
My study major in Korea is journalism, and in the future, I
want to work in media-related industries. That is why I was continuing my study up to now. While studying journalism communication in Korea, I kept studying my favorite Japanese language, and thought that I would expand my knowledge about
に当てはまる学部が大阪大学にはなかったため、留学を迷いました。
media with my Japanese language ability in Japan. Then I ap-
私が求めている勉強ができなかったら、1 年間の留学は無駄になる
plied for a regular exchange student program.
のではないかとも思いました。しかし、新しい経験もこの先の私の
人生に繋がるものだろうと留学の決心を固めました。
When considering appropriate schools in Japan that have faculties related to my major, I was really confused because Osaka
私が大阪大学に来て一番驚いたのは、国際的であることです。私
University has no department I hoped for. I thought if I couldn’
t
が韓国で通う大学は国立ですがソウルとはかなり離れており、留学
study in a faculty with my major, one year in Japan would be
生も少なく、そのほとんどを中国や台湾等のアジア系が占めていま
す。しかし、大阪大学はあらゆる国からの留学生で溢れており、ま
るで地球の縮図のようです。そのため、日本の学生は多様な言語の
meaningless. But my new life with new challenges in a new
environment which would be a good opportunity for improvement forced me to apply to this university.
The multi-cultural environment here really amazed me. My
吸収も自然と行われていました。韓国では就職のため英語の勉強に
school in Korea is the National University but it is located quite
沒頭していますが、そのやり方とは一日中図書館に閉じ篭って本と
far from the capital. There are few foreign students mostly
向き合うのがほとんどです。しかし、日本人、特に人間科学部は外
from China and Taiwan. Osaka University is like a global school
国人留学生との交流の場を自ら作り、会話を通じて言語を取得して
where there are a lot of international students gathering to
いました。FUN! from JINKA が良い例です。
pursue their dreams. Osaka University offers a natural environ-
また、メディア及びコミュニケーション関連授業だけではなく、
グローバル学科、心理学科のような普段触れることができなかった
人間科学部の授業と、文学部、法学部、そして外国語学部のような
ment for Japanese students to communicate in many different
languages. In Korea English is the best asset you can have to
get a good job and all students have to study in the library all
day to improve their skills. But in Japan, students in the Human
新たな分野の授業も受けました。これらの経験はメディア勉強に偏
Sciences department create opportunities to improve commu-
向した自分の視野を広げてくれました。特に人間科学部で受けた「多
nication with foreign students, and then they study new lan-
文化共生社会論」は、様々な文化・言語を持つ人々が共生できる社
guages. For instance, Fun from JINKA is proof of this.
会を作るという内容を取り上げ、母国だけに凝り固まった考え方を
グローバルに向かせ、共生社会を志向する意識が高まりました。
私が大阪大学で留学してきたこの 1 年間は決して無駄ではありま
せんでした。世界中の人たちと出会い、異文化を体験して、自分の
中での世界が近くなりました。今まで『井の中の蛙』だった私を外
に出してもっと広い世界へと飛び立たせてくれた大阪大学、そして
When studying at Osaka University, I could not only study
media and communication but I could also study many other
subjects and foreign languages in other faculties such as the
Policy department, Literature department and so on. Moreover, I think this precious experience will help me broaden my
knowledge of other fields. In particular, Theory of Multicultural
Symbiosis Society which I studied in the Human Sciences de-
人間科学部に心から感謝しております。ここで学んだことを活かし
partment gave me new knowledge about societies in which
てまた大きな一歩を踏み出したいと思います。
many people with many different languages live together.
My one year studying in Osaka University was a really good
experience. Making friends with many people from all over
the world and experiencing new cultures is helping me understand the world. I used to be‘the frog in the well’
, but the Human Sciences department of Osaka University helped me step
out into the wide world. I would like to express my deepest
appreciation to Osaka University, and especially the Human Sciences department. I hope Osaka University will be the first step
to success in the future.
17
OIE NEWS LETTER
A Footprint in Japan
特別聴講学生（ブリティッシュコロンビア大学 教養学部 社会学科目 4 年）
シーニー ハラシン
Shinne Harasyn
Special Auditor (Sociology major, Faculty of Arts, University of British Columbia-B4)
I consider myself lucky to have been a student of the School
contributed greatly to my report. Over the year my tutor and I
of Human Sciences during my one year study abroad at Osa-
also spent time together doing many non-academic activities
ka University. Human Sciences provided me with many great
and we became very close friends, and in fact still are. Where I
experiences and opportunities. At the beginning of the year
am from a“tutor”is associated strictly with school work so you
I was invited to a Welcome Tea Party for the students of the
can imagine my pleasant surprise when she suggested going
Faculty, where Professor Ueda welcomed us and we had the
out and having fun too! We would eat at different restaurants
opportunity to mingle with other students. It was also a chance
she recommended, did local sightseeing, introduced one an-
for students to meet their tutors. I was a little nervous about
other to our groups of friends, and visited each other’
s homes.
meeting my tutor because I did not know anything about her
Some of our most special get-togethers included organizing an
and I knew very little Japanese. All my worries were immedi-
outing with some close friends on the night of Tanabata, which
ately put to rest the instant I met my tutor Mamiko because she
included a visit to the shrine and its festivities and we viewed
was so warm, cheerful, and as an additional plus for me, she
the light display on the Ohkawa River, Osaka. One evening I
spoke English very well! I did not realize at the time but having
was also invited to my tutor’
s home where I met her family
a strong relationship with both my supervising professor and
and we had a delicious meal of okonomiyaki and many other
tutor would significantly enhance my experience at the Uni-
dishes prepared by her mother.
versity and the quality of research for my Independent Study.
I am filled with gratitude for the people that offered me their
Throughout my year-long Independent Study I received a lot
support both academically and throughout my overall study
of support from both my study supervisor Professor Ueda and
abroad experience. I am very happy to have had a strong sense
my tutor Mamiko. Professor Ueda always kept his office door
of community through my involvement at Osaka University,
open for me so I could seek his guidance anytime and discuss
which I had never experienced through university life prior to
questions I had regarding my study. The space was also the
this. Now that I am back in Canada, I am thankful to be left with
friendly environment of the Office of International Exchange
many memories and new relationships from the last year, and
(OIE), where I would frequently see other students and uni-
not to mention better research skills and a lot of pictures! Many
versity members come through. During my visits I was always
of my most valuable experiences have come from the opportu-
updated about news and events that were occurring through
nities and connections that being a student at Osaka University
the School of Human Sciences and OIE. I also had the lovely
through the Osaka University Short-Term Student Exchange
opportunity to be a bit involved with OIE when I proofread and
Program (OUSSEP) and the School of Human Sciences provid-
edited some work in the same yearly newsletter bulletin last
ed me. I cannot think of a better way to have spent my year!
year that I am writing in now.
In regards to my Independent Study, I really appreciated having a Professor who provided his expertise on the topic and
guidance about the rigorous process of a research report but
who also allowed me the freedom to explore my own way of
accomplishing some of the work. Being able to collaborate our
thoughts, instead of being told what to do was a definite benefit because it made me excited about my research and want to
put in the amount of time and effort that I did. All the learning I
acquired through my Independent Study has been a significant
advantage for my academics since returning to my home University in Canada. A lot of the knowledge I gained is related to
the course work I am doing now.
My tutor was also very generous with helping me in various
areas of my study. We took several trips together to libraries
both on and off campus in order to find appropriate research
material. She gave me very useful tips for research and also
worked very hard with me to translate Japanese articles that
18
OIE NEWS LETTER
学生会議を目指して
Aiming Towards a Student Conference
グローバル人間学科目 学部 3 年 宮原
翔子
Shoko Miyahara
Global Human Sciences-B3
私は日蘭学生会議という学生団体に所属しています。この団体は、
大阪大学の学生とオランダ、グローニンゲン大学の学生を中心に、
学生が真剣に議論できる場の設置、及び文化・学術交流の促進を目
的として設立されたものです。今年の 9 月にオランダで開かれた第
二回会議のため、私は一年前から会議の準備に携わってきました。
I am a member of the“Japan and the Netherlands Student
Conference”. This group was organized in order to make places where students can discuss some themes seriously, and we
hope it helps students exchange their opinions from cultural
and scholarly perspectives.
Just one year ago, I became a member of this group. Since
オランダへの渡航費を集めるために、様々な財団の国際交流助成に
then we prepared for the second conference this September.
申請し、現地の学生や、教授、企業の方々と連絡を取り合って綿密
We applied to some foundations to pay the cost of passage.
にプログラムを練っていきました。
And we decided the program in detail by communicating with
また、前期に大阪大学において、｢英語で考える」という授業を運
営側となって実施し、英語を使った発表、討論を行ったことで、運
営メンバーの英語力向上にもつながりました。この他、渡航直前ま
で英語の勉強会を行い、メンバー一同の意識は高まっていたと思い
ます。
会議では、各グループが作成したプレゼンテーションをもとに、
students, professors, and corporations in the Netherlands.
In Osaka University, we run a class called“Think in English”.
In this class, students are required to give presentations in English. Through this class, I think our English skill has gradually
improved. Until just before departure, we continued to learn
how to use English in discussion.
At the conference, we discussed some topics based on pre-
各トピックについてディスカッションを行いました。今回の主題は
sentations made by each group. The main theme of this con-
｢Work to live? Live to work?｣ で、労働に関する様々な意見が、
ference was“Work to live? Live to Work?”We could exchange
オランダ、日本双方から活発に討論されました。会議自体だけでな
opinions from the Netherlands and Japan which are totally
く、現地の大学教授や日本大使の講演、また現地の企業訪問等、本
different. We also had the opportunity to listen to lectures by
当に充実した 10 日間の滞在となりました。日本で当たり前だと思っ
ていたことが、オランダでは全く異なる視点で捉えられていたこと
に驚き、｢働く」ということに関して深く考える機会になったと思い
ます。
professors and the ambassador of Japan, and visit some companies. These programs made our stay special. I was made
aware of the differing views on“work”between Japan and the
Netherlands, and this conference was a good opportunity for
me to reconsider my thoughts.
英語力不足によって、自分の意見をうまく伝えることができず悔
Sometimes, I was frustrated by my poor English, but I believe
しい思いをする場面もありましたが、そういった反省点がこれから
this has become motivation to learn more and more about Eng-
の原動力になると信じています。全てのプランを両国の学生が主体
lish. I am proud of the achievements made by students both in
となって実現できたことを誇りに思い、既存の枠組みに乗るのでは
Japan and the Netherlands, and I am convinced that interna-
なく、若い世代が国際交流のプログラム自体を作り出すことによっ
tional exchange between younger people is more important
て、より深い交流につながるのだと確信を持つことができました。
今回出会ったオランダの仲間とも連絡を取り続け、既に動き出して
いる第三回会議への準備にも積極的に参加したいです。もし、興味
を持って頂けましたら、私たちの活動を覗いてみてください !
http://grosaka.web.fc2.com/index.html
than just participating in existing programs.
I will keep in contact with my friends in the Netherlands, and
I wish to make an effort at the third conference.
If you are interested in our activities, please do not hesitate
to contact us!
[email protected]
19
OIE NEWS LETTER
北タイ地方ハッキヤ村での体験
A precious experience in Hakkiya village
in the northern part of Thailand
社会環境学 博士前期 1 年 石川
翠
Midori Ishikawa
Sociology-M1
2011 年度 GLOCOL 海外フィールドスタディのタイプログラムに
参加しました。北タイの山地のハッキヤ村に暮らす少数民族の家に
ホームステイをしながら、伝統文化への近代化の影響を調査する、
というものでした。
事前研修では、自給自足で電気・水道・ガスのない暮らしをし
ていると聞いていましたが、日本で生まれ育った私には当たり前に
In September 2011, I participated in a field study program
to Thailand administered by the Global Collaboration Center
(GLOCOL). During the program, I stayed in a village called Hakkiya in the northern part of Thailand, which is inhabited by one
of the local ethnic minorities, the Karen (PgazK’
Nyau) people.
We studied how modernization has affected their traditional
culture in the village.
あったので、その暮らしがいったいどういうものなのか想像できま
Before I went there, we learned that the villagers didn’
t have
せんでした。実際行ってみると初めての経験の連続でしたが、意外
electricity, water or gas utilities. For us, it was hard to imagine
とすぐに慣れていった自分に驚きました。
that sort of lifestyle. However, after our arrival I became familiar
朝はニワトリの鳴声で目覚めます。貯めた雨水で顔を洗ってから、
ホストマザーと朝ごはんを食べた後、メンバーと合流して出かけま
す。そして、村の人たちに聞き取り調査を行ったり、小さな学校で
子どもたちと昼ごはんを食べたりしました。日が沈まないうちに川
with the lifestyle sooner than I had expected. Living there was
very exciting.
In the mornings, I was woken by sounds of a hen clucking
somewhere in the village. After washing my face in a tank full
of stored rainwater and eating breakfast with my host family, I
でお風呂に入り、夜になるとほんのりと明るい囲炉裏の火を囲んで
went out to meet with the other participants of the program.
ホストファミリーとごはんを食べたり村のことを教えてもらったり
Afterwards, we interviewed the villagers and had lunch with
しました。村の人びとが自分たちの暮らしに私たちを受け入れてく
the children at a small local school. Before sunset, we bathed in
れたため、リアルな暮らしを体感することができました。
a nearby river. At night, we sat around a bonfire and I listened
日本では、孤独死や無縁社会など多くの問題がありますが、それ
は便利さを求めすぎたために人がバラバラになったのかもしれない、
と村の生活をしながら日本のことを考えたりもしました。今の暮ら
しや考え方がすべてではないのだと改めて実感したプログラムでし
to my host family talk about life in the village. The Hakkiya people accepted me kindly into their world, so I could experience
their daily life.
In Japan, there are many problems like kodokushi (孤独死)
‒ elderly people dying alone ‒ or muen shakai (無縁社会) ‒ an
た。また、文系理系の学生が参加し、お互いに異なる視点から村の
indifferent or unsupportive society. Compared to the villag-
あり様を見つめることで、私も自分の考えに偏りがあったことや、
ers, I thought the Japanese people pursue too much comfort
考えつかないようなことに気付くことができました。
or convenience, so they become separated from each other.
私は修士の研究では日本社会の現象を扱うことになりますが、タ
I realized that my life and way of thinking in Japan is not the
イで経験したことや考えたことは、人の生き方や社会のあり様を考
only option that exists in the world. In addition, in this program
えるうえで大きなヒントになると思います。最後になりましたが、
we had students participating from different faculties, which
このようなとても貴重な経験をさせてくださった、GLOCOL の小峯
先生、石髙先生、他の職員の方々、またムディさんと 3 人の通訳の方、
そして村の人びとに感謝の意を表したいと思います。
enabled us to share our different viewpoints and knowledge.
I also found out that my own ideas were biased and there can
be other ways of thinking.
My research in my Master’
s course is about a Japanese social problem, but what I experienced in Thailand gave me a
great insight about life in general and how other people live.
In conclusion, I wish to express my gratitude to the following
members of the program to whom we owe this precious experience: Mr. Komine, Dr. Ishitaka, Mrs. Mudee and her fellow interpreters, faculty staff, and most importantly everybody from
the Hakkiya village.
20
OIE NEWS LETTER
Starting a New Journey in
Osaka
グローバル 30 人間科学コース 1 年 ヘイリー
チュン
Haylee Chun
G30 Human Sciences Program-B1
Hello! My name is Haylee, and I am a first year Human Sci-
the Bonenkai with the professors. They are probably the most
ences student in the G30 Program at Osaka University. I came
welcoming and caring professors one can ever hope to meet in
to Japan last September after finishing high school in California,
a college! Because of the small number of the students in one
USA. I was born and raised in Korea, and after turning six years
class, we all share close relationships with each other, and the
old I started travelling very often to my aunt’
s house in the
Bonenkai is one of the valuable memories I have stored away.
States. After coming back to Korea and spending one year in
Each and every one of the G30 students is very welcoming
middle school, I desperately missed the Western world where
and earnest. Every day, a funny episode happens in our multi-
I’
d spent most of my childhood. I went to Canada for one year,
cultural group of students. We are willing to meet and become
finished middle school, and went to the United States. There,
friends with more people at Osaka University. I hope that there
I decided to step out of my comfort zone and go to Japan for
are many opportunities in the near future for everyone to share
university.
their culture! We look forward to meeting you all!
When I was young, I was very interested in Japanese and was
very eager to learn the language. However, going to Japan was
actually a big deal for me, since nobody around me has ever
made such a decision. I was the only one at my school who
was going to college in Asia, and this actually made me question my decision at one point. I can’
t say that I wasn’
t scared at
all, not having any sense of what would happen in Japan. My
decision was rather“odd”to everyone around me; I was taking
an extraordinary step. However, here I am, excited to break the
norm and expect the unexpected! I do not regret the choice
which I have made, and I am very happy that I came here and
met my friends and my professors.
The G30 Program consists of a very diverse group of students. We have 21 students from all over the world, including
USA, UK, Korea, Thailand, China, Taiwan, Canada, and Japan. We
communicate in English, and sometimes Japanese if we want
to practice. Students are involved in either the Human Sciences
Program (HUS) or the Chemistry-Biology Combined Major Program (CBCMP). We share some elective courses together, but
most of the time HUS and CBCMP students have classes of their
own. However, regardless of which program we are in, we all
share close bonds with each other, like a family.
The G30 students do have a very busy schedule, and we
are required to manage our time wisely in order to follow the
curriculum. I believe that most of the G30 students, including
myself, stumbled in the beginning wandering around our new
environment and often going through periods of emotional
breakdown and homesickness. Of course, there were times we
would miss everything we were so used to, and regret choosing to come to a foreign country. However, coming to realize
that we aren’
t the only foreigners in Japan, we started to share
our own little stories and comfort each other.
Despite the workload, every time new memories added up,
we came to like it ever more here in Osaka. One of the memorable experiences we had in the Human Sciences Program was
21
OIE NEWS LETTER
Reflections on teaching G30
program
グローバル 30 人間科学コース 助教 クリスティ
ラム
Christie Lam
Assistant Professor, G30 Human Sciences Program
The Human Sciences Undergraduate Degree Program of-
the last autumn semester, I taught courses concerning‘Glob-
fered in English by Osaka University started in October last year.
al Citizenship’and‘Global Poverty and Development’
. I was
The program is designed for students hoping to work in inter-
lucky to have a cohort of students from diverse cultural back-
national agencies and who are enthusiastic about Japanese cul-
grounds. On each occasion our classroom was just like a mirror
ture, politics and society. We offer two majors: Contemporary
of the global village and many culturally diverse voices were
Japan and Global Citizenship. I am excited about joining this
expressed. Students’constructive dialogue and deliberations
new and cross-disciplinary program and experiencing Japa-
not only broaden our horizons but also enhance our respect
nese culture.
and tolerance for other people and cultures. Here I would like
to express my deepest gratitude to all the students for their
As a cultural anthropologist, I am always eager to know and
participation in my class.
learn more about different cultures. Before I arrived in Japan in
May last year, I had lived in varied cultural environments such
In the coming new academic year (2012), the G30 team will
as China, South Asia and Australia. This time, like most new-
continue offering diverse Human Sciences undergraduate
comers, I am fascinated with the balance of modernity and tra-
courses to interested Osaka University students. Courses being
dition in Japanese society. Japan is not only one of the most de-
offered include Global Citizenship, Japan in the World, Anthro-
veloped countries in the world but also has an extraordinarily
pology and Contemporary Global Issues, Introduction to Social
rich culture. Living in its society is the best way for me to estab-
Psychology, Politics in Post-War Japan, Cross-Cultural Psychol-
lish new insights into Japanese culture.
ogy, Contemporary Japan, research methods and generic skill
courses such as presentation skills, academic and critical think-
I found that the G30 program offers me wonderful opportu-
ing skills. If you are interested in contemporary Japan, global
nities! During the previous eight years, I conducted extensive
social issues or would like to improve your academic skills,
research work in Nepal that focused on the livelihoods of mar-
please do not hesitate to undertake some exciting new courses
ginalized local communities. I lived with rural people for a few
taught in English.
years and learnt to understand their economic problems and
how cultural change affected them. Besides teaching in uni-
Contact: G30 English Programs Office
versities in Australia and Hong Kong, I translated knowledge
School of Human Sciences, Osaka University
into practice as my ultimate career goal. In 2005, with a small
E-mail: [email protected]
amount of money (US$400), I established an NGO in Nepal
URL: http://g30.hus.osaka-u.ac.jp
named‘Future Village’
. The main objective of this project is to
improve the livelihoods of Nepal’
s rural population through
better conservation, education, health care and agriculture.
Within a few years, the locally-based project succeeded in encouraging 100 village children to go to school, improving the
quality of village education and providing access to drinking
water.
The most unique aspect of this program is that it aims to
nurture internationally aware individuals who can think and
act both locally and globally. We provide students with truly
international and diverse perspectives on contemporary social
science issues. As a team member of the‘Global Citizenship’
major, I now have the opportunity to incorporate my firsthand experiences of international development into teaching.
With such a theoretical and practical teaching approach, I believe this course can help young people to build their critical
engagement and reflection on global issues. For example, in
22
OIE NEWS LETTER
第 11 回大阪大学フォーラム
「防災・減災・災害復興と国際協力」とその他の震災関係の
国際シンポジウム報告
The 11th Osaka University Forum 2011
“Disaster prevention, Post-disaster reconstruction and international cooperation
− Learning from both Japanese and Chinese experiences −“
and other international symposiums on disaster in the following months.
グローバル人間学 地域研究 准教授 大谷
順子
Junko Otani
Associate Professor, Area Studies, Global Human Sciences
2011 年 10 月 27-28 日に、第 11 回大阪大学フォーラム「防災・
The 11th Osaka University Forum was held in Shanghai on the
減災・災害復興と国際協力」が日航ホテル上海で開催された。この
27th and 28th of October 2011. This year’
s theme was“Disaster
企画運営にあたって、阪大海外拠点上海センター運営支援委員およ
prevention, post-disaster reconstruction and International co-
び、阪大フォーラム実行委員会委員として参加したので、その他の、
operation ‒ Learning from both Japanese and Chinese Experi-
震災関連の国際シンポジウム参加とあわせて報告いたします。
ences“. It followed on from the 10th Osaka University Forum,
“Globalization and Conflict: Entanglement between Local and
大阪大学フォーラムは今年で第 11 回を迎えました。歴史的に医
学や工学といった理系を中心とするテーマで開催されてきたことが
ほとんどでしたが、第 10 回の「グローバリゼーションとコンフリク
ト」が、小泉潤二 理事・副学長（当時）を代表として、栗本英世
Cosmopolitan Orientations”in Groningen in September 2010,
and was planned and coordinated by Prof. Junji Koizumi and
Prof. Eisei Kurimoto from the School of Human Sciences, who
made a great contribution to last year’
s Osaka University Forum.
教授（人間科学）を中心に準備され、2010 年 9 月 28 − 30 日に阪
Keynote lectures were delivered by a pair of Japanese and
大海外拠点センターもあるオランダのグローニンゲンにおいて開催
Chinese experts: Prof. Yasuhide Nakamura (Global Human Sci-
されました。今回は、国際公共政策研究科の山内直人教授を代表と
ences) from the Japanese side and Dr. Honguan LUO of the Chi-
し、また、人間科学研究科の貢献が中心的となりました。開会式や
nese Academy of Social Sciences (CASS), who obtained a PhD
レセプションには平野俊夫新総長、高橋明理事・副学長も出席され
ました。
基調講演は、日本側としては、中村安秀教授（グローバル人間学
in Anthropology from the Graduate School of Human Sciences,
Osaka University.
In the session on disaster assistance networks across the border, planned and coordinated by Prof. Nakamura and me, fol-
専攻）が、また、中国側としては、中国社会科学院 羅紅光先生（大
lowing the expert’
s presentation on emergency medicine by
阪大学人間科学研究科博士−人類学）が行いました。分科会「国境
Dr Takashi Ukai (Graduate of Medical School of Osaka Univer-
を越えてつながる災害支援」（企画およびモデレーター：中村・大
sity), our graduate students delivered a presentation in English:
谷）では、緊急医療専門の鵜飼卓先生（阪大医学部卒）のほか、人
Ms. Yumai ZHANG on her research on the Sichuan Earthquake
間科学の大学院生の張玉梅さんが四川大地震被災地について、同じ
and Ms. Rie Ogasawara on her activity in East Japan.
く小笠原理恵さんが、東日本大震災の被災地について報告をしまし
た。分科会では、工学部など理系の専門によるセッションも開催さ
れ、文理融合の特色を持つフォーラムとなりました。
フォーラムを総括する「公開パネル討論」（企画およびコーディ
The final open panel discussion was chaired by me, with
Prof. Nakamura and Dr Luo as well as other experts including
Dr Tadashi Yasuda (Graduate of Medical School of Osaka University) as the panelists. It was a space to exchange experiences
from Japan and China as we as international ones.
ネーター 大谷）にといては、パネリストとして、基調講演者の中
A study abroad fair was organized following the forum. The
村安秀先生、羅紅光先生のほか、徐良家教授（上海交通大学）
、石渡
booth for the School of Human Sciences was most popular, es-
幹雄専門家（世界銀行）
、安田直史専門家（ユニセフ−阪大医学部出
pecially amongst those who were interested in the G30 course.
身）とともに、会場からの活発な意見交換がなされ、中国と日本の
After my research on the 1995 Great Hanshin Earthquake
社会体制の違いが浮き彫りになる興味深さとともに、お互いの経験
titled“Older People in Natural Disasters”was published in Chi-
から学びあい、これからの協力に向けて、有意義な話し合いがもた
れました。
フォーラムの後、「阪大カフェ∼教授と話そう」というミニ留学
nese in Taiwan as well as in English, I started to receive several
invitations to symposiums overseas following the 3.11 Great
East Japan Earthquake. Those international exchange opportunities included: National Taiwan University and National
フェアでは、人間科学研究科のテーブルが一番盛況でした。大学院
Cheng Kung University in June 2011, Keynote lecture at the
希望者だけでなく、また、G30 人間科学コースについて関心のある
International Symposium on the Great East Japan Earthquake
高校生たちも上海のインターナショナルスクールなどから教師や親
and Non-traditional Security at the National Sun Yat-sen Univer-
23
OIE NEWS LETTER
御さんと一緒に訪れ、良い広報の機会となりました。
sity in November 2011, the 7th APRU (Association of Pacific Rim
阪大フォーラムの予算が足りなかったため、人間科学研究科科長
Universities) Research Symposium on Multi-hazards around
裁量経費（ヒューマンサイエンスプロジェクト申請分）の助成をい
the Pacific Rim - Physical and Human Dimensions of Natural
ただきました。阪大フォーラムはこれまで理系のテーマを扱うこと
Hazards: From Research to Practice”held at the University of
が多かったが、今回は、文理融合のフォーラムとなり、まさに、人
Auckland in New Zealand in November 2011, the International
間科学研究科が、昨年に引き続き、貢献できる・プレゼンスを示す
Roundtables,“Grouping a New Social System after the Great
良い機会となりました。
East Japan Earthquake: Dialogue Series between Japan and China”at Beijing University of Foreign Studies in December 2011.,
2010 年 2 月に、阪神淡路大震災被災地における研究を、中国語で、
and the United Nations University’
s symposium on Human Security and Natural Disasters in February 2012.
『災難後的重生』として台湾の南天書局として、また、英語で『Older
I am sure that the disaster will become an increasingly im-
People in Natural Disasters』京都大学学術出版会と Trans Pa-
portant area of research and international collaboration in the
cific Press（オーストラリア）より刊行していたために、2011 年 3
coming years.
月の東北での大震災をうけて、海外で開催されたさまざまな国際シ
ンポジウムに招待され、発表することになりました。2011 年 6 月
には、国立台湾大学（台北市）と国立成功大学（台南市）での公開
“Older People in Natural Disasters”, Junko Otani, Trans Pacific Press:
ࠓ⅏㞴ᚋⓗ㔜⏕ࠔ኱㇂㡰Ꮚࠊ༡ኳ᭩ᒁ᭷㝈බྖ㸦ྎ‴㸧ࠋᖺࠋ
,6%1
Australia & Kyoto University Press: Japan. 2010.
ISBN 978-1920901899
講座の講師として招へいされ、11 月には、国立中山大学で開催され
た国際シンポジウム『東日本大震災と非伝統的安全保障』の基調講
演を依頼されました。11 月には、ニュージーランドのオークランド
大学で開催された環太平洋大学協会（APRU）の災害フォーラムに
参加し、12 月には北京日本研究中心で開催される日中社会学会の国
際円卓会議シリーズ「東日本大震災とその後―災害・復興・防災の
日中比較を通じた新しい社会の模索」の第 2 回「東日本大震災とソー
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Japan's Great Hanshin Earthquake of 1995 destroyed the homes, livelihoods, and communities of
many elderly people. Some of the most vulnerable survivors spent up to five years in temporary
shelters before settling into publicly subsidized apartments or dispersing into the general population.
Public scrutiny of the post-earthquake recovery drew attention to the challenges of community
generation and the loneliness, isolation, and death experienced by elderly earthquake victims.
Bringing together quantitative and qualitative analysis of media discourse, public policy, and
ethnographic fieldwork, this book examines the earthquake's long-term effects of temporary shelters
and public reconstruction housing for elderly residents.
The first study to utilize NVivo qualitative research software in a Japanese research context, this is an
original contribution to natural disaster literature, as well as health and welfare policy in societies that,
like Japan, are undergoing rapid urbanization and population aging.
Publisher in Australia࣮࢜ࢫࢺࣛࣜ࢔࡟࡚ห⾜
http://www.transpacificpress.com/
Distributor in North America (໭⡿ࡢdistributorࡢࢧ࢖ࢺ)
http://www.isbs.com/partnumber.asp?cid=&pnid=307941
᪥ᮏᅜෆࡢሙྜࡣࠊி㒔኱ᏛᏛ⾡ฟ∧఍ࡢࢧ࢖ࢺ࠿ࡽࠋ
http://www.kyoto-up.or.jp/book.php?id=1663&lang=jp
年 2 月には国連大学開催の「人間の安全保障と自然災害」に招待さ
れています。災害は、今後ますます、日中の、また日中に限らず国
際的に、協力や研究の重要な分野のひとつとして位置づけられてい
くと実感しました。
24
OIE NEWS LETTER
二年目を迎える FUN! from
JINKA は活発に活動を展開 !!
“International Community for FUN!
from JINKA”is waiting for you to join!!!
教育学科目 学部 4 年 安
テイテイ
An Tingting
Education-B4
社会学科目 学部 4 年 篠原
雄之
Yuji Shinohara
Sociology, Modern Thought and Anthropology-B4
教育学科目 学部 3 年 近藤
裕香
Yuka Kondo
Education-B3
一昨年の秋に、学生が中心となり立ち上げられた、人科の国際交
International Community for FUN! from JINKA was created by
流 サ ー ク ル『International Community for FUN! from JINKA』
students at the School of Human Sciences two years ago. Our
は、阪大にいる留学生、海外で留学を経験してきた学生、将来留学
community aims to provide a place for international students
しようとしている学生、様々な文化背景を持った人たちと喋ってみ
and Japanese students to share information about culture and
たい学生、とにかくいろんな人と楽しく様々な形で交流したい学生
など、様々な学生が集まることができるコミュニティとして誕生し
ました。
2 年前同様、去年も私たちのサークル最大のイベントである“BYE
BYE 2011 PARTY”が行われたのをはじめ、皆で折り紙をして日本
文化を味わった“Lunch time get together”や「まちかね祭＋箕
面の紅葉観光ツアー」
（残念ながら、その時はまだ紅葉は見られませ
んでしたが…）など、大きなものから小さなものまで多様なイベン
トを企画してきました。
そういったイベントの他に、授業が終わった後、お気に入りの店
に留学生と日本人学生が一緒にご飯を食べに行ったり、博物館など
their experiences of studying or working abroad. We also provide chances for people who want to make friends to communicate with people from different backgrounds or to just have
fun!
As we did two years ago, we held various events this year…
- Our biggest event was the“BYE BYE 2011 PARTY”in December.
-“Lunch time get together”‒ We enjoyed Japanese culture
by doing“origami”together.
- A short trip to the Machikane-sai university festival and Mino
Falls to enjoy the beauty of nature!
Through such events, people made new friends and connections between international and Japanese students. They en-
に遊びに行ったり、あるいは休日に京都観光したりするなど、FUN!
joyed having dinner after classes, visiting museums, or going
の交流を通してできたつながりが、学生生活を非常に充実したもの
to Kyoto on holidays together. This was our aim: to get along
にしています。
with various people and share something fun!
A trip to Mino
25
OIE NEWS LETTER
この団体はあくまでも学生主体のものなので、誰もが気軽にどん
Any ideas and suggestions from you are totally welcome at
どん要望やイベントを提案できるところが魅力です。また去年から
FUN! from JINKA because our community is student-based! We
入学したばかりの G30 の学生も、少しずつではありますが参加して
currently have new student members who belong to G30, the
います !! みなさんも気軽に FUN! に参加して、留学生との、そして
new Human Sciences course. We hope that FUN! will be more
日本人学生との交流をして、大学生活をもっと楽しくしませんか ??
international, active, and exciting than ever!
みなさんとお会いできることを楽しみにしています !!
Why don’
t you join our community and have fun with both
international and Japanese students? We are looking forward
少しでも興味をお持ちの方は、メーリスに登録すると、イベント
などのお知らせが自動発信されるので、ぜひ一度登録してみてくだ
さい！（いつでも解除することができます。）
Facebook Group:“International Community for FUN!
from JINKA” で検索
Gmail: [email protected]（興味ある方、お気軽にメー
ルを！）
Twitter: @funfromjinka
to seeing you soon!
Feel free to contact us!!!
Facebook Group:“International Community for FUN! from
JINKA”
Gmail: [email protected]
（if you are interested, please
send an email）
Twitter: @funfromjinka
Our Community is supported by the OIE (Office of International Exchange)!
月に二回ほど、サークルミーティングを開いています !!
またイベントを開催するときには、人科棟の本館・東館にある掲
示板でもお知らせしますので、そちらも是非ご覧ください !!
Bye bye 2011 party
もちつき会（mochi party）
26
(Check the information board in the lobby of Human Sciences for Big Events!)
OIE NEWS LETTER
国際交流室（OIE）の活動報告
（13 ページから続く）
チューターオリエンテーションと懇親パーティー
Activity Report from OIE
(Continued from page 13)
Tutor orientation and lunchtime get together
秋に新しく人科に来た留学生と、各留学生のチューターとなった
OIE organized a tutor orientation for newly arrived interna-
在学生がうまくコミュニケーションをとり、チューター制度を有効
tional students and arranged a lunchtime get together after-
活用できるよう、10 月 13 日にチューターオリエンテーションをユ
メンヌホールにて開催しました。その後引き続き全ての学生および
教職員を対象にした懇親パーティーが行われ、多くの学生・教職員
wards by inviting other international students, Japanese students, and faculty members of Human Sciences, on October 13.
The orientation was aimed at increasing mutual understanding
of the tutor system between new international students and
が一堂に集まって交流を深める機会を提供しました。軽食を取りな
tutors. Participants enjoyed a light meal during the lunchtime
がら終始アットホームな和やかな雰囲気で行われました。
get together.
Orientation about overseas education for Human Sciences students
An orientation about overseas education for undergraduate
and graduate students was held on October 20. This was arranged for Human Sciences students. Six students who studied overseas under a variety of circumstances presented and
shared their personal experience for the preparation and study
overseas with ten participants.
留学オリエンテーション
人科の学部生、大学院生を対象にした留学オリエンテーションが
10 月 20 日に開催されました。留学に関する簡単な説明の後、様々
な形態で海外の大学・大学院に留学した人科の学生 6 名がプレゼン
テーションをしました。10 名の参加者からは留学準備、研究、日常
生活についてなど、多岐にわたる質問があり、熱心に情報収集をす
る姿がみられました。
Year-end party at Minerva
Year-end パーティー
party was held at Restaurant Minerva. More than 150 partici-
On Friday evening, February 10, 2012, an annual year-end
2012 年 2 月 10 日、銀杏会館のレストラン「ミネルバ」において、
2011 年度最後の国際交流パーティーを開催しました。留学生とそ
の家族、日本人学生、教職員等、150 人余りの参加がありました。
美味しい料理に舌鼓を打ちながらゲームなどのイベントを通じて大
pants, including international students and their families, Japanese students, and faculty staff of Human Sciences enjoyed
games, delicious food and drinks, and conversations with other
participants.
いに盛り上がりました。
耐震工事にともなう国際交流室オフィスの移動について
国際交流室は人科における耐震工事にともないオフィスを
本館 1 階へ最終移転しました。ご利用の方はご注意ください。
人科国際交流室職員は利用者に的確かつ迅速なアドバイス
や支援が行えるよう、毎年学内外で開催される多くの連絡会
や研修会等に参加しています。今後も引き続き皆様のニーズ
に合った支援を行うことができるよう努力していきますので
ご意見やアドバイスをお待ちしています。
国際交流室 HP http://oie.hus.osaka-u.ac.jp/index.html
メールアドレス [email protected]
Completion of OIE office move in 2012
The OIE office has moved to a new location (Main
building, 1st floor) due to the earthquake-resistant reconstruction of the Human Sciences building. Please
check our home page for updated information.
The OIE staffs proactively participate in various workshops and conferences in order to give appropriate advice to everyone promptly. OIE also continuously tries to
provide support that meets people’
s needs. Your opinions and suggestions are highly appreciated.
OIE HP http://oie.hus.osaka-u.ac.jp/index.html
Email Address [email protected]
27
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
OIE Bulletin（国際交流室ニュースレター）は留学生、一般在学生、国内外の研究者、国際交流に関わる教職員の自由な情報・意見交換の場となることを意図し
てつくられています。内容は必ずしも大阪大学大学院人間科学研究科・人間科学部の公式見解を示すものではありません。

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