Super Global High School Associate News


On this page, we will be detailing the various educational projects and learning activities Keimei is utilizing as a Super Global High School Associate, selected from the published contents of the News & Topics tab.

2017年度 Girl Rising プロジェクト報告

Girl Rising プロジェクトは、2014年にノーベル平和賞を受賞したマララさんの勇気ある行動に共感し、iEARN Collaboration Centerに新しいプロジェクトとして女子教育の大切さについてお互いに学びたいとTeachers Frumに投稿しました。その後、iEARNのアメリカ人ファシリテーターであるEd Gragert氏より、Girls RisingのDVDを視聴し、学びを共有していく提案があり、Girl Risingプロジェクトが2014年に立ち上がりました。2017年度の取り組みについて報告いたします。

Girl Rising Project, 2017

The Girl Rising Project was inspired by the efforts and courage of Nobel Peace Prize Winning Humanitarian Malala. The iEARN Collaboration Center wanted to begin a new project that focused on education for women, which they felt was an important topic, and created a teachers forum for educators around the world to share and gather information on how to bring this topic into their classrooms. It was Ed Gragert, an iEARN American Facilitator who proposed using the Girls Rising DVD as a centerpiece for creating conversation among students throughout the world. .
2017年度 Girl Rising Project報告ホームページ用


初6生の思いを受けて、高3生は平和を築くために自分たちが立ち上がり、行動に移した5つのプロジェクトについて紹介しました。始めのグループは、「Cool Japan」という日本の優れた技術を他国の開発ために捧げることができることを紹介しました。2つめは、「Culture Scrub」という多文化についての偏見をなくすために活動しているプロジェクトです。3つめは、4年前から本校で取り組んでいるフェアートレード「カンボジア裁縫プロジェクトStitches for Riches」の紹介です。4つめのプロジェクトは、「こもれびプロジェクト」です。これは、必要なくなった本を集め、NPOに送ることで女性の人権を守る活動に参加することができるものです。5つめのプロジェクトは、「GOMI on EARTH」という地球を守る活動です。リサイクルをすることで、ゴミをいかに無くすことが出来、環境保護に繋がるかを伝えました。初6生は、高3生の発表を真剣に聞いていました。また、高3生が初6生の時に初等学校から中学校に送り出した担任の教員は、生徒の堂々とした姿を見てとても感激していました。

Peace Learning Exchange: Primary School Sixth Grade & Senior High School

During 1st period, on Wednesday, December 6, Keimei Gakuen Primary School Sixth Graders visited the Senior High School for a special exchange. This event was held in the S Building Multipurpose Hall.
The sixth graders gave various presentations centered on the theme of peace, using songs and speeches.
Afterwards, the Senior High students gave their own presentations on topics they had prepared in class. The first group presented on Japan’s modern technology with a presentation called “Cool Japan.” The second group presented on the importance of understanding various cultures in a presentation titled “Culture Scrub.” The third presentation was an introduction to the fair trade project “Stitches for Riches,” which is a project Keimei has been working on for four years. The fourth project, titled “Komorebi Project,” taught them about the effort to protect women’s human rights by recycling books and giving them to NPOs who redistribute them to people who can’t buy books. The fifth project presentation was titled “GOMI on EARTH” and taught ways to eliminate garbage and to protect the environment.




高1 田中 豊浩

今回の全国SGH高校生フォーラムへの参加は、私にとってとても特別な経験になりました。学校を代表して、4分間という短い間の中でどれだけ簡潔に、かつ濃くStitches for Richesの活動を伝えられるかが重要だったので、ポスターや発表内容を構成するときはみんなでたくさん悩みました。さらに、発表は英語で行うので、発表練習もたくさんしました。当日、会場には北海道から沖縄までの179校が参加していました。様々な高校のポスターやプレゼンの練習の様子を見て、あまりの完成度の高さに緊張とプレッシャーに押しつぶされそうでした。ですが、本番では、他の学校も発表する中、負けずに自分たちなりのプレゼンができたことに誇りに思います。発表後、私はこの全国フォーラムに参加できたことだけで十分満足していたので、正直最優秀4校に啓明学園の名前が上がるとは思ってもいませんでした。審査委員長賞を受賞できたことも嬉しいですが、何より、この啓明学園で立ち上げられたStitches forRichesの活動をたくさんの人に知ってもらえることができて本当に嬉しかったです。また、様々な学校の活動を知れたことや、他の学校の生徒と交流することができたことは、とても刺激的で貴重なものとなりました。 
高1 野田 紘南

Super Global High School Forum Event Student Impressions

Below are the impressions of the two students who participated in the Super Global High School Forum Competition and won 2nd place. The event was held on Saturday, November 25.

High School Year 1 Student, Toyohiro Tanaka:
I was really fortunate to be able to participate in the Forum Competition, and was delighted to have received the 3rd place prize from the panel of judges. There were many famous schools present and so we did our best to shine at this event. We also networked with many students from other schools, and made connections with them. In the end, I would like to think about how we can do better in the future, and also, how we can do more for our project. I hope to participate again in a similar event in the future.

High School Year 1 Student, Hirona Noda:
Participating in the nationwide SGH Forum Competition was a very special experience for me. We were representatives of our school and, in a very short period of time, we had to convey our school’s important project “Stitches for Riches.” Preparations were difficult, and we practiced a lot. On the day of the event, 179 schools, from places such as Hokkaido and Okinawa, participated in this event, and there was a high degree to nerves and tension throughout the event. In the end, we gave it our best and were awarded the 3rd place prize. Additionally, we were able to effectively share the message of “Stitches for Riches” to a wide audience. I am glad we were able to share with others what we do here at Keimei, but I was also happy learning about the activities of other schools too, which I believe was a valuable experience.


11月29日(水), 感謝祭をテーマに7回目となるバラザ会議を北泉寮のカルチャーコーナーで行いました。今回は、特別な祝日をどのように祝うべきかをカナダとアメリカの感謝祭の意味を考え、話し合うというものでした。また、どんなことに日頃感謝しているかをお互いに共有しました。

Thanksgiving Baraza

On Wednesday, Nov. 29, we held our 7th Baraza meeting. This time the theme of the event was Thanksgiving and it was held in the Hokusenryo. Students prepared for this event by cooking up Thanksgiving Day cookies the day before. They decorated the cookies in various styles, all symbolic of the Thanksgiving holiday. They also prepared sweet potato pie. On the day of the event, we celebrated the holiday by sharing with each other what we appreciate most, while eating delicious snacks and even turkey.







山田 心音さん(中学2年)
実際、今私も、私なりにメッセージを受け取ることが出来ています。そのメッセージは「私は○○だから」、「私は○○な人間だから」という理由で、自分の想像を制限していたら、自分の本当の夢を見つけることが出来ないというメッセージです。私は、このメッセージを受け取るまで、自分の想像を制限してしまっていました。「どうせ出来ないだろうな」、「どこかで失敗してしまう」と考えてしまい、自由な想像をすることが出来ませんでした。ですが、このメッセージを受け取ってからは、自由な想像をすることが出来るようになりました。本当にうれしいです。IC Netの方々に、本当に感謝しています。

小峯 奈那さん(中学3年)

Create Your Own Business Idea! Junior High School Global Workshop

On Saturday, November 25, a special Junior High School Global Workshop was held. Mr. Yukata of Yamanaka Business Group of IC Net Co., Ltd. conducted the special lecture. The theme of the workshop was the creation of business ideas. Below are students’ impressions:

Morita Yuta (Junior High School 1st Year)
At this global workshop I learned that everyone has various and unique ways of thinking and problem solving. People demonstrated unique and interesting ways to present their ideas.
What I liked most about the presentation was learning about a new translation device: a translation microphone. If you speak into the microphone in Japanese, it will translate your words into English. You can also do this with other world languages. This kind of device would be very convenient. When I went abroad, I was unable to communicate effectively. If the obstacle of language barrier is brought down among people, then people will be able to communicate more effectively. The number of people going overseas will also increase. Foreign exchange will become more common and deeper.
I want to fulfill my dream in the future without worrying about limits.

Mr. Yamada (2nd Year of Middle School)
I learned very important things at this global workshop. I learned an important powerful phrase, “What people can imagine, they can achieve.” At first, I did not understand the meaning of this phrase. However, thanks to the presentation I learned how it might apply to starting up business ideas. The presentation taught me how to turn ideas into real things.
As a result, I think I understand this phrase now. I should not restrict myself because “I am –such and such—” Such thoughts lead to thoughts of failure and not being good enough to follow your dreams. However, now I realize that by having no limits, I can achieve my dreams. I am grateful to the IC Net People for their presentation.

Mr. Komine (3rd Year of Junior High School)
I enjoyed the presentation by the IC Net representative. It was really fun. I felt energized, and was able to think more clearly about my future dream. Our group discussed the benefits of helping people who are psychologically unwell. If action is taken, we could reduce the number of people at risk for suicide.
Also, we talked about the decreasing Japanese population and the increasing population in Africa, and other places. I truly believe the phrase that “what people can imagine, they can achieve.” I think that I should more carefully think about my future goals.

高校グローバル講演会 Vol.3





High School Global Lecture Response Vol.3

On Monday, November 20th, during long home room a special Global Studies lecture was held. Several presentations were given. Their themes were “the Conflict in Darfur,” “the Chechen Conflict,” and “What Developing Countries Need to Grow.” Also, the S1 and S2 students who went to Cambodia in August gave their presentation on the conditions in Cambodia.

Below are S3 student impressions:

“After the presentations, those of us in the audience had their awareness raised of ongoing conflicts in the world. As technology grows over time, it is good for us to keep how to instruct others constantly growing as well. Taking advantages of advances like tablets, and incorporating them into modern day lessons is surely the way to go for the future of educational methods.

Also, it was nice to hear from the students who visited and interacted with the people in Cambodia. They gained a lot of experiences by making the trip there. Their presentation was very informative and very easy to understand. The use of color and labels in their presentation made it really easy to understand what was being taught. They had good posture and drew you in with their photos and maps. It was great learning about Cambodia.”

“Listening to the presentations today taught me that there are many conflicts in the world that I do not know about or have heard about. I thought they did a great good summarizing this conflicts. Especially, I was the most interested in the presentation on what developments are necessary for developing countries to succeed. They addressed such issues as water environment problems and health hygiene. It is necessary to learn about things you didn’t know existed. Also, I enjoyed listening to this lecture because it was conducted by a student in my own grade. Even after I graduate, I will remember what I learned at this lecture meeting and hope to make use of what I learned should I get the chance.”



Tokyo Gakugei University

On Friday, December 1st, a professor of Tokyo Gakugei University and five student teachers visited Keimei Gakuen in order to conduct research for a project that focuses on “Japanese Language Education (JSL).” The guests observed our Middle and High School International classes and got to learn about how Keimei Gakuen conducts its international classes. Although the tour was short, we look forward to working with outside professionals in order to continue to improve the quality of our international department. We look forward to future collaborations.

高校グローバル講演会 Vol.2


高校グローバル講演会 Vol.2高校2年生の振り返りシートから感想文を紹介します。

高校グローバル講演会 Vol.2「GSの発表について聞いて考えたことは、紛争状態を解決するのはかなり難しい課題であるということです。紛争について、停戦状態を維持することと言っていたように、どちら側も不満を持っている状態から、両方が納得できるような解決策を導き出すことは大変困難であると思いました。そのため、解決へ持っていくことは難しいですが、停戦状態をより安全な状態で維持することは、発表者も言っていたように可能であると思いました。カンボジアワークキャンプの実践報告については、ピアニカの寄付を行うことは大変良い考えであると思いました。使わなくなったランドセルを寄付する取り組みがあることは知っていたので、それとおなじようにもう使わなくなったけど使える物を寄付することは積極的に行うべきだと思いました。私達が直接関われることは少ないかもしれませんが、自分には何ができるかを見直す良い機会になりました。」

高校グローバル講演会 Vol.2「三年生はグローバルスタディーズが二年生の授業数より格段と少ないのにも関わらず、あんなに簡潔に問題解決について導けるのは、さすがに三年生だなと感じました。あの膨大で複雑な社会問題の情報のまとめ方をよく理解でき、来年の自分たちのグローバルスタディーズに繋げたいと思います。自分たちの課題は、「インドのカースト制度による貧富の差」なので、今日聞いた3つの発表は自分達の課題とは関連するのは難しいですが、成り行きやまとめ方、研究の進め方を学ぶことを収穫できました。
カンボジアワークキャンプ実践報告の発表では、カンボジアの子供たちや大人の現状、貧しさや識字率が低いことが理解できました。その中で、啓明は少しでも貧しい人への支えとなる行動Stitches for Richesや現地の子供たちと遊ぶこと、使わなくなったリコーダーなどを届ける活動をしています。私はその活動に対して、とても感心しました。それに参加した数十人の生徒もカンボジアの人々のために自分の意志で行ったこともとても感心しました。自分にも出来ることは何かを考え、小さいことから参加したいと決心しました。」

High School Global Lecture Vol.2

On Monday, November 20th, during long home room a special Global Studies lecture was held. Several presentations were given. Their themes were “the Conflict in Darfur,” “the Chechen Conflict,” and “What Developing Countries Need to Grow.” Also, the S1 and S2 students who went to Cambodia in August gave their presentation on the conditions in Cambodia. Below are one student’s impressions:

“I was really impressed with the S3 presentations. I thought that although the presentations were short in length, they were concise and very informative. I think that the S3 students gave good presentations because they knew how to organize their information. As a result, I hope to learn from their presentation skills and use those skills I learned in the future for my own presentations.

The other presentation, on the conditions in Cambodia, taught me a lot about what life is like for Cambodian people. Regretfully, the issues of poverty and a low literacy rate are very serious in Cambodia. As a result, Keimei and Keimei students, through their sewing project “Stitches for Riches,” are trying to create educational opportunities for Cambodian students. Also, Keimei students donate their unused recorders to students who don’t have any in Cambodia. I really admired these acts of kindness. Especially, I was inspired by the motivation of the Keimei students who volunteered. They have inspired me think about ways in which I myself could start doing similar acts of charity. It would be okay, even, to begin with a small venture, but what is important is to get started.



i-EARN-USA Facebook Press Release

Keimei Gakuen’s International Class was recently featured in a Facebook post by iEARN-USA. i-EARN-USA is a network of over 2 million participants from over 140 countries, and 40,000 schools all over the world. Their mission statement: “the goal of iEARN-USA is to empower educators, young people and their communities through global collaboration and transformative learning.”





SGH Nationwide High School Poster Forum Contest

On November 25, the Super Global High School Network hosted a nationwide High School poster forum contest. Students from participating SGH Schools were invited to give presentation on public works done by the school. Keimei Gakuen sent two High School Students to the competition and due to their incredible preparation they were awarded the second place prize!

■ November 28, 2017 (Tuesday)
Press Release Announcement
We want to thank our students from the bottom of our hearts.





1学期に中学3年生が取り組んだ人権作文コンテストにて3年B組 原田桃奈さんが上記を受賞いたしました。おめでとうございます!原田さんの作文は昭島市の選考で最優秀賞を受賞し、都大会へ進みました。


また、同じく3年B組 佐伯沙羅さんも昭島市で佳作をいただいています。

中学生人権作文コンテスト 東京都大会 奨励賞
昭島市 最優秀賞
啓明学園中学校 3年B組 原田桃奈

中学生人権作文コンテスト 昭島市 佳作
啓明学園中学校 3年B組 佐伯沙羅

Tokyo Metropolitan Human Rights Essay Contest

3rd year Junior High School student Momona Harada was awarded first prize in Akishima City for her essay on human rights. We want to congratulate her on her great achievement. Her composition will move on in the contest and advance to the larger city convention.

The Akishima Convention was held at the Toshima Ward Office this past November. Receiving her award, she gave a powerful and well thought out message concerning people with disabilities. Her essay will be published in the booklet for the Tokyo Metropolitan Human Rights Writing Contest in its entirety.

Additionally, also a 3rd year Junior High School student, was given an honorable mention for her essay. Below are the award names and the titles of the work they submitted.

Tokyo Metropolitan Junior School Human Right’s Contest
Encouragement Award
Akishima City Best Award
Keimei Gakuen Junior High School 3rd Year B Student Momona Harada
“Equal Human Rights for Persons with Disabilities”

Tokyo Metropolitan Junior School Human Right’s Contest
Honorable Mention
Keimei Gakuen Junior High School 3rd Year B Student
“To Prevent Bullying”








In this guidance I was able to gain new information about University. I think it was probably the best guidance I’ve had so far since most of the guidance I had was done by teachers. However this time it was from students in University, so I was able to learn current situation in their lives.(高校2年生)

International Department’s College Guidance Seminar

On November 18, Keimei’s International Department hosted a College Guidance Seminar. Hosting the seminar were four guests, which included graduated seniors from Keimei’s international classes. They talked at length about their life experiences post-High School. 10 Jr. High School students and more than 20 High School students were in attendance. It was a great opportunity for them to learn about life after High School from their peers.

Student Impressions:
Hearing my seniors speak about their lives got me thinking about my own. We all share similar experiences and listening to them taught me a lot. They gave me a lot to think about and I really benefited from attending their presentations. (Jr. High School 3rd Year)

I was inspired to think about my future after today’s guidance seminar. It is really difficult to decide what university to enter. You have to find your own purpose and what you want to do so that you will be happy. In the future, I will use what I learned during today’s guidance seminar when I think about my university plans. (High School 1st Year)

In this guidance I was able to gain new information about University. I think it was probably the best guidance I’ve had so far since most of the guidance I had was done by teachers. However this time it was from students in University, so I was able to learn about the current situation in their lives.(High School 2nd Year)

国際進路ガイダンス 高校の部 の様子


11月23日(木)に、カンボジア裁縫プロジェクトStitches for Riches が第21回ボランティアスピリットアワードの首都圏ブロックでコミュニティ賞を受賞いたしました。今年度は全国から1,229件の応募がありました。生徒たちは、今まで積み重ねてきた自分たちの活動が認められて、とても感激していました。

Stitches for Riches” Students Win at the 21st Volunteer Spirit Awards

On Thursday, November 23rd, the Cambodian sewing project “Stitches for Riches” was awarded the Community Award at the 21st Tokyo Metropolitan Area Volunteer Spirit Awards. There were 1,229 entries from all over the country this year. The students were deeply moved by the award, and are incredibly thankful.







Yokota Middle School Cultural Exchange Impressions

These are the impressions of a 3rd Year Middle School student who attended the Yokoto Middle School cultural exchange event:

I had two strong impressions when I visited Yokota Middle School. The first, I felt that the students of Yokota Middle School were very friendly. Before we met, I was anxious to talk with them in English. However, the girls in my group were very kind and spoke to me in a way that made me feel confident and not anxious about speaking in English.
My second impression is that I need to continue studying English. At the event, I was able to make a lot of friends and we exchanged SNS. I figure that communicating by SNS will be a good way to learn English. In addition to our cultural exchange event, there were other events going on at Yokota Air base. We learned a lot about the differences between America and Japan. I am looking forward to learning new things next time in January.




第1回目は、Veterans Day(アメリカ合衆国の祝日で、退役軍人の日)のファミリーナイトで日本の生徒が日本文化を紹介するイベントでした。英語で自己紹介をしたり、折り紙、あやとりを教えたり、ゲームに参加したりして楽しく過ごしました。

Our Students Visit Yokota Air Base’s Middle School!

On Thursday November 9, Keimei students participated in a cultural exchange with Yokota Middle School. There were 24 participants: 16 Junior High School students, and 8 Elementary students. They visited Yokota Middle School and spent time interacting with the American middle school students who are studying Japanese in their classes.
The goal of this exchange was to teach unity between students, and to demonstrate that peace in the world begins with respecting others.
Previously, on Veteran’s Day, Keimei students introduced Japan culture, taught how to make origami, and taught various Japanese games to the foreign students.
Before we left the school to return home, we were able to take photos with the Yokota Middle School mascot White Tiger and were incredibly happy to do so.





The 4th “Cultural Exchange between Children of Foreign Countries”

On Saturday October, 21st, in Kanagawa Prefecture, there was the 4th meeting of “Cultural Exchange between Children of Foreign Countries.” One of our students, Ms. Lorena, a 3rd year High School student, gave a speech titled “9 merits for learning a foreign language.” She delivered her speech in both Spanish and Japanese and she was awarded a prize for excellence by the event organizers.





We Will Participate in the SGH 2017 Nationwide High School Student Forum!

On Saturday November 25, 2017, Keimei Gakuen will participate in the SGH (Super Global High School) Nationwide High School Student Forum. 1st, 2nd, and 3rd year High School students from SGH certified High Schools will be competing in an English language poster making competition. Two of our 1st year students will represent Keimei Gakuen at this event.



TAS来校 全員無事に帰国しました


TAS Students Return to Australia Safe and Sound

Trinity Anglican School students returned safe and sound to Australia. Before they departed, their host families gathered at Tachikawa Station in order to wish them a safe trip home. We hope to keep in touch and to reunite once again in the future! Finally, TAS students thanked their host families and are truly grateful for the hospitality they received here in Japan.







Keimei Alumni Return to Teach Current Keimei Students

Third Year High School students received a special “International Understanding” lecture. This time, the lecturers were Keimei alumni who graduated last year. The first presenter was Yoshida Rino, a student of Sophia University, who is currently doing humanities work with a focus on human rights. During her time at Keimei, she participated in the Cambodia work camp and learned firsthand the difficult situation that certain countries face which inspired her to take action. Her future goals are to realize a society where people can live without discrimination and prejudice.
The second Keimei alum to give a presentation was Yuri Nuri. She shared her experiences and the lessons she learned from a recent trip to Nepal.




TAS来校 0920 “フリーズフレームにチャレンジ”



グループごとにどのような世界問題をフリーズフレームで表現するか話し合ったときに、啓明生からもオーストラリアの生徒からも同じような案がかりがあがりました。その中で、気付いたのは、やはり遠く離れた、価値観なども全て異なる国でも、現在世界の中で起きている数多くの問題に対する思いや、考えは同じだということです。例えば、テロや人種差別の問題が多くあがりました。日本であってもオーストラリアであってもこのような問題は非常に深刻なものだし、同じ重みでそれぞれ抱えています。そういうことこそ、両国の人々と話し合ったり、意見を言い合えたことはとても良いと思ったし、もっとやりたいと感じました。 また、話し合っている時に、姉妹校の生徒が詳しく解説してくれたり、今まで知らなかったことを学ぶことが出来ました。


TAS Students Participate in the “Freeze Frame” Challenge!

On September 20th, Wednesday, during second period, TAS students and Keimei students split up into 8 groups in order to perform the “Freeze Frame” challenge. The freeze frame method is a unique presentation method that incorporates theatrical methods. The way it works: the moderator will count down, “3, 2, 1, freeze!” Once this is done, the students must stop moving. However, their frozen pose must convey a message. It is the job of the students watching them to try to guess what the performing students are expressing. This was a very enjoyable experiment in communication for all.

A Student’s Impressions:

Both Keimei students and the Australian TAS students had similar ideas on what kinds of global problems they wanted to represent in the Freeze Frame challenge. This made me realize that the thoughts and ideas that various people from various countries have about the current state of the world is similar. For example, many people are worried about problems of terrorism and racial discrimination. Even in Japan, such problems exist, and are very serious. I felt that I would like to continue to discuss these subjects more and more in the future.





TAS来校 0920 “国際理解の授業に参加”

9月20日(水)はTASの生徒たちが国際理解の授業に参加しました。啓明の「Cool Japan」プロジェクト担当の生徒たちが、日本を理解してもらうために事前に用意した日本についてのクイズ、日本のテクノロジーや美術の紹介しました。最後に昔からの日本の遊びであるけん玉とあやとりを体験してとても盛り上がりました。

Keimei Students teach TAS Students about Cool Japan!

On September 20, the Australian TAS students participated in a cultural understanding lesson. Keimei students prepared an informative presentation for them titled “Cool Japan.” The presentation was filled with quizzes about Japanese culture, interesting Japanese trivia, and important aspects of life in Japan. Additionally, TAS students were given the opportunity to learn about and play traditional Japanese games like “Kendama” and “Ayatori.”







Keimei Plans to Become a Round Square School!

Keimei Gakuen is planning on becoming a Round Square School. It is a program in which students from all around the world participate in a large convention aimed at promoting specific ideals. There are already many participating schools from all around the world. But in case you are wondering, “what exactly is Round Square?” we have information about the aims and history of the program down below.


TAS来校 0919 “書道にチャレンジ!”


TAS Students take on the Calligraphy Challenge!

On September 19, the Australian TAS students joined our Keimei students for a unique cultural exchange. Together, with our middle school 2nd year students, they experienced making calligraphy. Then, during our English class, the students did various activities in our auditorium. Among those activities, our final game was a very hectic Fruits Basket! Everyone joined in, even those who had never played it before, and everyone had a good time.





TAS来校 09.18 “富士山にチャレンジ!”


TAS Students try the Mt. Fuji Challenge!

On September 18, the Australian TAS students traveled to Mt. Fuji. We were lucky that an earlier typhoon dissipated and the sky cleared up beautifully so that the students were able to enjoy the sun and cool breeze. Everyone admired Fuji’s beauty, and we eat a tasty lunch in a splendid atmosphere. Keimei students were surprised when they saw how well the TAS students were able to use chopsticks.







A Visit from our Australian Sister School!

On September 17, students from our Australian sister school, Anglican Trinity Church, visited Japan. Keimei students and their families graciously invited their new friends into their homes, and previous host families were reunited with their old house mates.
The Australian students were nervous at first, but they were happy to be here and introduce themselves to their friends at Keimei.





Ireland Study Abroad Experience

On September 15, during assembly, students who had studied for one year in Ireland shared their experiences living abroad. In Ireland, various international students were living and studying. They reported that they learned the importance of everyday communication and of the importance of cooperation between people who live in different countries.




Meeting for Returnee Students

On Sunday, September 3rd, the International Rotary Club hosted a meeting for returning international students! Ms. Tanaka was among those students who recently returned to Japan after studying abroad in Mexico for 1 year. In addition to being able to study abroad at our sister schools, our students can also study abroad for one year through the Rotary International Club and AFS. Ms. Tanaka will return to Keimei as a second year High School student. When asked about her ambitions for her school life, she responded: “I want to take the lessons I learned from the experiences I had abroad and work hard in order to achieve the goal of becoming a future peacemaker.”





Making Keimei English Summer Camp –Baraza in Summer

バラザイングリッシュキャンプ-バラザ イン サマー-の前日に、ボランティアをする中高生が集まり準備を行いました。バラザは世界の様々な国々の私立高校が加盟しているラウンドスクエアから学んだ活動です。年齢、国籍、文化等のバックグランドの異なる人々が一緒に何かを行うことをスワヒリ語で「バラザ」と言います。全ての活動を英語で行うので、参加するボランティアの生徒たちはオーストラリア育ちの日本語国語科の川上先生から説明を受けました。ゲーム、歌、工作をどのように指導するかレクチャーを受けて実際に体験していました。

Making Keimei’s English Summer Camp –A Baraza in Summer

This summer, students gathered in August for a volunteer orientation in the lead up to our “Summer Baraza” event. Preparations began on Friday, and students were instructed by Ms. Kawakami on what was expected of them. All instructions were done in English. Thankfully, our students learned how to run a successful event. They were taught how to engage our elementary school students and how to play various games with them in order to show our elementary school students the value of fun, friendship, and speaking English. The word “Baraza” comes from Swahili and we use it to symbolize the value of people from different backgrounds, ages, nationalities, cultures, etc. Several schools around the world have similar “Baraza” events. It is a tie that connects us all together.



オーストラリア夏季体験学習 -さよならパーティー-


Australia Summer Trip – Goodbye Party

Kobayashi-kun, a second year high school student gave a speech in front of the teachers of the Trinity Anglican school and host families. He gave them his honest feelings of appreciation. He thanked them for the plethora of meaningful experiences he and the other Keimei students had had during their stay in Australia. Afterwards, we sang the “departure” song that we had practiced. We thanked our friends and host family members deeply. We hope to see them again.




オーストラリア夏季体験学習 -友好を記念して-


Australia Summer Trip – Commemorating Friendship

In commemoration of the friendship between Trinity Anglican School (TAS) and Keimei Gakuen, together, we built a "Japanese garden" inside of the school. We planted it with local plants similar to Japanese plants. We all worked together to accomplish our goal. TAS accepts a lot of Japanese students, but it is a pleasure to have developed a relationship as strong as the one with have with our sister school.





Australia Summer Trip – Day 11

Today, we went to the “Green Island.” There was the famous World Heritage Great Barrier Reef. We took a boat ride for about an hour and finally arrived at the famous Great Barrier Reef.
It was truly a magnificent site. The horizon spread into infinity and the sky was a clear and beautiful blue. On the coast, we enjoyed snorkeling and sea diving, and watched colorful fish and turtles swim by.





イベント実施しました! Keimei English Summer Camp –Baraza in Summer-

学園の中学高校生が初等生をホストし、夏のEnglish Campを行いました。

Keimei’s English Summer Camp – A Baraza in Summer

Keimei High School and Elementary School students participated in our English Summer Camp “Summer Baraza.” Our volunteers did a wonderful job immersing the young boys and girls who came to our event in fun and interactive English games. The event brought about many smiles and the atmosphere was incredibly friendly and fun. We really want to thank those students who made this event possible. They were truly first rate. In conclusion, the event became a good experience for both our older students and our younger ones. Thank you.

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Australia Summer Trip – Day 5

We gathered at Cairns at 8:00 in the morning. We then experienced a number of fun and interesting activities. Our fellow Australian teachers and host family members took us around the city and we listened intently to their explanations. In the markets, we saw a lot of fruits and vegetables not regularly sold in Japan. We were all captivated by what we were seeing—so much of it for the first time. We even took a walk in a park and we walked through wide and spacious areas. Cairns was a truly enjoyable and memorable experience.






Australia Summer Trip – Day 4

On this day, we visited the famous World Heritage Site and rain forest known as Kuranda. As we approached this magnificent rain forest, it seemed as if we were being embraced by its tremendous size. It was a truly special sight to behold: the mountains, rocks trees, greenery, waterfalls, and more, were all beautiful. We all felt at peace at Kuranda.







Australia Summer Trip – Day 3

On this day, the weather was great, so we went canoeing with our fellow sister school students. It was a pleasure being able to enjoy a refreshing canoe trip on top of a crystal clear river.






ustralia Summer Trip – Day 2

On this day, we participated in a class with our sister school students. An assembly was held and a Keimei teacher gave a greeting on behalf of Keimei Gakuen. The students of our sister school warmly received our greetings and welcomed us.
In the morning, we held presentations during a Japanese class. We had prepared several presentations beforehand and we were excited to share elements of Japanese culture with our sister school students. They listened diligently and were incredibly interested in what we had to say.
In the afternoon, we took a dance class together with 6th grade elementary school students. The children had a wonderful time and everyone was full of smiles. It was a very fulfilling first day of school.






Australia Summer Trip – Extra!

Two of our students were recently reunited. Luke, who studied at Keimei Gakuen once before, can be seen on the left. On the right, is his friend and host family relative who accepted him into his home. Both of them were happy to be reunited once again.


オーストラリア夏季体験学習 第1日


Australia Summer Trip – Day 1

We arrived in Cairns at 4:30 in the morning and a reception was held by our host family members. Throughout our first day, we communicated with our fellow sister school students. They happily taught us about the school, its facilities, and its classes. Our study abroad experience finally begins!





The Australia Summer Trip Begins!

We depart for Australia on Thursday, August 10, and arrive in Cairns at 7:00am the following day. We are grateful to our host family members who are waiting to welcome us upon our arrival!





Cambodia Work Camp – Angkor Wat

We visited the famous Angkor Wat site on our last day in Cambodia. Our students were in awe of its beautiful architecture. It is sometimes referred to as “the heritage of mankind.” However, this famous site is known to have issues, such as the need for repair, and the effort to preserve this wonderful site gave us concern. But, overall, we were moved by its beauty.





Cambodia Work Camp – Exchange Meeting

Recently, Keimei students joined in another exchange meeting with students from a local school in Cambodia. Our students happily demonstrated elements of Japanese culture to the students through fun games. Everyone’s faces lit up brightly and we all had a lot of fun learning together.







Cambodia Work Camp Begins!

The 4th annual Cambodia Work Camp began this year on August 3rd. We were joined by members of ASAP, who support the enrollment of children in schools in Asia.
When we arrived, there was an ongoing dodge ball tournament between two elementary schools founded by ASAP. This year, Trok Elementary School won the championship. In the afternoon, Keimei students joined the children for fun games. Everyone had a good time and it became a wonderful memory for all.








Summer Trip to Australia Orientation

From August 10th to the 23rd, nineteen junior and senior high and high school students will visit our sister school in Australia. We have conducted preparedness orientations more than 10 times since April. At our sister school, each student will have the opportunity to present an aspect of Japanese culture in English to their Australian friends and family. For this reason, we have been practicing our English every week since last week. In addition, we learned about what it would be like to be in Australia from students who have participated in this program before.
During a special preparedness orientation on Friday, July 28, we presented the results of our work in front of everyone. In addition, we practiced "Singing in the Field,” and the girls tried on yukatas, among other things.
Next week we plan to conduct a final preparedness orientation just before departure. Everyone is actively working hard to be ready for this trip, and to be ready for a great time.




今年度で4回目となるカンボジアワークキャンプには10名の高校生が参加します。8月2日(水)から7日(月)まで、NPO法人ASAP(アジアの子どもたちの就学を支援する会)の方々と一緒にカンボジアに滞在します。現地では、小学生から高校生までの児童生徒と交流します。また、本校の裁縫プロジェクトStitches for Richesに関わるカンボジアのお母さん達にもお会いして、啓明祭で販売する製品について話し合う機会もあります。今回は、本校卒業生でリピーターでもある大学生二人(上智大学総合グローバル学部2年生および立教大学異文化コミュニケーション学部1年生)も一緒に参加します。

Cambodia Work Camp Orientation

This year, ten Keimei High School students will participate in the 4th annual Cambodia Work Camp Program. From August 2nd (Wednesday) to the 7th (Monday), our students will stay in Cambodia and work with the NPO corporation ASAP (Association to support Asian children's enrollment). In the field, we will interact with Cambodian students from elementary to high school students. We will also have the opportunity to meet with the Cambodian mothers related to our sewing project Stitches for Riches and discuss the products to be sold at Keimei Culture Festival. Two university students who are graduates of our school will join us this time. One is currently a 2nd year student at Sophia University’s general global faculty and the other is a 1st year at Rikkyo University for cross-cultural communication.
We have conducted 10 preparedness orientations since April and have scheduled our final orientation for Friday, July 28.



KEIMEI English Summer Camp -Baraza in Summer-

対象は学園の初等生。英語が得意な学園の中高生がホストとなり、初等生と一緒にAll Englishで2時間、ゲームをしたり歌を歌ったりする楽しいイベントです。

KEIMEI English Summer Camp -Baraza in Summer-

This summer, Keimei Gakuen will host a summer English camp!
Our hope is to provide our school’s elementary students with an immersive and educational English language experience. We hope it will be a fun event for our junior high and high school students as well, as they will be the ones hosting games and singing songs for 2 hours, all in English, with our younger students! We hope to see you there.

バラザ HP PR用(事前)

SGHA News を発刊します!

スーパーグローバルハイスクールアソシエイト校としての活動を紹介する「SGHA News」を発刊いたします。グローバル講演会、ドイツ春季体験学習、カンボジアワークキャンプ、オーストラリア姉妹校との交流、KEIMI English Summer Campなどの記事を全て英語で掲載いたしました。是非、ご一読ください。

SGHA News July English (PDF)

We will publish SGHA News!

We will publish "SGHA News" to introduce our activities as a Superglobal High School Associate. You will be able to find out information about a number of our activities, including: our Global lectures, our Germany School Excursion, the Cambodia Work Camp experience, our exchanges with our Australian sister school, the KEIMEI English Summer Camp, and more, all posted in English! Please have a look if you are interested to learn more.

SGHA News  July English (1)_1SGHA News  July English (1)_2



Diamond Select August Issue Interview

President Kitahara of our school was interviewed and published in the August issue of Diamond Select. She spoke at length on several points, including the pillars of education that support a rich educational environment where international students can gather, the value of an education based on Christian teachings, and how to improve students’ academic abilities in order for them to become true global leaders. Liberal Arts Classes, which were newly established, and the “Multilingual Speech Contest” are some examples. We hope you will take an interest in what we do here at Keimei.
* For those interested in a school briefing session, we will distribute information from our school periodically.



7月13日(木)14:00から本校多目的ホールにて山梨学院大学リベラルアーツ学部長Michael Lacktorin氏による、リベラルアーツについてのLectureが行われました。40名ほどの生徒が熱心にLacktorin氏の講義を聴きました。講義はすべて英語で行われ、大学の授業さながらの様子でした。

Visit from Yamanashi University’s Liberal Arts Director

A lecture on the liberal arts program offered by Yamanashi University was held by Michael Lacktorin, Dean of their Department of Liberal Arts at 14:00 on Thursday, July 13 in the multipurpose hall of our school. About 40 students enthusiastically listened to Mr. Lacktorin’s lecture. The lecture was done in English and it looked like a university lesson.
Students waited until the end before asking questions.





An International Student Visits- A Dream Fostered by Keimei

On July 7th (Friday) Ahninjas, who was enrolled as a foreign exchange student four years ago visited the school. During her sophomore year, she vigorously studied Japanese. She is steadily moving towards her dream of becoming a doctor, just as she talked about during her time at Keimei. She came to Japan last month as a short-term international student at Osaka City University’s medical school. In two years she will become a physician in Indonesia. We were touched that she maintained her gentle personality from her time at Keimei.


高校グローバル講演会-「平和」とは何か- 高3





High School Global Lecture - What is Peace? High School Year 3

The following are the impressions of an S3 student who attended Mrs. Seya Rumiko’s special Global Studies lecture on June 19:

Currently, there are no conflicts in Japan, where I live. In the first place, the word "conflict" itself feels like a distant country. However, I learned that the origin of conflict is simply a mismatch of opinion and a difference in values, and I felt that it was a problem that I could never be indifferent. The possibility of a conflict in developed countries like Japan is not zero. Also, I learned of many cruel things occurring around the world, even among children and their parents, and so I could not believe it. But unless we face reality it will not be possible to realize world peace. Therefore, I felt that we should learn more about others, even those with whom we have no direct relationship with. Finally, Mrs. Seya’s words revealed me to the courage of doing something that no one is doing for there is always something that someone has to accomplish. As long as I have my own choice, I want to find a job that lets me do what I can do to the utmost potential.

Our final speaker is another S3 student:

When we realize the difference of values in our daily life, when people do not agree with these opinions, we realize that conflict has already occurred. Conflict does not necessarily end because countries have been reconciled, but rather, I am convinced that efforts are needed to make it possible for the local people to live and work properly. I was made to think about the purpose of terrorism and that which is being done to expand my country's assertions for more power. Also, I learned that 34,000 people lose their homes every day, and when I heard that half of them are children, I realized that we live in a very serious world. When I thought that it would be possible to have peace in conflict areas where children soldiers existed, I first realized that efforts to find a new way of living other than soldiers are necessary. We cannot forget that "peace" is built on the suffering. From the other country, I was able to have a positive image in my country against Japan being a country giving "hope" to recover. I also learned of the importance of finding things that local people are interested in. Even if I do not like someone as a result of my communications with them, it would still bring about a great peace if I could profit through some common connection. There was also a little relief in knowing that efforts to take actions, such as establishing a therapy room, are being taken. Mrs. Seya's remarks especially are memorable: "do whatever you want," "to choose life," "not everyone in the world has this choice.”


高校グローバル講演会-「紛争」とは何か- 高2





High School Global Studies Lecture - What is Conflict? High School Year 2

The following are the impressions of an S2 student who attended Mrs. Seya Rumiko’s special Global Studies lecture on June 19:

Thanks to this lecture I learned about how disputes arise. I learned that there are two types of conflicts: good conflicts and bad destructive conflicts. And three things surprised me.
First of all, there were many conflicts that occurred between 1946 and 2009. News of this pained me to hear. Japan has been at peace for the last 72 years is still far from its next conflict. However, in the meantime, we should still think about the fact that as many as 600 conflicts have occurred around the world during this time.

The following is from the same S2 student:

I thought about what sort of actions are necessary to resolve conflicts. I realized that it is impossible to resolve major conflicts at once, and instead it is better to advance things in a small, step-by-step process. I was surprised to learn that half of the refugees are children born in areas of conflict. I felt that I was in a very privileged position compared to them. I also found out that children younger than me were being made to act like soldiers. I also learned that there are many ways to help. I learned that it is beneficial to cooperate with other people in order to resolve conflicts together. I was made sad by the news of children who lost their fathers before their eyes. I will continue to think of the situation of others from now on.


高校グローバル講演会-「平和」とは何か- 高1





High School Global Lecture - What is Peace? – High School Year 1

The following are the impressions of an S1 student who attended Mrs. Seya Rumiko’s special Global Studies lecture on June 19:

After listening to the lecture by Seya Rumiko, I started thinking about the meaning of the word peace again. Whenever I hear the word peace, I see people living in harmony in a particular area, and there is food, clothing, and shelter, and things are kept very hygienic. However, in the real world, I have learned that there are many places where compromise is the reality of things. This taught me that there is a big difference between peace in the way we usually think, and peace in the sense that a minimum amount of civility is demanded in order to avoid armed conflict. We must correctly recognize such situations around the world.
Also, I was surprised to learn that Japan is well trusted by those people in areas of conflict. However, now that Japan’s use of military power is being reconsidered by law makers, it makes me uneasy when I think about whether Japan will remain peaceful forever. I and my fellow high school students have the opportunity to learn more about the conflicts in the world, as well as the refugee problem. I want to become a person who can observe these important issues in the world.

The following is from another S1 student:

This lecture was the first time I had heard about these kinds of activities coming from Japan. The world is full of conflicts that are difficult to solve, but for that reason I was struck by the hard work of Mrs. Seya Rumiko who goes abroad and tackles the hard job of peace building. Especially shocking to learn was the high number of conflicts that have occurred in the world between 1945 and 2016. It made me think about the conflicts that are constantly going on, and I think that though there are various reasons for them, one of them is peoples’ biases towards one another. There is a lot of work being done to eliminate discrimination throughout the world, but it still goes on. As a result, many children will grow up with darkness in their hearts.
Although, I personally have not decided my future dream yet, I feel as if I can think more seriously about it now after watching this lecture. I want to thank Seya for this valuable experience.


中学グローバル講演会-関先輩へのメッセージ- 中2


私はStand up, take action” という言葉がとても印象に残っているので、それを頭に入れて、今を大切にしたいなと思いました。

Junior High School Global Lecture: A Response from a J2 Student

The following are the impressions of a J2 student who attended Mr. Seki’s Global Studies lecture on June 19:

I thought that what he taught about Nepal was very important. I thought that changing the world was almost more important than studying. By experiencing a lot of things, I think I can learn about the world and then act to help it. I have lived abroad before, so I have had a lot of experiences already. But there are so many more that I have yet to have and I need to broaden my horizons. I would like to live by using my time effectively. The words "Stand up, take action" left an impression on me that I will not forget



中学グローバル講演会-関先輩へのメッセージ- 中1



Junior High School Global Lecture: A Response from a J1 Student

The following are the impressions of a J1 student who attended Mr. Seki’s Global Studies lecture on June 19:

During the lecture, as I listened to the story about Nepal, I was impressed by how much it reminded me of India. I visited India before, and one time while I was in a car waiting for a signal, my mother asked me to give her some money to give to a child who was passing by. My memory isn’t well, but when I was five, I recall being at a shop where there were children. I opened a bag of sweets when the other children asked me for some. I realize now that I am blessed. I was deeply touched by Mr. Seki’s speech, and want to make a more positive change in the future.



中学グローバル講演会-関先輩へのメッセージ- 中3



Junior High School Global Lecture: A Response from a J3 Student

The following are the impressions of a J3 student who attended Mr. Seki’s Global Studies lecture on June 19:

Sometimes, although the difficult reality of the world we live in is hard to see, it is important for us to never forget the important facts. I know that time is short and I so I want to work to achieve something of importance. I will give it my all so that I will not later regret my decision. If there is a chance for change, then I want to take it. I have always known that I am blessed, and now I feel strongly about what I want to do next. There are people in the world who go abroad and work in dangerous jobs there and deal with dangerous conditions. It is because of people like these, that we can live as we are living now. I feel strongly that I want to reward these people in some way in the future.





High School Global Studies Lecture - Learning the Reality of Conflict -

A special high school Global Studies lecture was held on Monday, June 19. The guest speaker this time was Seya Rumiko of the Japan Conflict Prevention Center. Our high school students had been introduced to her by reading about her in their English textbook CROWN.
Seya Rumiko graduated from Chuo University and completed her master’s degree in conflict resolution at Bradford University in the UK. She has worked as part of UN PKO, MOFA, NGO staff in Rwanda, Afghanistan, Sierra Leone, Cote d’Ivoire, etc. She specializes in post-conflict reconstruction, peace building, security improvements (SSR), disarmament of soldiers/demobilization/social reintegration (DDR). In 2011, Newsweek Japan wrote about her in their article “Top 25 Most Respected Japanese people in the World,” and “Top Woman of 2012.”




今回のゲストスピーカーは、卒業生で、現在上智大学総合グローバル学部3年に在籍する、関 愛生さんです。関さんは、高校1年生で単身ネパールに移住したときの貴重な体験を生徒たちに熱く語ってくれました。最近では、ネパールの大学生との交流を目的としたスタディーツアーを企画し、すでに7回も実施しています。両国からの学生達が200人以上も参加しているそうです。この他にも、UNICEFとの共同プロジェクトや、被選挙権年齢の引き下げを目指す「OPEN POLITICS」での活動もされています。

Junior High School Global Studies Lecture

On Monday, June 19, there was a special Global Studies lecture. The guest speaker was Mr. Seki, an alumnus of Keimei Gakuen, who is on his third year at Sophia University. During his lecture, Mr. Seki shared his experience of living in Nepal as a first year high school student. He also shared with us some of his more recent activities, such as organizing an exchange program with college students in Nepal, a project that now has over 200 participating students and is on its seventh cycle. Besides this, he talked about his participation in a joint project with UNICEF, as well as the project “OPEN POLITICS,” which aims to lower the age of elected candidates. His passionate message undoubtedly had an impact on all of the junior high school students.





A Visit from the Shirane Naoko Memorial Foundation

On June 15th, we had guests from the Takasaku Shirane Naoko Memorial Foundation come visit our school. The Shirane Naoko Memorial Foundation is a foundation that was established in commemoration of the achievement of Takashi Shirane Naoko who is the eldest daughter of Mitsui High School's founder Mr. Takashi Mitsui. Naoko Shirane is active in serving as a connector in the world, working with parents, and especially in the United States; it has become a bridge between Japan and other countries, even in the field of business.
This time, five high school students selected by a strict selection exam came with the directors. The selected high school students watched as a different culture unfolded before their very eyes. This instance of cultural exchange is important in order to inherit Mr. Naoko Shirane's thoughts of connected worlds, and will hopefully lead them down the path to strengthen the future bridges between cultures. Although the experience last only one day, they were able to participate in classes, cultural exchange, and experience Japanese culture through the tea ceremony.






Japanese Culture Studies

This week, in Japan Studies, High S2 students learned about Japanese meal time manners, how to prepare tea, and properly treat a guest. There was a lot that they already knew and a lot that they did not already know, so it was a very productive lesson overall. Now, our students will be able to conjure up some great tea at home too!






6月7日(水)に高校3年生の国際理解の授業で、アメリカのカリフォルニア州の高3生とスカイプ会議を行いました。5月からアメリカの学校と連絡を取り合って、Girl Risingというビデオを両校で視聴しました。このビデオは、9ヶ国の少女たちの置かれている現状を知り、女子教育の大切さについて学ぶ内容です。ビデオを視聴した後は、インターネット上の協働学習サイトで、お互いに意見や気づきを投稿して交流をしました。今回は、実際にスカイプ会議を実施し、お互いの国の現状や学びの成果を発表し合うことが目的で実施しました。

Skype Conference with American Students in Global Studies S3

On Wednesday, June 7th, Keimei Gakuen Global Studies S3 students had a Skype Conference with American High School Students from an International All-Girls School in California. Before the conference, all students had watched the movie Girl Rising, a movie about the desperate situation of girls in dangerous environments. During the conference, the students discussed the video and shared their opinions and questions with one another. Also, they discussed the present situation in their own countries, which led to discussions on politics and social issues. An hour quickly passed, but it was an incredibly valuable learning opportunity for all involved.






Baraza: China Day

Although usually a Baraza consists of discussions in English and on western topics, this time our headlining topic was a discussion on Chinese culture. We called this particular Baraza event “China Day.” Our Chinese students led the discussions and students and parents made delicious dumplings together. It was a great community building opportunity for all involved, as well as a great learning opportunity. By the end of the event, everyone could be seen smiling.









German Spring Excursion Day 4 and 5

On May, 5, 2017, our students departed from Berlin Airport, and on the 6th they arrived safely in Japan. The students may have spent only a short period of time in Germany, but in that time they had grown close to their host families and felt reluctance in parting from them.
The following picture is of the students with their host familie




German Spring Excursion Day 3

On May 4, 2017, our students took a sightseeing tour of Berlin under the leadership of Mr. Maggila from Gustav Haineman High School. Unfortunately, it rained, but nonetheless they managed to visit the Brandenburg Gate, the Parliament Building, the Berlin Cathedral, the Potsdamer Platz, and other important locations.





German Spring Excursion Day 2

On their second day at Gustav Haineman High School, our students once again engaged in cultural exchange activities. They sang songs and danced for the foreign students who were learning Japanese, among other things. They even practiced writing kanji together. Through these activities they were able to close the distance between themselves and their foreign classmates. It was a fulfilling time for all.









German Spring Excursion Day 1

On May 2nd,, 2017, our students traveled to Gustav Haineman High School in Germany. During their stay, they gave numerous presentations on Japanese culture to their foreign classmates. Then, they engaged in several games in English, and participated in other fun cultural exchange activities.

The following pictures are examples of the activities they participated in.





5月2日の高2の英語の授業にIC Netの山中氏を招いて、アフリカの現状について学びました。高校2年生のテキストには、マラウイの発明家として知られているウィリアム・カムクワンバについての紹介があります。カムクワンバはわずか14歳のときに、風力発電によってマシタラ村にある自宅で多少の電気製品を使えるようにしたことで、世界的に有名となりました。


High School Year 2 Students Learn about Africa, Malawi, and Zambia

Mr. Yamanaka of IC Net came to give a presentation on May 2nd about the current situation in Africa. In the textbook of 2nd Year high school students there is an introduction about William Kamkwamba, who is a known Malawi inventor. He became famous all over the world for coming up with products that ran on electricity generated by wind power, an achievement he accomplished at the age of 14. The students learn that Mr. Yamanaka himself was dispatched as a teacher to Zambia, a neighbor of Malawi in order to do various tings for the state as it continues to develop. Much of Africa remains in development.







Spring Trip to Germany!

Eleven juniors and high school students participating in the school spring trip have departed to Berlin from Narita Airport on April 29. Principal Harada went to the airport to see them off and encouraged them to make the most of the experience.

Upon landing at Berlin Airport, faculty members and the students will be greeted by their host families and Gustav Heineman students who eagerly await their arrival



4月27日(木)の放課後、8月のカンボジアワークキャンプに参加する生徒、高校奉仕委員そしてカンボジア裁縫プロジェクト”Stitches for Riches”の活動に以前から参加している高校生が集まって作業を開始しました。

“Stitches for Riches”とは、カンボジアと日本が共に豊かになれるようにという願いがこめられた裁縫プロジェクトです。このプロジェクトは、カンボジアの貧しい地域の家庭に対してフェアトレードを通した教育支援するものです。4年前より中高奉仕委員会の生徒がASAP(NPO法人アジアの子どもたちの就学を支援する会)のボランティア活動に参加したことが始まりです。ASAPは、アジアの困窮する地域の教育支援、地域の発展に寄与することを目的として設立されたNPOで、活動の一つに“Mother to Mother”という、日本の母親とカンボジアの母親がフェアトレードで助け合う支援活動があります。目的は、子供の労働力に頼った農村の未就学児童問題を解消することです。内容は、カンボジアの村の最貧困家庭の母親が日本の幼稚園や小学校で使う布製品を手縫いして、日本で販売するというものです。カンボジアの電気や水道のない村で、全て手縫いで行われているため、製品が日本に届いてから洗濯、アイロンがけ、紐通しなどをします。この活動を手伝ったことをきっかけに、啓明学園で立ち上げられたのが、カンボジアの母親と自分たちのニーズを結ぶ“ Stitches for Riches”(共に豊かになる裁縫プロジェクト)です。


The Cambodia Sewing Project Commences Once More!

After school on April 27 (Thursday), students participating in the Cambodia work camp in August, high school service committee members, and high school students who have participated in the activities of the Cambodia sewing project "Stitches for Riches," gathered and started working once again.

"Stitches for Riches" is a sewing project with the intent to bring Cambodia and Japan closer together. This project aims to support education through fair trade for families in poor areas of Cambodia. 4 years ago, students from the Middle and High School Service Committee began participating in the volunteer activities of ASAP (Association to support schooling for children of NPO Asia). ASAP is an NPO established with the aim of contributing to the education efforts of the distressed areas of Asia, as well as contributing to the development of the region. One of the activities they carry out is called "Mother to Mother," a project in which a Japanese mother and a mother from Cambodia trade together. These activities are intended to provide aid. The goal is to eliminate the preschool child problem in rural areas that rely on children's labor. And so, the mothers from the poorest families in the Cambodian village sew clothing products so that they may be used in Japanese kindergartens and elementary schools. In other words, they sell them to Japan. The sewing is all done by hand as the village is without electricity. After the product reaches Japan, they are laundered, ironed, and strung up, etc.

Later this year, ten high school students will go to Cambodia with the NPO association (ASAP) Assisting Association for Asian Children's Studying in Cambodia from August 2nd to August 7th. Once there, we plan to recover PET bottle covers to be sold at the Keimei Festival in September, as well as purses and bags made by the mothers.





The Junior High School Baraza was held on March 15th (Wednesday) in the Hokusenryou.
The theme was “Mufti Day". "Mufti" means casual wear.
Schools in the UK, Ireland, Canada, Australia, etc. raise funds by allowing students to wear casual wear instead of uniforms.
We talked about the experiences of students who participated in Mufti Day before. We also played a game about different facts associated with Mufti Day.





On February 24th (Friday), 5th and 6th period, we held the 16th Junior high school annual “Global Studies Day” event. All the students prepared during winter break, was given a theme to present. This year’s theme was “EU”.
JHS Year 1 talked about the diversity of the EU. Student representatives gave a presentation with easy-to-understand maps and slides, about the similarities and difference between the cultures and ethnicities of the EU.
Also students who can speak Spanish, Polish and Frencher were given opportunities to speak in another language besides Japanese.
JHS Year 2 students set up the EU parliament, acted as a representative of each EU country and discussed the subject of refugees and the British departure from the EU. In addition, regarding the withdrawal of Britain, the students performed the roles of British news casters and citizens in an English accent when imitating a television broadcast.
JHS Year 3 students’ Peace Maker project involved researching about several EU issues such as immigration, the refugee issue, terrorism, finances/the Euro, economy, logistics, and think about how to solve these problems.
After the students’ presentations, Mr. Yasuhiro Nakajima gave a lecture. Mr. Nakajima majored in newspaper studies at the Waseda University’s School of Education, and has been studying at the University of Vilnius in Balt Three Kingdom Lithuania since 2015. He spoke about the his studying abroad experiences in Lithuania and touched upon the first part of the presentations and how small countries, such as the Baltic States and the Benelsque States are very small countries in the EU.

IMG_4635 (2)



今回の講演テーマは、「子どもの人権」でした。そしてグループごとの話し合いのトピックは、「フェアートレードを広げるためになにができる?」でした。今回の講師も、本校の卒業生にお願いしました。杉山綾香さんは、本校を卒業後、平和学を専門的に学び、現在は、世界の子どもを児童労働から守るNGO ACEで活動しています。





Middle School Global Workshop

 The Global Workshop was held on Wednesday, March 14, the day after intensive test for the third term. Not only did the students listen to a lecture, each grade was divided into groups of seven where they discussed the given theme and announced their opinions as a group.
The theme this time was “Children’s Human Rights and the discussion topic for each group was “What can we do to expand the fair trade?”. This question was asked by a Keimei graduate. After graduating Keimei Gakuen, Ayaka Sugiyama studies Peace Studies and currently works at NGO ACE helping and protecting child laborers from around the world.

 Here are students’ impressions.

 I know quite a lot of Japanese people who eat 31 chocolates bars on average. I was surprised to learn that German people on average ate 159 bars of chocolate. I was wondering if Ghana produced the most cocoa beans but was surprised that Cote d'Ivoire produced more.
It is unfortunate that 1 in 9 people around the world are forcibly working and so many are around us who are suffering. In order to eliminate this, I thought it was very good to make fair trade products.
In order to raise awareness about fair trade, we thought it would be a good idea to place advertisements next to the cash register. The other group’s ideas were interesting. For example, one idea that did not come out in our group was to also make fair trade songs, pocket tissue advertisements, etc. I was amazing, (JHS Year 1)

 Just because their birthplace was different, people the same age as myself and those younger have in conditions that they have to do child labor. I thought about looking at the back of a package when shopping, even this small conscious change, and would help save a little child who was forced to do child labor.
I thought that I would like to tell others about what I learned today rather than just finishing today. I also thought about eating some chocolate after a while. (JHS Year 2)

 I heard lectures on children's labor issues in the world, especially in West Africa. I learned that 1 in 9 children in the world and 1 in 5 children in Africa are being forced to work in a dangerous environment. In addition, it seems that because parents are less conscious of education it will remain such an environment. I learned that there is a vicious circle in which a child who grew up without an education becomes an adult, they cannot get a job, and they become poor, and force their child into force labor. I thought that this situation is one direct cause of child labor why child labor will not disappear. .
The first countermeasure against child labor is to increase the wages that parents receive, and to make room for children to receive an education. The second is to spread Fair Trade goods even if it costs more. For example, when you buy the item you earn points and you get a discount coupon from companies who deal with fair trade.
Through this lecture, I learned of many ways to support poor areas, so far. I can also get involved and support without going directly to the area. I thought that I would like to be involved. (JHS Year 3)














Global Studies

 After the opening ceremony on January 10 (Tue), we held a global lecture meeting for middle school and high school.
 This time, invited to lecture was Mr. Rudangingwa Gutera and Mr. Rudangingwa · Mami who both started NGO "Muridi Japan · One Love Project.” We talked about their distribution of prosthetic limbs and artificial hands, which they produced in East Africa and Rwanda, to those with disabilities and in need free of charge.
 The NGO "Muridi Japan · One Love Project" came about as a result of the massacre of 1994. Mr. Gatora himself, who has handicaps on his foot, along with Mami his partner, created the organization in 1997 in order to move Rwanda past its historical and cultural past of genocide.
 The students listened carefully to Mr. Gatora as he spoke about his precious experiences, and they listened on very intently. His words had various impressions on them and they were made to think about many things.
 Below, we will post some impressions written by the students seperated by grade.

Middle School Student Impressions:

 "What I thought about after listening to Mr. Masami Rudanningwa and Mr. Gatora today was that it is normal for us to be able to attend school as usual and for our family to be at home. However, even though this is normal in Japan, it is not so in other countries To be honest, I did not know anything about Rwanda, I did not know what kind of situation Rwanda was in, and how the people in Rwanda and other countries undergo such terrible things such as a lack of education, and hardships like schools teaching children to discriminate against other ethnic groups, and of a civil wars going on in the country.
 Mami Rudanggwa and Gatora are offering prosthetic legs free of charge to help those who have lost their hands and legs as a result of the civil wars and were forced to live a life that is by no means easy. I thought that Mr. Gutera and Mr. Gatora were very amazing. The courage to help these people is certainly amazing.
 Despite his handicapped situation, he is said to have participated in the 2000 Sydney Paralympic Games for the first time. I thought that his job was very cool and gave courage to people by providing prosthetic limbs in an environment where they live a tough life and in particular is fatally hazardous.
 It is important to think about our lives and how it is different from those in other countries and to take the events of Rwanda and its stories seriously. We should really think about events such as these.

 I first learned of the country Rwanda during this lecture, listening to the story of the massacre that occurred in 1994. I was shocked very much to learn that before I was born that such a miserable incident occurred. The colonized and dominated countries were educated erroneously, and ethnic groups and standings were decided by people's appearance and occupation. Because of that, hatred was born, and three ethnic groups fought and Rwanda became a country where too often people killed each other. As a result of this conflict, people with disabilities in Rwanda now totals over 800,000.
 I thought about how they had great difficulty in making prosthetic limbs and artificial hands for the disabled and distributing it for free. At the same time, I also wanted to do something useful. But I am still a junior high school student. I can not do anything to help anytime soon. But we can nonetheless learn that there are lots of people with disabilities and that these disastrous things happened. So, I want to actively learn about these countries.

 Since I had studied about the genocide of Rwanda before, I remembered my past lessons and understood the presentation speeches very well.The history of the massacre in Rwanda is a story that occurred a long time ago, but listening to it is important and it is something that I have to tell future generations about because it has not been that long since it has occurred. In particular, the things that caused such an event to happen have not been completely solved to this day.
 I felt sincerely that people today typically no longer hate others due to disparity in their status. And, for the first time I learned about the activity called "One Love Project" to support people who became disabled as a result of the massacres. I think it is necessary to provide prosthetic limbs and prosthetic hands free of charge to people with disabilities who do not possess property, in order to change the future. Activities like these are activities I do not know unless I try to learn voluntarily, so I would like to engage in such activities as well.

High School Student Impressions:

 Up until recently, I only knew about the name of the country of Rwanda. I learned that in 1994 in Rwanda there was a massacre event. I wanted to learn a little more about Africa's colonial rule, but I was told that there are still unknown aspects.
 I had never known about the massacre that happened in Rwanda, and felt bad about it, but I think that it is wonderful that there are available prosthetic legs for those who have suffered as a result of the war. I think that it is difficult to support people with disabilities in such a situation where money is not readily available. Japan also has a disability problem, but I feel that it is a little different from what is happening in Rwanda. It is because the environment in Japan and Rwanda is different. I think that Japan is advancing support for disabled people more quickly than Rwanda.
 I heard that the teacher was actually a person who survived the massacre, and I was very surprised. I was surprised by his resolve to enter the 2020 Tokyo Paralympics as a player. I thought that the attitude of trying to challenge himself to various things was really amazing, and I was inspired by his actions to find a courage of my own.

 At today's lecture, I learned about prosthetic limbs and artificial limbs in Rwanda, East Africa, which is far away from Japan, and I also learned about the tough challenges to distributing them free of charge to the victims of the massacre in 1994.
 The NGO One Love Project, which distributes artificial limbs / artificial hands free of charge, was launched in 1997. The capital city of Rwanda is undergoing development due to investments from China, so urban areas are developing quickly, but in the countryside where the farmer's live, the roads are not yet paved and the roads remain uneven. Also, in rural homes, toilets are not permanently installed, so this creates a tough situation for them. The NGO One Love Project supports these communities by providing prosthetic limbs and artificial prosthesis to those who need such provisions to live a normal life. They make them for the people so that they can walk and live as before. There is a serious situation going on right now in Rwanda that we can not imagine at all since we live in Japan.

 I had heard the words "genocide of Rwanda" before, but I did not know what it meant at the time. Now, however, I learned that this was a massacre that was the result of citizens divided into three ethnic groups due to German and Belgian arbitrary colonial rule. Their rules created a society that was structured so as to create strife among the different groups and the fallout of this was the massacre. When you think about the victims of this event, sorrow comes to the mind. Moreover, this massacre should not have happened, and I feel a resentment towards the selfish behavior of the third-parties.
 Mr. Gatora who is a person who tried to help people disabled as a result of this incident. Together with Mami, they works together and to support the persons of Rwanda, informing the world of their need. He himself was handicapped in his legs and I was touched very much by his story. In particular, it is a very wonderful thing that he provides help to those who have lost one or both legs, trying to give hope to those who are desperate in life, and I also want to be a person who can do such activities. In order to realize this goal, I want to become a person who can help others by studying various things and increasing what I can do for myself.
 I think that it is impossible to do big things like Mami-san's, but I would like to start with my own personal environment improvement and eventually connect to world peace. Thank you very much.




第2回バラザ会議 「デンマークでのクリスマス」


2nd Baraaza Meeting Christmas in Denmark

 On December 14th (Wed) the 2nd Baraaza Cultur Corner meeting was held in the Hokusenryou after the students completed an intense test.
 This time, Benjamin, a senior in high school, talked about how to spend Christmas in Denmark. Christmas in Denmark use to be a religious event, but now it is about enjoying time with your family, eating duck with potatoes, special caramels and having a nice meal with the family. They give thoughtfully prepared presents to each other and open them one by one, as was shown in the photos.
 Later, students and teachers who participated introduced about how they spend Christmas in their home country and the area where they lived before. They also wrote their next year's resolutions on the Christmas tree of colored paper and decorated it the Christmas tree.
 Elementary school English language teachers also participated in the Baraaza meeting this time. After the discussion, we all ate handmade Danish cookies prepared by Benjamin







S1 Global Studies 2nd Semester

 On December 8th (Thu) and December 9th (Fri), we held the last Global studies class for the semester in the Hokusenryou.
Last time, we learned how to properly bow and sit on tatami mats but this time we learned how to perform tea ceremonies.
 This was the first time for a lot of students drank matcha. This lesson was a great opportunity for students to get in touch with Japanese traditional culture. Through the tea ceremony, we learned not only manners but the meaning of carefully treating things and others.






第1回 ラウンドスクエア・バラザ会議



 IDEALS(Internationalism. Democracy. Environment. Adventure. Leadership. Service)という教育の6つの柱に基づいて活動しています。

 次に、感謝祭”Thanksgiving" をテーマにして、アメリカの歴史と文化について学びました。パワーポイントによる感謝祭の紹介は、アメリカ人ALTのDiego先生が担当しました。


「バラザの体験を通してRound Squareについて知ることが出来ました。Thanksgiving の歴史も学べたので良い経験ができました。ゲームやThanksgiving の食事という楽しいこともあったので、みんなが楽しめたと思います。今度はもっと多くの人を誘って参加したいです。」










中学3年 アイルランド夏季体験学習発表


3rd year Middle School Ireland Summer Experience

 November 24th (Thursday), during the morning meeting at the elementary school, three junior high school 3rd year students made presentations about their summer learning experience in Ireland.
 Each student talked about the history of the churches, the food culture and local exchanges they had in Ireland. The children enjoyed looking at the Irish landscape and meals, but the most exciting thing about the presentation was the elementary school teacher who confirmed how much the students had grown.





  矢羽羽さんは、グローバルで一番必要なものは、「1人ひとりの存在」と言っていましたが、私は「グローバルとは」という疑問を自分に投げかけるべきだと思います。1人ひとりの存在がたとえ小さくても大きくても、世界の繋がりを意識しなければ、世界が繋がることはありません。世界が繋がらなければ、文化の壁や人種差別も無くなることはないと思います。」 高1 男子

 コーネル大学の報告では、英語だけが大切な訳ではないということが分かりました。たとえ英語を話せたとしても、1人ひとりがしっかりと自分の意見を言うことが必要だと分かりました。また、中国人の例があったように、そのような世界の場で、はっきりと自分の意見を他の人と共有していくことが是非とも、必要になると思います。海外に目を向けて見るということは、様々な方法があると思いますが、私も自分に出来ることを捜し、考えていきたいと思います。1人ひとりが自分の意見を世界に発信していくことがグローバルな世の中につながると感じます。」 高1 女子

High School Global Studies Lecture

 We held the class in the Multi-purpose room on November 21st (Monday) during homeroom.
 For the first half, second year high school student, Ms. Endo, talked about the Round Square conference held last October in Germany. After for the second half, Ms. Yahaba presentation about her time at a summer program held at Cornell University this past August. These two students went out to see the world for themselves and told all the students about the importance of becoming active in learning.
Below are the impressions the students had of the presentations.
 “I thought the Round Square activity was amazing. Because it made it possible to meet people of diverse races without discrimination. Racial and religious confrontation has increased in recent years. I thought it was good understand that there is no difference among each other. When I heard Endo’s speech, I thought that racism around the world was rampant. ‘I will build bridges between cultures’ is the words I would like to spread across the world. You may be able to change someone’s prejudice. I think that building a bridge to diminish cultural barriers allows us to share each other’s culture, ideals and values. I still have some cultural barriers, so I would like to actively participate in volunteer activities, etc, where I can interact with people from countries.
Yahaba said that most important thing in the world is “the life of each person”, but I think i should ask myself a more “global” question. Even if each individual's existence is small or large, unless you are conscious of the ties in the world, the world will not be connected. If the world does not connect, I think that cultural barriers and racial discrimination will not go away.” Yr 1 Male HS Student

 “Endo said that it seems that if the language and race are different, you form a prejudice. I felt the same. I think the Muslim girl who was talking during the presentation is the best example. Even though I don’t always think that way, there are times I have prejudices such as “this person is dangerous” and “ their race is dangerous” because of the information coming from my surroundings such as the newspaper and the news. I always thought I would not accept Muslims or other religions because I heard such bad things from the news. I think that quick judgement is natural in people. I was informed that this was narrow minded, but I think it is true. When I am in a small school, in a closed country, I think only about myself. And I think this way of thinking is narrow.
From the Cornell University presentation, I understood that English isn’t that important. Even if I can’t speak English, I understand that it is necessary for everyone to tell their opinions. This was the case with Chinese fro me. I think that it is necessary for me to share my opinion clearly with others people in a global place. I feel that it is important for each and every person to let their opinions lead to a global world”. Yr 1 HS Student Female




高三国際理解 マイクロファイナンス(小規模融資)




S3 Global Studies Class on Microfinance

 On November 16, 2016, in my Global Studies class, I learned about microfinance. Through a website called KIVA, we were able to experience the act of small time loaning to entrepreneurs from other countries. Our class marked the sixth year that Keimei students have loaned money through KIVA. Altogether, Keimei students have loaned money to 51 different entrepreneurs from 26 different countries.

 For our class, we were divided into 8 separate groups, and each group was tasked with finding an entrepreneur we felt could use funding. During our search, we learned about entrepreneurs from Cambodia, Laos, Indonesia, Tajikistan, Ecuador, Kenya, Sierra Leone, and many others.
 Ultimately, the class agreed that the first venture we would loan to would be a village in Laos seeking funds to purchase a water purification system. Our class reasoned that this water purification system was important and would benefit more than one person.
 Our second choice was a group of women rice farmers in Cambodia. Some of the students in the class had been a part of a school trip to Cambodia and had learned about the difficulties facing the people there.
 Thirdly, the class agreed on a group of women in Sierra Leone who were engaged in medical care. We all agreed that health and medical related initiatives were incredibly important.
The final candidate we loaned money to was a woman who’s son had taken fatally ill. We loaned her money so that she would be able to afford medicine for her son’s condition.

 It was an incredible experiencing funding these four ventures. The class applauded the experience of being able to contribute to the world.




第3回外国につながる子どもたちの交流会 報告

 啓明学園から2年A組の石 思佳さんと下谷けいあん さんが参加し、それぞれスピーチを発表しました。石さんは「心の声」というタイトルでこれまでの日本語学習とこれからの目標を話し、見事、最優秀賞を獲得しました。下谷さんは、「Just being ourself is enough」というタイトルで、タガログ語と日本語のスピーチをし、優秀賞をいただきました。二人とも練習の成果もあり、堂々とした素晴らしいスピーチでした。おめでとうございます!

The 3rd Annual International Exchange Association of Children from a Foreign Country

On October  29, of this year, at Shirao Girl’s High School in Kanagawa Prefecture, there was held the “3rd International Exchange Association of Children from a Foreign Country.”
 Two of our S2A students gave speeches at this event. “The Voice of the Heart” was the title of the speech given by our first presenter, for which she was awarded the highest prize. Our second student performed a speech titled “Just Being Yourself is Enough,” which she gave in Tagalog, as well as Japanese. She too was given an award for excellence.
 We believe that it was their hard work and practice that allowed them to give such wonderful speeches and win awards in the process!

Winners of the speech contest portion of the event.

Group photo with all presenters.

 石 思佳(啓明学園高等学校) 「心の声」
 下谷 けいあん(啓明学園高等学校) 「Just being ourself is enough」
 盧 愛林(白鵬女子高等学校)「ひとつだった言語」
 李 夢圓(白鵬女子高等学校)「旅の大切さ」
 三浦 慧(白鵬女子高等学校)「夢への一歩」
 依田 杏樹(白鵬女子高等学校)「わたしの努力していたこと」

Highest Award
 Shi Si Jia (Keimei Gakuen High-school student) “Voice of the Heart”
Outstanding Performance Award
 Shimoya Keian (Keimei High-school student) “Just being ourself is enough”

東京都国際教育研究協議会 国際理解及び国際協力に関する生徒研究発表会 報告

 10月29日(土)に東京都立両国高等学校で行われた「東京都国際教育研究協議会 国際理解及び国際協力に関する生徒研究発表会」に、3名の高校2年生が参加しました。
 本校の生徒は、カンボジア裁縫プロジェクト”Stitches for Riches"の活動について発表しました。自分たちの活動について、他校の生徒に知ってもらう嬉しさと共に、他校のプロジェクトを聞いて学ぶことも多くありました。

Presentations on International Understanding and Cooperation at Tokyo Metropolitan High School

 Three of our High School students participated in a presentation on international understanding and international cooperation at Tokyo Metropolitan High School on Saturday, October 29.
 Ten other schools also participated, each with their own presentations on the subject.
 Our students made their presentations on the activities of the Cambodian sewing project called “Stitches for Riches.” We were happy to share our knowledge with the other students, and we appreciated the opportunity to learn from them in return.




 (日本時間10月17日(月)正午過ぎ 成田空港帰着)

Round Square World Conference on October 16

 October 16 marked the end of an incredible week. For a whole week, teachers and students from all over the world had gathered in one place and fostered relationships with one another, and more importantly, learned the value of a global perspective. Everyday was fulfilling, and I was able to witness teachers and students from different backgrounds get along and work together, which showed to me the value of what it means to live as a part of a global community.
 Even after returning home, I want to keep in touch with the friends I made at the convention. I also want to make use of the lessons I learned there.
 In the end, I traveled back to Japan via Schiphol Airport in Amsterdam. It was on the plane, when my excitement finally wore off, that I realized how tired I was.
 Taken the afternoon of October 17 (Monday), after returning to Narita Airport

A window seat view of the sky outside

Louisenlund School Garden


 最終のKeynote Speakerは Bernd Hoffman氏でした。Hoffman氏は弁護士で、特に倫理を専門にしている方です。

Keynote Speaker:Bernd Hoffman氏


 夜は、会場でFinal dinner(夕食会)があり、ホスト校の生徒たちがウエイターやウエイトレスになり、食事を運んでくれました。その後は、20:00から会場の半分がディスコ会場になり、生徒たちはディスコを楽しみました。全ての催しが終わり宿泊先に帰ったのは日付が変わる頃でした。

Round Square World Conference on October 15

 We got together at the school at 8:30 in the morning and a lecture started following the Assembly. The final Keynote Speaker was Bernd Hoffman. Mr. Hoffman is a lawyer, who specializes in ethics in particular.

 In Baghdad's stalls, there are merchants that sell perfume with a strong smell. When you go down the alley from there, a beggar is lying down on the ground. He is sound asleep, so what should I do to get him up? An effective answer would be to bring a dirty, smelly sock under his nose. It would certainly make a strong impression. When we are always in the same environment, my sensation gets paralyzed, I do not know what is a good smell and what is a bad smell.
 The great men of the world, Gandhi, Mandela and Mother Theresa each have different nationalities and different religions, but there is one commonality. They have a sharp conscience and know what is the truth. How do we create such an ethical spirit? It is important to have "the eyes of the soul."
 Let us consider that we are donkeys in the desert. You see carrots in front of you, but you can not see your own tail. Even if there is an angel with feathers behind you, you do not know the techniques to check. Even when turning around, you can not check your tail unless you swing the tail side to side because your field of vision is narrow. You do not even notice the figure of an angel.
 It is money, libido, technology and power that harm Insight (insight and reason). For an example of collective power, remember what the Nazis did in the past. 16 million children were murdered by the Nazis. Because people did not have have the right perspective, such collective violence occurred. This can be said of ISIS at present.
 We need to face ourselves and review our weaknesses, prejudices, indifferences, etc. People do not have a global conscience from the moment when they are born. It is a challenge to ourselves to nurture a conscience according to our environment and to nurture a sharp conscience. To raise one’s conscience awareness begins with distinguishing what is necessary and unnecessary to oneself. In the modern world where globalization continues to increase, information via the internet can be overwhelming. If we do not have the right eyes or mind to pick up the right kinds of information, we can not grow. I need to think about my relationships and confront myself. Just being immersed in overflowing information will not allow me to see the essence. In order to deepen the quality of one’s conscience, we recommend reading literary works. Literature has many elements that can raise one’s virtues. Reading literary works is a very effective means to acquire a sharp conscience and a high moral spirit so as not to spoil the spirit.

Closing Ceremony

 I meditated during a memorial service right before the start of the closing ceremony.
 After that, at the beginning of the closing ceremony, there was an introduction by the cafeteria staff of the Louisenlund school, as well as its administrative staff, security staff, teachers, and even students. They went up on stage in order, and we thanked them for this event which was only made possible thanks to their hard work and support.
 Next, on behalf of the members of the directors, I gave thanks to the host school. Also, the Board of Directors reported that they were planning to increase the number of schools involved in the program. They also talked about the restrictions involved in becoming a member school, in addition to an educational research collaboration with Cambridge University currently being conduct. There was talk about future plans, such as whether to increase the number of universities to study the process of growth.

講演会で話すBernd Hoffman氏
Bernd Hoffman, giving his presentation.

Taken before the start of the closing ceremony.

Taken during the closing ceremony.

A conversation at the party.

Big smiles during the dinner party.

Taken at the convention hall, a friendly shoulder to shoulder pose.



Keynote Speaker:Saria Smakieさん

 ランチ前、学校にあるお城を背景に記念撮影をしました。参加している500人(生徒350名+教員150名)が一緒の集合写真です。昼食後、5人目の講演者である元英国軍人John Deverell氏の講演を聞きました。

 遠藤さんも、八雲学園の二人の生徒と一緒にアカペラで「秋」を歌い、その後お面をつけて踊りました。出発前に、以前劇団四季にいた方に指導していただいた作品です。静かなアカペラからリズミカルなダンスに変化し、完成度の高さが観衆を魅了していました。 どの発表も自国の文化とプライドが現れ、とても素晴らしいものでした。多くの異なる文化を持っている生徒たちが一堂に会して1週間を過ごす、このラウンドスクエアの取り組みの素晴らしさと必要性を改めて感じました。

Round Square World Conference October 14

 Following the 8:30 am assembly, a meeting soon began. Constantine, the royal family of Greece, came to the venue so there was an introduction. Then, a lectured followed by Saria Smakie, quoted below.

Keynote Speaker: Saria Smakie
 “There was a High School student who got involved in the Syrian civil war. He was in Aleppo, Syria when he was in third grade of Junior High School. I was born in Montreal, Canada, but when I was 6 I moved to Syria, the mother country of my parents. Saria, a journalist aspirant, began to question the situation of Syria when he was a high school student and summarized the internal circumstances of the conflict occurring in the country. As a result, he was caught by a spy one day and was tortured. I was caught twice, but miraculously my life was saved. He gave up on high school education and fled to Jordan at the age of 18. After that, at a UK High School which was also a member of round square, we restarted our interrupted education.
 He told me that it is important to trust people even in a terrible environment. Also, as hatred amplifies each other's hatred, he told us how important it is to forgive people. No matter how painful the situation was, I had confidence that I would start forgiving others and move forward. What can be done about Syrian refugees? In response to that question, I responded that it was important to start with what I could do in my area. He taught kids in refugee camps about computers and English and speech.”

 Before lunch, we took a memorial photo with the castle in the school backdrop. 500 participants (350 students + 150 teachers) are in the group photo together. After lunch, I heard the lecture of former British soldier John Deverell, the fifth speaker.
 Mr. Deverell's lecture, unlike the style of other lecturers, conveyed his ideas while asking for the thoughts and opinions of the students from the venue on what to do with leadership. It was as if it was Professor Sundel's incandescence class.
 Leadership is to trust others, but we have to be trusted by others. Leaders may fail, but sometimes we share responsibility to improve from there.
 Also, students cherished the teamwork, and prepared well. They were told that they should engage in duties with courage.
 In addition, a leader has communication skills and if a disagreement comes up at the time of discussion, a compromise is also necessary.
 Lastly, he added was that a leader secured safety and commanded the whole with the awareness of being a leader.

 After supper, I introduced Japanese culture on the stage of the hall. We all showed songs and dances, instrumental performances, etc, which were prepared by students from each country in advance.
 Mr. Endo also sang "Autumn" with a cappella with two students at Yakumo Gakuen, then danced. From quiet acapella to rhythmic dance, the high degree of completeness attracted the audience. Everyone showed their culture and pride, and it was very wonderful. I felt once again the wonderfulness and necessity of this roundsquare effort and appreciated that students could come from many different cultures and still get along very well for a week.

Keynote speakerと共に
With the Keynote speaker

Colombian students’ dance

Japanese song and dance

Indian students’ dance

Students from Turkey

South African Students


 今日のプログラムは、生徒はAdventure Day、教員はハンブルク郊外への小旅行です。

Round Square Global Meeting 10/13 (Thursday)

 Everyday at the Assembly at 8:30 am everyone gathers and makes arrangements and head towards the programs.
 Today's program is an Adventure Day for the students, and an excursion to the Hamburg outskirts.
 Endo took a boat with students from other countries and enjoyed the day sailing. I saw the streets of Germany from the top of the lake and had many opportunities to talk with the students who rode with me. The key is to be outgoing. Do not be afraid.
 By the way, communication skills are essential.
 The teachers went out with a group of about 30 people to the historic site which is two hours by bus from the school. The members of that group were organized so that teachers from various countries were mixed. I went on a boat and visited the island of the national park towards west coast. There are only 9 residents of this island. The teacher from Louisenlund also worked together with them and gave an explanation about the history of the native animals and plants and the island. Today, I also tried to exchange information with teachers from more countries.

Endo at the boat

View from the boat

Becoming friends with international students

The teacher program was also international

Building on the National Park Island

Group listening to an explanation


 午前中のプログラムで、生徒たちはService activityの奉仕活動に出かけ、教員は全体会議に参加しました。

午後のプログラムでは、2名のキースピーカーの講演会に、生徒・教員全員が参加しました。 一人目のキースピーカーはManfred Spitzer博士で、講演は14:45から始まりました。タイトルは「The Journeys that makes us」でした。Manfred氏は心理学と精神医学の研究者で、医師の視点から「脳を使うことの大切さ」について話しました。この講演を通して、博士は「脳にある知識があなた自身をつくることになる」と訴えていました。
 夕食後の20:00から、二人目のキースピーカーによる講演がありました。演者はヤンググローバルリーダーとして選ばれた女性で、Souad Mekhennetという名のジャーナリストでした。彼女は、トルコ人の母親とモロッコ人の父親に育てられ、現在はドイツのテレビ局のニュースレポーターとして活躍しています。

Round Square Global Meeting 10/12 (Wednesday)

 In the morning, the students went out to their service activities, and the faculty participated in the general meeting.
At 8:30 in the morning, the students gathered and were divided into groups, headed for the coast, to the forest, and to a refugee protection facility. Endo participated in the coast garbage collection activity.
The general meeting for the teachers was held in the hall and introduced practical examples on how to practice the ideas of Round Square at our school. A school from Colombia, India, and Australia were used as examples. After lunch, practical cases were introduced from five schools (two in South Africa, one in UK, Canada and Kenya).
After the tea break, there was a regional conference and I participated in the Asia-Oceania region.
In the afternoon, all students and faculty members participated in lectures given by two keynote speakers. The first keynote speaker was Dr. Manfred Spitzer and began at 14:45. The title was "The Journeys That Makes Us." Mr. Manfred is a researcher in psychology and psychiatry and talked about "the importance of using the brain" from the perspective of a doctor. Through this lecture, the doctor emphasized that "The knowledge you have inside you mind will make you the person you are."
Dinner was at 20:00 and after that there was a lecture by the second keynote speaker. A journalist named Souad Mekhennet was a young global leader. She was brought up by a Turkish mother and a Moroccan father and now works as a news reporter for German television stations.
After the incident on 9/11, she began activities to eliminate anti-Muslim global movements, and it was an intense lecture about that experience.
She learned that all 9/11 executing offenders were Muslim people who were studying in Hamburg at the same time as her, and that is when she decided that she would take action to eliminate prejudices against Muslims .
She was caught by Egypt police when she went to Egypt as a journalist. She was conducting interviews for a documentary about "Documents that prove that the Germans involved with the Nazis had escaped to Egypt" and that is why she was arrested. In a prison she was blindfolded and spent the night in fear. The interrogation was nothing but intimidation to stop the interviews. She would return to Germany after being released but said that she did not give up the interviews and returned to Egypt a month later and continued the investigation.
She talked about when she decided to publish a book about ISIS's Jihali John, as a woman of Islam and also as a journalist, although she was conflicted about if she should publish under her real name. In life there are times when you are forced to make big decisions and at that time, she appealed, "Please do not give up on your own beliefs. Do not let go."

Interaction with international students

With students from different countries

Next to the school flag

Students before the lectures

Manfred Spitze博士
Dr. Manfred Spitze

ジャーナリストSouad Mekhennetさん
Journalist Souad Mekhennet


 午前8時半からラウンドスクエア候補校対象のオリエンテーションがありました。今年から理事に就任したRacheal Westgartさんから、ラウンドスクエアの基本的理念と活動についての説明を受けました。冒頭、「現在、ラウンドスクエアには5大陸から70ヶ国に及ぶ私立学校が加盟しており、今回の大会には500人の教員と生徒が参加しています。二日前には、スイスでやはり500人の教員と生徒が参加して国際大会が開催されています」と、今年の世界大会について紹介がありました。

Keynote Speaker Ben Saunders氏 ★ラウンドスクエアの理念の一つ:「冒険」
 北極および南極探検家であるBen Saunders氏が最初の講演者でした。2年前に探検した南極での様子をスライドで示しながら、実際はどのようなものだったかを話して下さいました。
 人は皆、異なる「冒険」と向き合って生きています。それぞれが自分の掲げた目標を達成するために、Ben Saunders氏の講演から学ぶことが多いと感じました。


Round Square Global Meeting 10/11 (Tuesday)

 There was an orientation for round square chool candidate schools at 8:30 in the morning. . Racheal Westgart, who became the director this year, gave explanations about the basic ideals and activities of round square. “Currently, private schools ranging from 5 continents and over 70 countries are members of round square, and 500 teachers and students are participating and attending this conference. After 2 days in Switzerland, 500 teachers and students participated and held an international convention.”
 The opening ceremony began in the hall from 9:45 am. Representative students of participating schools held flags of their respective schools and marched to the stage. Endo also held up the new flag of our school and played the duty firmly. It became a solemn and beautiful ceremony.
 After the opening ceremony, there was a lecture about the idea of round square with breaks in between.

Keynote Speaker Ben Saunders ★ One of the Philosophies of Round Square: "Adventure"
 “The Arctic and Antarctic explorer, Ben Saunders was the first speaker. He talked about what it was like when he explored Antarctica two years ago.
 Team work is indispensable for exploration. Understanding and trusting each other's character, ability, and physical strength is very important. There is not any special stimulus until we arrive at the destination, but every day seems to be a struggle between ourselves and the harsh nature.
 Especially at crossroads. I continued to face my obstacles and preserve. When arriving at my destination, no special prizes were waiting for me. The hunger, severe temperature and weather are not the only obstacles, my first enemy was myself. It is said that fear and self-doubt are the biggest hinderance. Believing that we will accomplish what we came to do and confidence in our friends is "the key to reaching our destination.”
 Everyone is faced with a different 'adventure'. I felt that I learned a lot from Mr. Ben Saunders' lecture about what is needed in order to achieve your goals.”

 After lunch, teachers and students participated in different programs. The faculty joined in the conference and the students worked outside and got acquainted with each other.
 After dinner, everyone gathered in the hall and students watched coast garbage collection (service activities) and videos about forest preservation.
 All the programs were over after 9pm and we went back to our homestays. It was a long day, but it was a fulfilling day.

Opening Ceremony

Placing the school’s flag on stage

Collection of flags

Group performance

Tea break 語らいの時
Tea break: time to chat



Round Square Global Meeting 10/10 (Monday)

 We checked out of the hotel after 10 am and headed for Hamburg Airport where the Round Square staff waited. When we arrived at the airport, groups arriving from Shanghai and Australia were waiting for us on the bus. The teachers and students from those schools arrived earlier . Mrs. Sekine sat next to a teacher from Kenya and soon exchanged information about each other's country and school. Endo sat next to a teacher from a school in Australia.
 It took about an hour and a half to travel from Hamburg Airport to Louisenlund. Louisenlund has a very beautiful campus, near the sea. I gave the name of our school to the reception desk and received programs, flashlights, matching T - shirts, etc., all required at the international convention. After that, the students and faculty members congregated. Endo and I had lunch with a student and teacher from India. I had Turkish style curry, salad and fruit from the dining room.
 After lunch, the principal of the Louisenlund school gave us a tour of the interior of the school. Louisenlund school was built by the Duke of Denmark long ago to use as a summer resort. It is a private school for Elementary school and High School, with about 500 students studying there. It’s a little smaller than Keimei. There is a dormitory on campus where many students from Germany are boarding.
 There was a welcoming dinner party in the hall at 6 pm. There was a meeting with the participating teachers, and from 6:30, a rehearsal for the opening ceremony which would be held tomorrow at the time same. Endo was practicing lining up with the flag of Keimei on stage.
 After that, I rode in a car to meet my host family. The husband was German and his wife was Italian. At the homestay location, faculty members from Argentina and India, which are also candidates for Round Square, were still at the university.
 I heard that Round Square interacts with people from various countries. Just today, I met and talked with people from more than 10 different countries. Those who have been participating in Round Square for many years, and have proclaimed that Round Square can enhance the global community.
 I'm looking forward to starting the program tomorrow.

Bus at Hamburg Airport

Arrival at Louisenlund


Tour of the school: Other faculty members

Principal of Louisenlund School

Rehearsal of the Opening Ceremony: Confirming where the flags will be displayed


Round Squareについて


Round Square Global Meeting 10/9 (Monday)

About Round Square
 Round square is a private school federation that conducts educational activities on an international scale. They develop activities based on the six pillars of education called IDEALS (Internationalism • Democracy • Environment • Adventure • Leadership • Service). An international convention is held, once a year, and about 300 High School students from all over the world participate. The venue for this year's international convention is Louisenlund School in Hamburg, Germany. High School students from all over the world will learn from each other through discussions, research announcements, service activities, learning activities, etc., with the aim of acquiring the ability to be active in the international community.
 Keimei was recognized as a candidate school for Round Square this year, and was invited to the world convention (18: 00-15: 23: 00 on 10/10). As a pioneer of global education, I think that this is a good opportunity for our school who has advocated and practiced "connecting the world through education." This was the first year Keimei participated and Endo and Mrs. Sekine of Keimei High-school will depart on October 9th (Sunday). At the global convention, representatives from each private school come together. This is the 50th anniversary of the founding making this gathering a special one.
 We will deliver information about “Round Square Global Meeting” from Germany.

"From Round Square Global Meeting" October 9 (Sun)
 We arrived safely at Hamburg Airport in Germany from Narita Airport via the Schiphol Airport in the Netherlands. The scheduled departure time for Narita Airport was 10:30, but due to rain, departure was delayed by 1 hour 30 minutes.
 At Schiphol airport there was only a short amount of time to transfer flights, so we requested that we get through customs earlier. We had to run to make sure we got our flight. Still, somehow, we landed in Hamburg Airport after 6 o'clock local time. We are both fine.

Before boarding at Narita Airport

Transferring flights at Schiphol Airport


Round Square

Nighttime view of Germany



 期日    平成28年(2016年)
         両日ともに 13:30~15:00
 会場    啓明学園中学校高等学校 J校舎大教室(4階)
 TEL     042-541-1003
 E-mail    sekine-m@keimei.ac.jp
 概要    生徒による研究発表 高校1年生グローバルスタディズⅠ


アイルランド夏季体験学習 一行が無事帰国しました


Irish Summer Experience: Travel back to Japan

 August 26 (Fri) and 27 (Sat)
 On the 13th day of the summer experience, we spent all day traveling back to Japan. On the morning of the 14th, we got back to Narita Airport at 8:23 am, earlier than scheduled, which was 8:40 am. Although everyone was very tired, they all returned with smiles on their faces. Everyone who greeted us was so relieved.
 The second semester will start soon. Readjusting to the time difference may be difficult, but I'm looking forward to the reports about this experience at the school festival.

3:00 am, our host family sees us off

Schiphol Airport. The shop sells Dutch souvenir flowers and bulbs

Dutch Airlines KL 861 flight arriving at Narita

アイルランド夏季体験学習 第12日速報

 夕方からは学校で、ホストファミリーを招いて‘さよならパーティー’をしました。生徒たちはそれぞれ、修了書とキルケニーカレッジのガイドとチョコレートのお土産をいただきました。カレッジの校長先生も参加して下さり、啓明生を通して日本のことがよく理解できて良かったとおっしゃっていました。A HISTORY OF KILKENNY COLLEGEという本が啓明学園に寄贈されました。


Ireland Summer Experience: 12th Day Preliminary Report

 Thursday, August 25
 Today, I went to the Don More cave in Kilkenny this morning. I went down to a very deep place with a guide and I was able to visit the limestone cave. The cave is said to have the best quality calcite remains of any Irish cave.
 After lunch we took a tour of St. Mary's Cathedral. It is a beautiful cathedral that was recently restored. I was moved by the splendor of the stained glass and the splendor of the ceiling decoration.
 That evening at the school, my host family invited me to a “goodbye party”. Each student got a certificate of completion, a guide of Kilkenny College and a souvenir of chocolate. The principal of the college also participated and said that Keiko was very helpful with assisting . A book named “History of Kilkenny College” was donated to Keimei.
Every week of the Irish experience was a new discovery and full of excitement, which made it a wonderful treasured experience for all the students.

P. S.
 This is our last day in Ireland. After sleeping a little tonight, I will gather at Kilkenny College at 3:30 in the morning and then take a bus to Dublin Airport. The flight from Dublin departs at 7:30 am tomorrow and then we transfer to a different plane at Schiphol Airport in the Netherlands. The layover there is about 4 hours. After that, it will take about 11 hours by airplane to return to Narita.

Don More Cave

In front of St. Mary's Basilica

St. Mary's Basilica’s stained glass

Receiving certificate of completion

Presented the principal with an ink painting

 Kilkenny Collegeは、Jonathan Swift とGeorge Berkeley の母校です。
Book given to Keimei Gakuen.
Kilkenny College is the alma mater of Jonathan Swift and George Berkeley

アイルランド夏季体験学習 第11日速報


Irish Summer Learning Experience 11th day Preliminary Report

 Wednesday, August 24
 Today I took a bus to the neighboring town, Carlow and I learned English with French students. Today, we divided into three groups and tackled the task of creating stories and acting them out.
 Two other members of Keimei also entered each group and performed each of the spoken dialogues. It seems that it was a very good learning experience to decide the role of each person while consulting in English with everyone. I also learned the positive attitude of French students.
After the break, I painted Celtic decoration letters in colors, made origami, wrote the name of a French student using a brush and gave it to them. 
 In the afternoon I took a bus to Waterford. We visited a factory of a very famous crystal there. I was able to actually see the process by which the beautiful crystals were being produced, and I was impressed.
 After we watched, we enjoyed shopping with each other while enjoying the beautiful cityscape of Waterford.

Drawing decorative Celtic characters

Interaction with French students

Listening to information about crystal glass.

Exploring the Waterford.

アイルランド夏季体験学習 第10日速報


Ireland Summer Experience: 10th Day Preliminary Report

 Tuesday, August 23
 I got to the school at 9 AM and went to a neighboring town called Carlow in a car. There were 16 French juniors who were studying English. They had been doing a homestay in Ireland since the previous week. Mr. Keiko joined two groups of French students and did a self introduction and talked about the differences between each other's culture. Every group talked about animation, it was very exciting.
 After that, with Mr. Geraldine 's guidance I learned a dance. It was divided between men and women, making two long rows. We enjoyed Irish dancing while moving to the rhythm with our feet.
 After lunch, we made five teams for a trivia game. The topics were science, geography, sports, people's name and places. Everyone has to consult in English and answer in English. We gathered our knowledge together and answered. Although the results did not differ much in the other groups, Shirasagi’s group won the championship. Mr. Kei was suprised that the French students knew so much about the different topics.
 This afternoon was an exchange through international food. Mr. Kei introduced Teriyaki chicken, sweet potatoes, curry rice, hard roasted fried noodles, fruit yogurt he prepared the night before. The French students liked Japanese cuisine very much.

Talking with French teenagers using English.

Discussing interesting animations

We came from here, Japan

Learning Irish dance

Trivia Game

Cooking international cuisine

アイルランド夏季体験学習 第9日速報



Ireland Summer Experience: 9th Day Preliminary Report.

 8th Sunday, August 21
 Each student spent the day with their host family.

 Monday, August 22 The 9th Day
 In the class in the morning, I sang two Irish songs as usual. I sing them everyday, so I can sing them without looking at lyrics. Subsequently, I learned about Irish meals and legends. After that, Geraldine taught us an Irish dance and everyone danced.
 Today was Mr. Nishikubo's birthday, so we had a surprise party during the lunch break. Ellen from Kilkenny College bought a cake she baked. Mr. Reina who also celebrated his 15th birthday in Ireland seemed to be very happy. I think that will be a lifetime memory.
 In the afternoon, I introduced Japanese culture in a presentation that I had prepared. The principal, the teachers, students of Kilkenny College, and my host family participated. They enjoyed Cat’s Cradle, origami, calligraphy, tea ceremony, Japanese dance and so on

誕生日のお祝い、びっくり! 感激!
Surprise Birthday celebration! Aww!

Writing names using caligraphy

Cat’s Cradle


Tea Ceremony demonstration

Nichibu dance

Students wearing kimonos

アイルランド夏季体験学習 第7日速報

 町の中に、教えていただいたMolly Maloneの少女の像もありました。先生の誘導で、生徒たちは習いたての歌をみんなで歌いました。

Ireland Summer Experience: 7th Day Preliminary Report.

 Saturday, August 20
 We gathered at school at 9 o'clock and went by bus for a day visit to the capital city of Dublin. Unfortunately the rain from the morning continued. Unlike the tranquility of Kilkenny, Dublin was a crowded big city. The buildings were also different, and so it was an interesting town.
 Initially, I went to the National Museum to see clothing and furniture in Ireland, to understand the people's previous lives. Next, I went to Trinity College on the Tokaida called Liam. It is a prestigious university in Ireland. I saw a manuscript of a newly translated Bible written in Celtic at the university library. The students were overwhelmed by the size and magnificence of the library. I also felt the weight of history and the importance of learning it.
 There was a statue of Molly Malone, the girl who we learned about at Kilkenny. With the guidance of the teacher, the students sang every song they learned.

Molly Malone の少女像を囲んで
Surrounding the statue of Molly Malone

The city of Dublin

Trinity College の図書館内
Trinity College’s library

アイルランド夏季体験学習 第6日速報


 午前中の授業は、TipperaryとMolly Maloneの歌の復習から始まりました。歌詞に出てくる単語の意味と発音の練習もしました。特に日本語にないRの発音の特訓がありました。1人ずつ綺麗に発音出来るまで何回もリピートしなければいけませんでした。

Ireland Summer Experience: Day 6 Preliminary Report

 Let me tell you about Friday, August 19.
 The morning lesson began with a review of songs by Tipperary and Molly Malone. I also practiced the meaning and pronunciation of words that appear in the lyrics. There was a special lesson on the pronunciation of R, especially how it is pronounced in Japanese. I had to repeat it many times until I could pronounce the words beautifully one by one.
 After that, I gave an explanation about geography and history concerning the sights of Dublin we were going to visit while sightseeing tomorrow.
 In the afternoon I went bowling with students from Kilkenny College. We divided into two teams and faced each other. Shiramasa was very good at bowling and gave tips to everyone. It seemed like there were a lot of things to teach us, but I guess he was confident, and he proudly taught us. It is wonderful to explore your confidence.

授業風景。R の特訓?
Lesson scenery. R training special?


Bowling alley entrance

アイルランド夏季体験学習 第5日速報

 午前中は、教室でMolly Malineという新しい歌を習いました。ダブリンで貝を売る少女の物語を主題にした歌です。土曜日はダブリンへの一日観光ですが、そこにこの少女の像があるそうです。

Ireland Summer Experience: Day 5 Preliminary Report

 Let me tell you about August 18.
 In the morning, I learned a new song called Molly Maline. The song is about a girl selling shellfish in Dublin. Saturday is our day trip to Dublin, and there seems to be a statue of this girl there.
 Next, I learned about Irish travel. I learned that the symbol of Ireland is the harp covered in clovers and a shamrock and that Ireland is the third largest island in Europe and the 20th largest country.
 Immediately after lunch, I did a group contest with students of Kilkenny College.
 I took pictures with themes of nature, people, energy and so on.
 In the afternoon I learned about Irish sports and actually played some. Everyone is doing well, having many experiences and enjoying it.

Lesson in the Classroom

Learning Irish Sports

Playing Games

アイルランド夏季体験学習 第4日速報


Ireland Summer Experience: Day 4 Preliminary Report

 Today is our fourth day in Ireland.
 After learning about the history of Kilkenny Castle during my morning class, I actually visited Kilkenny Castle in the afternoon. Since Kilkenny was formerly the capital of Ireland, there are many historically important buildings there. Kilkenny Castle is one of them, and since it was built in the 13th century many extensions and restoration are added. While learning the history of Ireland, being able to actually see a big and gorgeous castle is a wonderful experience.

Kilkenn Castle の城門にて
At Kilkenny Castle Gate

Kilkenn Castle 全景
Full view of Kilkenny Castle

Hall inside the Castle



アイルランド夏季体験学習 第3日速報


Ireland Summer Experience: 3rd Day Preliminary Report

 Let me tell you about 8/16.
 Every morning I take English classes at Kilkenny.
Today I was taught the phrase “Tipperary” which is necessary when guiding through Irish songs and paths. After that, we broke into groups and talked about the differences in each other’s cultures. Keiko Ren said at first that my English wasn’t great, but I tried hard to speak English better.
After that, I went to the Canice Church. This church was built during the 6th and 9th century. The stained glass was beautiful. A high tower is set next to the church. We were able to climb it and see the whole of Kilkenny town from the top. It seems that the tower was originally a watchtower. I learned about the history of Kilkenny.

Group Discussion

St. Canice's Cathedral のステンドグラス
St. Canice’s Cathedral stained glass.

The church tower in the blue sky

Smiling on the tower

アイルランド夏季体験学習 第2日速報


Ireland Summer Experience: 2nd Day Preliminary Report

 Yesterday we arrived at Dublin International Airport at approximately 6pm local time. We traveled from the airport to our sister school by bus where we met our host family.
 Today, I visited Kilkenny College for the first time and it was a fulfilling experience. We were tired from our trip the day before, but everyone was fine.
 In the morning there were English language tests and tours of Kilkenny College. Kilkenny was founded in 1538. Jonathan Swift, author of Gulliver's Travel, also studied at Kilkenny College.
Noel and Geraldine took great care of us.
In the afternoon, Geraldine guided us as we explored the city.
I was fascinated with the natural beauty and splendour of the city of Kilkenny.

Orientation at Kilkenny College

Kilkenny College Sign



Kilkenny City

アイルランド夏季体験学習 第1日速報


Ireland Summer Experience: 1st Day Preliminary Report

 This year 5 students(3 Junior High School students and 2 Senior High School students) participated in the summer learning experience. On 8/14 (Sunday) our flight, KL863, departed from Narita at 10:20 am. Below are photos of our departure.
 “I rode an airplane for 11 hours and arrived safely at Schiphol airport in the Netherlands. The local time was 4 p.m. and there was an 11 hour time difference. In 1 hour we would head towards Ireland. The journey was long and tiring, but everyone was fine.”
 The upgrade to HP was delayed due to the school’s network maintenance, but rest assured as everything is going smoothly.

People sending us off as we departed from Narita Airport

Heading toward the boarding gate after completing departure inspection

KLM Dutch Airlines (KL) 862 Aerial view

カンボジア ワークキャンプ 五日目の速報

 カンボジア ワークキャンプも最終日を迎えました。

Cambodia Work Camp 5th Day Report

Our fifth and final day in Cambodia finally arrived!
We celebrated by taking a tour of Angkor Wat and Angkor Thom. We took a group photo at Angkor Way, which you can see below. As we took the photo, we all reflected on what we had accomplished and learned during our time in Cambodia.
After that, we arrived at the Angkor Thom Bailout Squall earlier than we had expected, so we scheduled an early flight to Narita Airport on August 6th (Saturday), and began our return trip from the work camp.


カンボジア ワークキャンプ 四日目の速報

 倒壊の危機にあったワットルン小学校の建て直しは、「アジアの子どもたちの就学を支援する会(ASAP)」が、「シロアリ被害で傷ついた校舎を修復しよう」と呼びかけて成立したプロジェクトです。支援総額2,063,000円を充てて進められた工事でした。落成式には、NPO法人ASAP の長谷川代表夫妻と大沼副代表も招かれました。
 日程的にはその後、トロク小学校に移動し、タットム小学校との交流ドッジボール大会に参加。午後はタットムで、Mother to MotherのStitches for Riches活動を参観しました。

Cambodia Work Camp 4th Day Report

Today, our group continued on with the ASAP support tour and we attended the "Wat Arun” Elementary School inauguration ceremony.
The Prime Minister of Cambodia was also in attendance, so it became a big event.
Previously, Wat Arun Elementary School was in danger of collapsing, so the “Association to Support the School Attendance of Children in Asia” (ASAP) project was established calling for the repair of the school building which had been damaged by termites. 2,063,000 yen was donated and used to aid in its reconstruction. A representative from Hasegawa, his wife, and an Onuma deputy representative of the NPO ASAP were also invited for the inauguration ceremony.
The Keimei students who were in attendance were introduced during the ceremony.
After the inauguration ceremony was over, we traveled to Touliu Elementary School in order to participate in a cultural exchange dodgeball tournament with Tattomu Elementary School students.
Then, during the afternoon in Tattomu, we visited the Stitches for Riches activities of the Mother to Mother program.
Finally, we approached the end of our tour. Although our 13 students were tired, no one was terribly exhausted; we were working for a good cause and were motivated to keep on with our planned activities. Please look at our photos.

A picture of the Prime Minister and Keimei students, traveling to the Wat Arun Elementary School Inauguration, led by Cambodian police patrol cars.

Photo of the Minister of Cambodia (center). On the left is the Hasegawa representative and his wife.

The Keimei students who were introduced during the ceremony.

The cultural exchange dodgeball tournament began with Japanese radio calisthenics. This was the first time the children of Cambodia had done these exercises. They imitated the Keimei students’ motions; it was a fun event.

A scene from Touliu Elementary and Tattomu Elementary School’s Interleague Dodgeball Tournament. The students from the different schools were divided up into groups based on grade and paired off against each other. Keimei students coached and refereed throughout the tournament.

Children watch on intently as the game comes to a conclusion.

One student has her eyes fixed on the game.

The children found it difficult to deal with waiting through the game’s standby time, so Keimei students volunteered to interact with them. Together, they looked forward to running. A goal for this trip was learning about one another through engaging in a shared sport or activity.

Mother to Motherの活動を見学した後、集合写真を撮りました。カンボジアのお母さん方がここで縫い上げた袋物などは、今年も啓明祭で販売されます。収益はお母さん方に還元され、子どもたちの就学に寄与します。
After the Mother to Mother activity, we took a group photo. The handbags and purses sewn by the Cambodian mothers will be sold at Keimei’s school festival this year. The proceeds are going to go to the mothers in order to aid in the attendance of children in school.

Tattomu Elementary School students and their friends jumping rope. Keimei students also participated in this exchange before bidding their new friends farewell.

カンボジア ワークキャンプ 三日目の速報


Cambodia Work Camp 3nd Day Report

Let me tell you about our work camp’s third day.
Like our second day, we had more opportunities to engage in cultural exchange with the children and mothers at Korutamei Elementary School. Then, afterwards, in the afternoon, we attended a tour of the Killing Fields and the Old Market.
All-in-all, the 13 Keimei students conducted themselves with vigor.
They also showed responsibility by drinking plenty of water and made it a point to go to bed early.
Check out the photos of our third day to see how our tour went.

Made with cardboard and colored paper, these gifts are decorated with beads and glue.

Keimei students working together with the Korutamei students.

After the exchange activities, we bid farewell to the students.
We handed candy to each and every child.

カンボジア ワークキャンプ 二日目の速報

 日程は、コールタメイ小学校の子供たちとの交流、Mother to Mother 活動でのカンボジアのお母さん方との交流、お母さん方の村の訪問、ベンメリア遺跡見学と続きます。

Cambodia Work Camp 2nd Day Report

ASAP announced the start of a two-day support tour. We were woken up by the hot temperature more than anything else. Still, we celebrated the morning cheerfully.
On August 2nd (Tuesday), we first visited the Korutamei Elementary School for an exchange ceremony. Every student was asked to wear matching ASAP T-shirts.
On our schedule was an interaction with the Korutamei Elementary students, and talking with the Cambodian mothers about the Mother to Mother activities, as well as visiting the village of the mothers, followed by a tour of the Beng Mealea ruins.
Check out our photos to see how our tour went.

ASAP with all the Korutamei Elementary school children who kindly welcomed our students.

The beginning of the cultural exchange ceremony started with a greeting piece performed by the Keimei students.

Korutamei Elementary School students listened intently to the Keimei students’ cultural exchange greeting.

During the ceremony, our students performed the song “Arabia,” which is a popular song to sing to the small children of Cambodia.

To promote cultural exchange with the children, we played the rock-paper-scissors train game.
The first person to participate was a first year Keimei High School student.

Each and every Korutamei child received a pencil brought from Japan.
Since they wore no pockets, we enjoyed placing the pencils in their hair.

カンボジア ワークキャンプ 初日の速報

 8月1日(月)10:00、啓明学園高等学校の生徒13名は成田からカンボジアに向けて旅立ちました。NPO法人ASAPの皆さんの活動Mother to Motherを支援する4泊5日の体験旅行です。

Cambodia Work Camp 1st Day Report

August 1st (Monday) 10:00 am: 13 of us Keimei students journeyed from Narita airport to Cambodia. The purpose of our trip was to participate in the NPO ASAP Mother to Mother program, and we would live abroad for 4 nights and 5 days.
We arrived at the Siem Reap Airport in Cambodia at 19:00, Japan Time. Not much happened on the night we arrived, but we did have an incredible dinner. Our chaperones Mr. Sato and Mr. Watanabe took several photos of us throughout the day, so please enjoy.

At Hanoi airport in Vietnam, while waiting for the connecting plane to Seim Reap, Trang Jet, a third year high school student, studies for his exams.

This photo commemorates the ASAP support tour participants, who had just come off the plane and arrived in Cambodia.

Keimei students give an introduction at their reception dinner.

高3国際理解 『良いリーダーの資質』



High School Seniors Learn Leadership Skills

During the S3 "International Understanding" class on Wednesday, June 22, Keimei was visited by a group of American college students from Mississippi. Together with the visitors, our S3 students learned about good and bad leadership skills through a series of skits. With the current ongoing elections in both America and Japan, these kinds of exercises are especially significant for young people who will soon be adults in society.




 講演の後は、カンボジア裁縫プロジェクトについてマイプロジェクトの全国大会に出場した5名の生徒が「Stitches for Riches」の活動について全校生に発表する機会がありました。これを通して、協力したい生徒の輪が広がることを願っています。

 Stitches for Richesに関しては、一方通行的な支援ではなく、Win-Winや「カンボジアと日本がお互いに豊かになれるように」という理念がとても良いなと思った。私自身も実際このプロジェクトに参加して装飾など商品作りをしたことがあるが、本当に一つ一つにカンボジアのお母さんたちの真心がこもっていることを感じられた。こうして、家で眠っている布が生まれ変わってカンボジアと日本をつなげることができるのは素晴らしいことだなと思った。支援は、一方通行であってはならないのと同時に、長続きしないものであってもならないと思う。だから、私達は決して意識や関心を失わず、継続した支援をしていかなければならないのだと分かった。カンボジアの悲惨な歴史は変えることが出来ないが、その歴史が残した現状を変えていくことはできると思うから、私たちが新しい歴史に少しでも関われたらいいと思う。そしてその過程で決して他者を見下さず、同じ人間、仲間としてやっていかなければならない。 (高3)

Global Lecture (Senior High School)

On Monday, June 13th, senior high students participated in global studies lecture during their long homeroom period. The focus of the lecture was on the upcoming Cambodian work center activity, and was conducted by the assistant board chairman of the NPO “Association to Support the Education of Asian Children” Yoko Onuma. During the lecture, students were instructed about the history and current state of Cambodia. One of the most important things students learned about was Cambodia’s “negative cycle,” which has many factors but ultimately contributes to a low level of education among adults and poor salaries for teachers. Ms. Onuma had a strong message: we have a responsibility to do more.
After the lecture, five students participating in the “Stitches for Riches” campaign were able to talk to the rest of the class about their project and its goals and upcoming events. Through this, we hope to spread the word and get other students involved. A student submitted the following reflection worksheet after the lecture. “Actually knowing the current situation and coming in contact with and helping the Cambodian locals is of course the ideal situation, but I don’t feel that we are able to do that right now. So right now, the only part we can do is the “knowing,” and gaining interest from that. And understanding the cycles and reasons for the situation is extremely important. I think that everyone can live like their life is blessed. As for “Stiches to Riches,” I think it’s a win-win idea, since it improves Cambodian and Japanese feelings towards each other. I myself have participated in making the items, but the best feeling was the sincere gratitude of the Cambodian mothers. In this way, these clothes connects Cambodia and Japan. On the other hand, I don’t think support should be a one-way street, even as it continues for a long time. We should continue our support but always be aware and interested in what’s going on. We can’t change the tragic history of Cambodia, but by getting involved maybe we can alter its course. And we must never look down on the Cambodians but rather view them as our equals.” (12th grade)




①私は今まで今回のように世界の問題についてしっかりと考えた事はありませんでした。ニュースや新聞で見てみる事はあっても、やっぱりどこか “自分とは関係ない”と思っていました。しかし、今日馬野さんの話を聞き、世界の問題がとても身近に感じました。また、世界の問題の深刻さについても感じる事ができました。世界の問題に対し、私にできる事は少ないです。ですが、私は馬野さんのいうようにニュースを見たり本を見たりして、自分の考えを持つことが私にできる事だと思うので、少しずつ自分にできる事をしていきたいです。馬野さん、分かりやすく教えて下さりありがとうございました。 (中1女子)

②私は世界にこういう女の子達がいる現状を知っていながらも自分なりに行動することができていませんでした。また、今回の講演で教育の必要性について更に知識を深めることができました。人には各一人一人できることが違っていて、教育をうけられない人のため手のさしのべ方もさまざまです。この講演会を経て、中学生になって一年あまりたった今、“中学生”としてできることが小学生の時より一段と増えてきたなと感じました。私は将来、自分がしたいと思う仕事につき、その仕事に関わる方法で貧困から救いたいと思っています。そして今は馬野さんがおっしゃっていたことを参考に、 “今”できることを一つ一つしていきたいと思います。  (中2女子)

③今日の講演を聞き、私たちは幸せだと本当に思いました。世の中のある女子は学校に行けず、貧困で、差別されています。ですが、この団体は世界から貧困や格差をなくすため教育を受けさせています。ここで学んだのは、世界を変えるのは、有名な人でも、権力がある人、政治家でもなく、一人一人の力だということです。これが世界を変える力です。 (中3男子)


Global Lecture (Junior High School)

On Monday, June 13th, the junior high school students participated in a global lecture that was conducted in the long homeroom. Mr. Hiroaki Umano, a representative of the Plan Japan foundation was invited to come and speak about world issues, such as the importance of education, the sustainable development goals (SDGs), world poverty, and the status and empowerment of women in developing countries. In addition, he also talked about a project that Plan Japan is working on concerning education for girls in Pakistan. In listening to Mr. Umano’s words, the students were able to think deeply on these issues and how they can help to improve the state of the world by taking small steps. Through their daily school life and special opportunities, students will be able to better themselves so as to become peacemakers and global citizens.

The following are statements and impressions that were written by some students about the lecture they attended.

1) I had never really thought about world issues until now. Even though I would look at the news, I never felt that it had anything to do with me. However, after listening to Mr. Umano today, I felt that these issues did concern and affect me. I was able to truly understand the seriousness of these problems, and I realized that there is little I can do to help. But as Mr. Umano said, if I continue to watch the news and think about these issues for myself and what I can personally do to help, then little by little, I will hopefully be able to make a difference someday. - jr hs 1st year

2) While I am aware of the current situation girls face around the world, I am unable to act by myself. Through this lecture, we were able to deepen our understanding of the need for education. For each person, what they can do to help is different, and how they are able to lend a hand to those who cannot receive an education is different. Though it seems we have only recently become junior high school students, through this lecture, we felt that our capability to make a difference has increased since we were in elementary school. In the future, I hope that I can have a job that will help improve the poverty situations around the world. To refer to what Mr. Umano said, little by little, I would like to able to make a difference. - jr hs 2nd year

3) I was very happy to be able to listen to the lecture today. I learned that in parts of the world, some women are unable to go to school, and experience discrimination. But, the organization Plan Japan is helping to eliminate poverty and inequalities around the world. In order to change the word, it is important for people who are famous, politicians, and people with no power to help. The power to change the world comes from everyone working together. - jr hs 3rd year

The next global lecture will be held on Saturday, July 9th. The discussion theme will be about students who are facing challenges and conflicts concerning peace. Members of the NGO, Japan Student Peace Studies Platform, including a Keimei graduate, Mr. Reio Sugo will lead the lecture. Keimei students will have the opportunity to not only talk with their peers about the topic, but will also have ample time to think about the issues for themselves.




Students prepare for the Cambodian work center

After school on June 8th, students and service members participated in the Cambodia work center activity. After gathering in the sewing room, students worked to finish up the children’s smocks by sewing the elastic into the sleeves, in order to help the NPO “Association to Support the Education of Asian Children ASAP.”

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◆Welcome, Senpai!◆

 On Friday, May 11th, six college students visited the S3 Global Studies class. These students are all members of the Japan Student Association on Peace and Conflict Studies. This NGO, established by a graduate of Keimei, is the first of its kind in Japan to focus on peace studies. The organization provides opportunities for students to learn about global conflicts and the road to peace in exchange meetings and roundtable discussions. It has been featured on the NHK and in Asahi Shimbun.
 Friday’s topic was “What is peace?” In the lesson, our students deepened their understanding of what peace really means, and how global conflicts come into being. The class was divided into groups, and students discussed possible solutions at national and individual levels with a focus on Japan. Finally, human rights issues were discussed within the groups, covering foreign prejudices and discrimination, the need for early childhood education, and maternity leave.

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カンボジア裁縫プロジェクトStitches for Riches

 5月11日(金)の放課後は、この8月にカンボジアワークキャンプに参加する生徒を中心に、中高奉仕委員と有志の生徒が集まって作業をしました。今年度は、お弁当を入れる巾着、リバーシブルの手提げの他に新商品のペットボトルカバーのための布地の裁断、アイロンかけ、バッグにつけるベルトあわせなどをしました。ペットボトルカバーは、現地で直接縫い方を説明することになるので、まずは自分たちで作ってみました。  今日の作業の様子は、5月13日金曜日、J:COMのデイリーニュース地デジ11チャンネルで放送される予定です。八王子と日野では18時から、立川、国立、昭島、武蔵村山、東大和では17時から放送される予定です。

◆“Stitches for Riches” Cambodia Sewing Project◆

 After school on Friday, May 11th, junior and senior high school students participating in August’s “Stitches for Riches” gathered to get to work on this important volunteer project. This year, students have been working on cutting the fabric for bento bags, bottle covers, reversible handbags, and other useful little items. For the bottle covers, students tried to sew the fabric together themselves.

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 4月9日(土)発行の読売新聞にて、本校の奉仕活動である「カンボジア裁縫プロジェクト“Stitches for Riches”」の取り組みついて記事が掲載されました。カンボジア支援はホームページでも頻繁にご紹介している活動です。読売新聞をご購読の方は是非実際の記事をご確認下さい。

◆School activities make it into the national Yomiuri Newspaper◆

 In the April 9 issue of Yomiuri Shimbun, a report on Keimei’s “Stiches for Riches” service project was published. The project, which helps mothers in Cambodia send their children to school, has been featured frequently on Keimei’s homepage. If you subscribe to Yomiuri Shimbun, please check out their article!


My Project Award 2015の全国大会に出場します

 「全国高校生My Project Award 2015 全国大会」に、本校でカンボジア支援裁縫プロジェクト"Stitches for Riches"に携わる高校生4人が出場することになりました。

 「全国高校生My Project Award 2015 全国大会」のHPはこちら

◆My Project Award 2015 at the National Convention◆

 At the national high school service award convention, My Project Award 2015, four of the Keimei high school students involved in the sewing project “Stitches for Riches” were honored. Three of these students went to Cambodia to visit and help out at the community and work centers for these Cambodian families, and one of them, a member of the Service Committee, participated in the sewing project. These Keimei students presented their project at the convention, speaking about the disparity between the standard of living in Japan and Cambodia, possible ways to help with poverty and education there, and building friendships across borders and oceans.
  The national convention at the Tohoku University of Art and Design in Minato-ku will be held on March 26, and the high school students involved in the project will come together to present their ideas.
  The link to the My Project Award 2015 homepage is here.




◆Day of International Understanding: the United States of America◆

 For much of this third term, the junior high students were busy preparing for the Day of International Understanding, which is held each year here at Keimei. Before winter break, students were introduced to the chosen country and theme, which was the United States this year. Students are grouped together and create Powerpoint presentations detailing many important aspects of American culture. The young J1 students focused on American pop culture, like movies and music, while the older students focused on some of the problems America faces, like gun violence, racial discrimination, and the education gap. In the end, students tied their presentations back to the main theme, which was, of course, peace.
 Through this year’s Day of International Understanding, the Keimei junior high school students were able to gain important research and presentation skills, as well as a newfound appreciation for the problems even wealthy countries can face and the ways in which these problems can be solved.
  As a special treat to end the day, the US Air Force band was invited from the nearby Yokota Air Base to perform for the students. Everyone, even teachers, had a great time dancing, jumping, and singing along.

▲During the J1 presentation on Disney, two boys came out on stage to show off a funny dance.
▲アメリカ合衆国の空軍バンド「The United States Air Force Band of the Pacific-Asia Pacific showcase Combo」の皆さん。素敵な歌と演奏に、生徒達も大盛り上がり。
▲The United States Air Force Band of the Pacific-Asia Pacific Showcase Combo. Students loved the music and showmanship and particularly enjoyed the big finale.The United States Air Force Band of the Pacific-Asia Pacific Showcase Combo. Students loved the music and showmanship and particularly enjoyed the big finale.

The 49th Annual English Speech Contest And English Presentations

 中学生の部では、1・2年生は詩の暗唱の部門もあります。韻を踏む詩では、似た単語が多く出てきますが、緊張しながらも落ち着いて発表することができました。スピーチ部門で優勝した3年生の福岡さんは「I Am a Radish(私は赤カブ)」という題で、自分が他人からどのように見られているか、そしてそれについて自分がどのように考えるかという話をしました。
 高校生の部はスピーチのみですが、中学の国際クラスと比較しても、内容が非常に高度でした。優勝した2年生のウエダくんは、「”Homo Sapiens” Latin:”Wise Man”(『ホモ・サピエンス』 ラテン語「賢い人」)という題で、人間の愚かで狂気と好奇心に満ちた本質のすばらしさ、そしてチャレンジし続けることの大切さについて話をしました。

◆The 49th Annual English Speech Contest and Presentations◆

 Once again, on February 18th, our annual English speech contest was held. Students in every English class, from Domestic to International Honors, wrote a personal speech, which they performed in front of their class. After this, a special group of students were selected to deliver their speeches in front of the whole school.
 Usually, the speech contest is held at school and is divided between primary, junior high, and senior high grade levels. However, this year, the contest was held at a new venue, Olympus Hall in Hachioji.
 First up were the elementary school 5th and 6th graders, who presented short, researched presentations on a topic of their choice. Older students, even those who still beginners in English, found these speeches to be easy to understand and interesting.
  Next was junior high school. First, the Domestic J1 and J2 students recited English poems they had committed to memory, which they did very well, despite tongue- twisters and difficult vocabulary. After these recitations, the international junior high classes delivered their personal speeches. The winner, J3’s Fukuoka, gave a speech titled “I am a Radish,” which poignantly discussed the way we see ourselves and the way we see and treat the people around us.
  Last were the high school speeches, and the incredible abilities of these fine pupils really shone through in their performances. S2H’s Ueda was the ultimate victor of this year’s contest, with his speech “Homo Sapiens.” In it, he discussed the beauty in human curiosity and suggested we should stop shying away from stupidity. Instead, he said boldly, we should err on the side of madness, because that is how humanity has achieved greatness.
 Each student did an excellent job, not only in the contents of their speeches, but in the methods of their delivery. They spoke and gestured naturally and commanded the attention of the listeners. Through this contest, the accomplishments of the students, and their helpful teachers, truly was demonstrated.




◆Global Lectures: Japanese Painting◆

On January 8th, Professor Taizo Kuroda, curator and director of the Idemitsu Museum of Arts, visited Keimei to give a lecture on Japanese painting and art. In addition to his position as curator/director, he teaches at Joshibi University of Art and Design and Tokyo University of the Arts. Students were very interested to hear that the anime that is so popular all over the world today was actually based on 12th Century Japanese picture scrolls. Professor Kuroda projected the old picture scrolls onto a screen to show how each person’s facial expression is delicately drawn with a fine technique, which lead to modern anime and manga styles.
Kuroda showed how these old landscapes and pictures of the Japanese god of thunder, Raijin, and the god of wind, Fujin seem more familiar when they are portrayed in the style of manga, as well as how exaggerating elements of daily life can make them seem more exciting to the viewer. Through the lecture, students were able to gain an appreciation for historical Japanese paintings, and the elegant simplicity of the day-to-day lives of the people depicted in them.

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◆A Video Introduction to the Global Studies Class◆

This video provides an introduction to the high school third-year students’ completion of the two credits they received from participating in the class on the global education of our school.


*Please note that some browsers, or OS devices may not be able to play the video.






On the afternoon of December 15, after exams were finished, the Keimei students who had worked on the Cambodia support project were invited to come to Tokyo Keizai University and present their work at a special seminar held by Professor Akinori Seki. The following is a message we received from Professor Seki after the presentation:

“To all the Keimei students who visited today, thank you for coming to speak to us. Your presentation was absolutely excellent. Above all else, we were impressed with the passion and liveliness with which you spoke. The university students who heard your presentation couldn’t believe you were really high school students and remarked that your school must be truly great to produce such fine pupils. Your presentation skills clearly show your dedication and effort. I’ve just received word from JICA that there’s going to be an event on January 9th (pending Ministry of Foreign Affairs approval). Let’s both do our best to continue to improve our presentation skills!”

On January 9th, there are plans for us to go back to Tokyo Keizai and present the project again. The student council president, who will be among those attending, sent the following message to Professor Seki:

“We were so happy that this lecture gave us the chance to share our project with people outside our school. And getting to hear the other lecturers and what is important to them made us realize that there are people everywhere who feel the same way we do, and it has inspired us to want to work even harder towards our goals. We are very grateful that we were able to have such an enjoyable time learning about these important issues, and we are very much looking forward to the January event!”

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今年の4月より上智大学総合グローバル学部に進学した関 愛生くんを11月26日(木)の高3選択・国際理解の授業に招き、今までの海外体験や大学生活で感じたことなどを話してもらいました。



また、大学入学直後の4月末にネパールで地震が起きた時、すぐに立ち上げたMERO SATHI プロジェクトについても紹介してくれました。MERO SATHIとは、ネパール語で“私の友達”という意味です。SNSを利用して、MERO SATHIという札を持って写真を撮り、サイトにアップしながら多くの人々にネパールの現状を伝えるという活動です。関くんは、Stand Up, Take Actionという言葉のように、世界のために立ち上がり行動することの大切さを熱く語ってくれました。

①  外交的であれ
②  新しいことに挑戦しよう
③  恐れるな “Believe in Yourself”

◆Welcome, Sempai!◆

Last month, we were lucky enough to have a guest speaker from Sophia University, former Keimei student Yoshiki Seki, come to talk to our seniors about his experiences overseas and about college life in general.

Yoshiki was enrolled at Keimei up to his third year in junior high, after which he moved to Nepal as an exchange student. Living with a host family and being separated from his comfortable home life in Japan was an invaluable experience, according to Yoshiki. Many of the friends he made in Nepal, who at 15 were the same age as Yoshiki, were already married with children. However, when he went back to visit his friend later, Yoshiki found that he had been forced to leave his family and immigrate to Malaysia to find work. Yoshiki was shocked at seeing the differences between his and his friend’s lives.

When he was a high school senior, he came back to Japan and returned to school. Because of his experiences abroad, he was able to appreciate his privileged Japanese lifestyle and decided to try to make a difference. Over the summer, he went to Nepal and Bangladesh and launched a clean-up project at local schools. Then, after the earthquake in Nepal, Yoshiki was introduced to the Mero Sathi project and quickly became involved. One of the ways people can use Mero Sathi is to upload photos with the tag ‘Mero Sathi’ (which means “my friend” in Nepalese) using SNS to educate people on what’s going on in Nepal. Yoshiki then concluded his presentation by telling students to always “stand up and take action.”

In addition, Yoshiki left a few words of wisdom for the soon-to-be college students. At university, there are so many options when it comes what to do or study, but the most important thing is to take chances, not wait for things to come your way. He gave the following advice as a sempai and fellow Keimei student:
 Always be open to new ideas—be a diplomat.
 Try new things.
  Believe in yourself, and don’t be afraid of the unknown.

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◆High School First-Year Seminar on the Trans-Pacific Partnership◆

The third round of our Global Seminars was held on Saturday, November 21st, in which students learned about the TPP through a trade game. Students were divided into eighteen groups and assigned a country. The students were then given “resources” (in the form of paper, pencils, scissors, compasses, etc) and told to trade with the other countries in order to learn first-hand about the “free trade” of the TPP.
After just a few minutes, students began to realize that resources had not been allocated evenly—only a couple groups had been given the scissors necessary to cut out their resource cards from the paper they’d been given, for instance. Through the simulation, students were able to better understand the idea of scarcity and the problems it can cause, as well as the benefits of international cooperation and economic trade.
When asked what they gained from the experience, students were quick to talk about their new-found appreciation for good leadership and negotiating skills, as well as an interest in international trade in general. In addition, students were surprised at how hard it was for the “developing country” groups to break into the trade game with their unfair start. Overall, students were able to better grasp the ideas behind the benefits—and problems—with international free trade.

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-Junior High School Students’ Global Seminar


 関先生はネパールでの大震災後、大学生と共にMero Sathi Project(ネパール語で「私の友」という意味)を立ち上げ、募金活動やSNS上での呼びかけを通じて支援を続けています。今回はこの企画に携わった上智大学の8名の学生も一緒に、スライドを交えて震災後の現実をお話いただきました。また、その際、支援する上で実際に起きたトラブルについて説明を聞き、「支援を継続すべきか、中止すべきか」ということについて、現地に行った人たちがとても悩んだと知りました。




On Saturday, November 21st, another Junior High School Global Seminar was held, this time led by Keimei parent and associate professor at Tokyo Keizai University, Akinori Seki.
Professor Seki and his university students are heavily involved in the Nepalese earthquake relief organization Mero Sathi Project (which translates to ‘my friend’ in Nepalese), which fund-raises on behalf of those still affected by the earthquake earlier in 2015. For his lecture, Professor Seki brought along eight of the students who work on the project with him and together they went over a Powerpoint slideshow to introduce the students to the reality of the people who are still living with the effects of the quake. Through his speech, students were really able to understand the struggle of the Nepalese people, and the distress of the locals when it comes to discussion over whether to cut off financial support or not.
After the lecture, the students were divided into groups from all three years of junior high. Within their groups, they discussed whether or not we should continue or stop support, as well as the ramifications of each of those decisions. After the discussion, each group presented their ideas to the room. By the time students were through brainstorming, even the youngest in the groups were excited to share their ideas.
Through this seminar, our younger students were able to think about their place in the global landscape, as well as educate themselves on the current situation in Nepal.


高三国際理解 マイクロファイナンス(小規模融資)
-High School Seniors Learn About Microfinance and Small Loans



On November 12th, as part of their Global Studies class, our third-year high school students learned about microfinance, which is the process of making small loans to people in developing countries. Specifically, students looked at the website called Kiva, which connects entrepreneurs in those developing countries to people all over the world. During class, students were split into nine groups, and each group researched individually and decided on which countries to invest in— Uganda, Nicaragua, Indonesia, and Tajikistan were given special attention. All in all, students have loaned over a combined $1500 to 47 individuals in 26 countries.
During the discussion, students first decided to loan money to a teacher in Uganda raising money for a water purification system. Their reasoning was that it benefited an entire group of people, not just one person. This became the focus of their efforts—to prioritize life-saving technology rather than individual businessmen who might have a higher rate of return on the investment. After the teacher in Uganda, for example, students focused on entrepreneurs in Tajikistan who use the loans to fight diseases and on women in India who lack access to clean, safe plumbing.
By the end of the first class, students had already loaned money to five entrepreneurs, and through this activity they gained an appreciation for the struggles of people in developing countries as well as the power even one student has to help those people.


高三国際理解 Dinesh Ratala Joshiさんによる講義

--Dinesh Ratala Joshi Visits Our Seniors

高3選択国際理解の授業にネパールの教育のために尽力をしているDinesh Ratala Joshiさんを講師として招いて授業を行いました。

Joshiさんはネパールの高校を卒業した後、日本の大学と大学院を卒業しました。卒業後、初めは国連などで勤務することも考えましたが、教育の大切さを知り、母国に恩返しをしたいという思いでYou Me Nepal Trustを幼馴染の友人と立ち上げました。

What  何のために
When  いつ
Where  どこで
Who   誰が
Whom  誰のために
Why   なぜ
How   どのように


Dinesh Ratala Joshi, a prominent activist committed to Nepalese education, was invited to Keimei as an international guest lecturer.
Though raised in Nepal, Mr. Joshi went on to graduate from a Japanese university for both his bachelors and graduate degrees. Originally, he planned to work for the UN after graduation, but instead decided to dedicate his life to improving the schools in his home country of Nepal. Thus, he and his childhood friend founded YouMe Nepal Trust.
After teaching the students about the most impoverished schools in Nepal and what it is like there, students were asked to brainstorm ideas of how to help the situation by using the “6W1H” technique, which involves asking “what,” “when,” “where,” “who,” “whom,” “why,” and “how” when trying to tackle these kinds of problems.
Throughout the lesson, students were impressed by Mr. Joshi’s passion for helping his country, but also learned about the many stumbling blocks that exist for even the most dedicated of activists.

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--A Letter from a Chinese Junior High School Arrives






Since 2013, Keimei students have been exchanging letters back and forth with students at a junior high school in Lüshunkou District in the municipality of Dalian on the eastern coast of China. This year, 30 junior and senior high school students participated, and just last week we received a letter from Lüshunkou. Students have the option of writing in either Japanese or English. If our students write in Japanese, college students in Lüshunkou translate it into Chinese for the junior high students.
Due to its strategic location, Lüshunkou District was an important port before, during, and following World War II, and it has been known by many different names, depending on who controlled it at the time. In the 1880s, Russia seized and controlled it up until the Ruso-Japanese War of the early 1900s, at which point Japan took control until their defeat at the end of World War II. The Soviet Union then maintained control for another decade. It was because of these political and military struggles that China did not allow Lüshunkou to open to foreigners until 2009.
Now, our schools’ friendly exchange has even been featured in Japanese and Chinese in “Friend News,” and once a year our Chinese friends send us a picture book. Through this exchange, we hope to continue to bridge our two communities.

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--A Letter Arrives from Our Friend Ruth in Kenya

本校では、2011年度よりNPO Tareto Maaを通して、ケニア共和国マサイ族出身の15歳の少女ルースちゃんが教育を受けられるように、学内で募金活動を行って支えています。 
NPO Tareto Maaの本部はドイツにあり、避難して来た少女たちを保護し、教育が受けられるように支援しています。奉仕委員会ではこのNPOを通じて4年前より、ルースちゃんの授業料と、学校の子供たちに文房具を送っています。

Since 2011, Keimei has been supporting a fifteen-year-old Maasai girl in Kenya named Ruth through the NPO Tareto Maa. Through Tareto Maa, we’ve been able to pay for her education through fundraising activities we’ve held on campus. In her region, young women are often subjected to terrible treatment at the hands of those in charge, whether through forced marriage, forced labor, or genital mutilation, and they are often not allowed to go to school or given enough to eat. But through Tareto Maa, these girls are able to experience a more normal life. The NPO is headquartered in Germany and helps to protect these girls—and evacuate them, if necessary—and provide them with an education.
Four years ago, we began supporting Ruth through Tareto Maa by sending her tuition money and providing stationery and other school materials to the children at her school.
In the letter she sent us, Ruth talks about her gratitude, and how she is studying more eagerly than she ever has before. She also thanks us for our support in building a new water tank at her school, and she says she is looking forward to receiving a new letter from our students.
Through Ruth’s strength and bravery, our students have been learning more about the current situation for girls in Kenya and the importance of education. This week, the students on our service committee wrote a letter filled with love and encouragement and sent it to Ruth. We can’t wait until we get to hear from her again!

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--Global Learning Workshop: Becoming an Active Global Citizen at University




After school on Sunday, October 2014, a professor at Sophia University Yoshiaki Terumichi came to Keimei to give a talk about what students should study while at university in order to become better global citizens. While studying at university, it’s important to always be aware of your own thought processes and the history of different schools of thought. In order to help usher in the next generation of new ideas, we have to always be conscious of the current structure of our global society. There are many university students who have both short- and long-term plans on how to solve various problems in the world, and they to continue to study and evolve, because there are infinite paths and endless possibilities when it comes to figuring out global solutions, and it all is made easier when students widen their field of vision and expand their international knowledge.
Thanks to Professor Terumichi’s talk, our students were given new ideas regarding internationalism and their future studies.

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--A Report from Our Students in Cambodia Arrives


From August 3 through the 8th, our students are visiting rural elementary schools in Cambodia. Everything seems to be going smoothly without a hitch! Below is the report of what’s been going on!
“It’s already the second day of our trip at the center, and Cambodian elementary school kids and Keimei students alike are having a great time! Together, they do a variety of activities like drawing pictures, bubble-blowing, puppet sumo wrestling, arm wrestling, and other fun games. Despite the hot weather, the students’ enthusiasm never wavered. Each and every child enjoyed themselves.”


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ビジネスアイデアコンテスト 国際大会進出!

--Keimei Students Succeed at the International Business Idea Tournament



We are extremely pleased to announce that at the “English Business Idea Challenge Contest” held on Monday, July 20th, our school won both first and third place. With this victory, our students will advance to the final round, which is held on August 10th in Singapore.
A modified description from the contest’s webpage: “This contest involves students being presented with a business challenge in advance, and they must come with an idea and present it—completely in English--at the qualifying contest, including their business strategy, how they would enter the market, which countries they would market to overseas, etc. To do this, students must have well-developed information collection skills, analytical skills, communication skills, presentation skills, and also creativity. In addition, students who compete in the contest have the opportunity to exchange ideas with kids from all over the world and expand their worldview.”


高3国際理解 『良いリーダーの資質』

--High School Seniors Learn Leadership Skills



On July 2nd, our seniors learned about the qualities that make a good leader from some visiting American college students. First, the visiting students introduced themselves and told the seniors their names and their majors. Then, they performed five skits to demonstrate examples of good leadership and bad leadership.

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Then, our seniors were broken up into seven groups and, using the skits as a reference, brainstormed the qualities of good leadership.

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A good leader must have the power to bring everyone together. They must be able to sympathize with or provide an explanation to people who don’t understand, or those who do not wish to comply. Keeping a humble attitude is also necessary. With everyone’s combined efforts, it is possible to maintain a dependable and powerful group mentality.


A scene depicting the students spell the word “lead” using themselves as letters.



A leader giving clear instructions.


Showing individual capability is necessary as a leader, just like some American college students.
It was a lot of fun to see the students get together in the multi-purpose room and pretend to be airplanes.


良いさわやかなリーダーAn example of a good and eloquent leader.


The leader encouraged everyone to try their best even if they failed.


悪いリーダーの例 An example of a bad leader.



Everyone became confused when being instructed only in Chinese.



日本人とアメリカ人の会議 Japanese and American students meet.


Leaders should have the ability to mediate and solve problems by objectively listening to varying opinions. In addition, they must have superior logical thinking and communication skills.



In the school leader selection meeting, each leader was announced.

2人目はラップで主張 今風をアピール

The first person appealed to the crowd because of their powerful and loud voice
The second person appealed by rapping.
The third person, Ms. Fushigi, was the environmental welfare representative.
The fourth person had a muscular, superman-like appeal.
The fifth person had a “for the people, by the people” appeal.


Originally, five students were chosen, but in order to realistically choose the representative, physical appearance and popularity were considered.



As a leader, there are instances where the best course of action is not always apparent. If a leader does not know about the world, then there will be questions that they are unable to answer. A good leader should be both knowledgeable and capable of responding to questions.

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A bad leader tries to manage people with force. Sometimes, even violence is exerted. However, the leaders were then replaced with the subordinates.

image029部下をいじめるリーダー A leader chastising a subordinate.

image027入れ替わるシーン An interchanging scene.

image033反対に怒られるシーン A scene depicting anger.

image031丁寧に教える良いリーダーA scene with students portraying polite leading


Global Education Seminar


At the end of June for the second time, workshops and seminars were held for the junior high school, high school first-year and second-year students about various topics on the theme of forging a global perspective.

中学校Junior High School
中学校は起業者である白砂 晃氏にお越しいただきました。始めに、企業に至るまでの歩みをお話していただいた後、白砂さんから顧客に関する課題が出され、生徒達はグループに分かれて、「ある顧客に需要のある新しいサービスを作るとすればどのようなものが良いか」というテーマで話し合いました。目に見える物を考えるのではなく、多角的な問題に対してサービス、ビジネスを考えたため、話をまとめるのに苦労したグループもあったようです。再び大教室へ戻って全体会を行い、各グループの代表者が自分達の会社の企画を発表しました。生徒達は様々な視点から物事を捉え、解決する難しさを感じながら一生懸命取り組みました。

Mr. Akira Shirasuna came to do a workshop with the Junior High School students. After speaking about his experience and how he became an entrepreneur, he discussed different customer service issues. The students were then divided into groups to talk about the process of creating new customer service as well as ideas as to what makes good customer service. Some groups had difficulties with collecting ideas concerning the multilateral issues of business once you get past the superficial problems. A representative from each group then presented the plans for their created company. Through this workshop, the students were able to learn from each other while working hard to solve difficult problems.

IMG_6953▲講演者の白砂 晃氏。One of the speakers was Mr. Akira Shirasuna.

IMG_7046▲グループワークの結果を全校の前で発表するリーダー。Each group leader presented the results of their group work in front of the whole school.

高1 High School First-Year Students
高校1年生のテーマは「国際問題の発見」であり、世界で起きている様々な問題を探ります。今回は、JICA地球ひろばの中川 誠子氏をお迎えし、開発途上国での問題をワークショップ形式で学びました。

This theme of this seminar was Discovering International Issues, which explored the various problems that have been happening in the world. Mr. Seiko Nakagawa of JICA Global Plaza came to instructed a workshop about problems in developing countries.

IMG_6988▲グループワークの様子。Students working in their groups

高2 High School Second-Year Students
高校2年生は、CSR(企業の社会的責任)を推進している株式会社フェリッシモの葛西龍也氏を招いて講演会を行った。テーマは、「インドで7580軒の農家を抱えるサラリーマンだけど、質問ある?」であった。社会性、事業性、独創的の調和の取れた事業の在り方を質疑応答を交えながら分かりやすく説明していただいた。葛西氏は、基金付き製品を販売し、集まった基金で再びオーガニックコットンを栽培するPeace by Peace Cotton Projectを2013年に立ち上げた。インドで収穫したオーガニックコットンで新たな製品が作られ再び消費者は買い物が出来る。日本人とインド人が手をつなぎ協力し合って、参加する全ての人の笑顔や豊かですこやかな大地へ恩返しできることを目指しているとのことだった。支援活動の一部には、綿農家の子供達が大学へ行く奨学金の援助などもある。そのことに対して後半の質疑応答では、インドの人たちが教育を受けたことにより、農家の仕事を捨てて都会に出るような現象は起こらないのかという鋭い質問があった。また、昨年カンボジアワークキャンプに参加した生徒は、「豊かさとは何か」について現地に行ったからこそ見えてきたものがあると今回の講演を聞いて感想を伝えた生徒もいた。

The high school second-years attended a seminar led by Mr. Tatsuya Kasai who promotes Corporate Social Responsibility (CSR) of Felissimo Co., Ltd. He provided us with an explanation during the question and answer session as to the way business should really be when you balance social and business potential, as well as creativity. With this is mind, the Peace by Peace Cotton Project was developed in 2013, in which consumers are able to purchase a new type of organic cotton from India. The goal of the project is for Japanese and Indian people to collaborate in order to bring happiness to people and give something back to the earth. Financial assistance, such as scholarships, is also given to the children of the cotton farmers to help them go to university. During the second half of the session, Kasai talked about how some of the Indian farmers were also educated by going out into the city. In addition, one of the students who participated in the Cambodia trip last year shared their thoughts and impressions after having visited the people and the actual place where they had been helping. 

IMG_7000▲講演者の葛西 龍也氏。One of the speakers, Mr. Tatsuya Kasai.

A student who went to Cambodia last year said that although the children in Cambodia are not as rich as those from Japan, we cannot measure happiness just based on wealth or appearance.

高三国際理解 『ルワンダで働く夫妻を招く』

High School Senior International Understanding: Seminar led by a Working Married Couple from Rwanda






On June twenty-fifth, we invited Mr. and Mrs. Rudashinguwa from Rwanda to give a talk to the third year students in their Global Studies class.
First, they spoke of the difficult history Rwanda has faced over the years. Then, they talked about the details and activities of a project they developed in 1996, called the Murundi / Japan One Love Project, which deals with issues such as conflict and disease.
They help to provide artificial limbs free of charge to those who have suffered from an accident. Mami and her husband, Gatera, have been together for over twenty years running a mobile clinic that manufactures artificial limbs. They came here in order to learn about Japanese prosthetic technology so that they can give hope to those who suffer from disabilities.
In the first Sydney Paralympics, a twenty-four-year-old man from Rwanda was able to compete in the swimming competition. For the Tokyo 2020 Paralympics, it is their hope that a representative from Rwanda will be able to participate in the wheelchair competition.
As a closing remark to the students, Mr. Gatera told them, “While we may be living at the same time as other people, there are still many who cannot receive an education due to conflict, poverty or disease. Because of this, it is important to treasure the learning environment that you have.”



Cambodia Support Project

本校が昨年から立ち上げたカンボジア支援プロジェクト”Stiches for Riches"が、今年度も始まっています。






This year we have once again begun our Cambodia support project, called “Stitches for Riches,” which was started up last year.
Together with the service committee in Cambodia, we have gathered some of our students to help and work with Cambodian mothers and children.
By doing this project, our students were able to gain a deeper understanding of the situation in Cambodia through participating in day-to-day activities. We hope to provide the necessary aid to give education to Cambodian children who are unable to attend school.
For this project, we collected fabric, and sent it to the Cambodian mothers. They then used the fabric to make items, such as napkins, purses and bags. After receiving these products, we plan to add finishing touches to them so they can be sold in our school’s cultural festival.
We have also received more cooperation from parents this year than last year in contributing to this project.
The Cambodian mothers have agreed to send their children to school as a result of receiving the profit from the fabric items they made for the festival. We hope that through this project, we will be able to help the financial situation of the Cambodian mothers, thereby providing education to their children.

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【Stitches for Richesについて】What is Stiches for Riches?
このASAPの活動の一つに、“Mother to Mother”という裁縫プロジェクトがあります。この活動は、子供の労働力に頼った農村の未就学児童問題を解消する目的で行われています。活動の内容は、カンボジアの村の最貧困家庭の母親が日本の幼稚園や小学校で使われる布製品を手縫いして、日本で販売します。電気や水道のない村で全て手縫いで行われているため、製品が日本に届いてから日本の母親たちが、洗濯、アイロンがけ、紐通しなどの作業をします。日本の母親と、カンボジアの母親がフェアトレードで助け合う支援活動です。この活動を手伝ったことをきっかけに、啓明学園で立ち上げられたのが、カンボジアの母親と自分たちのニーズを結ぶ“ Stitches for Riches”(共に豊かになる裁縫プロジェクト)です。

Through the efforts of mothers in Cambodia, as well as Japanese mothers and students, we at Keimei Gakuen hope to allow the Cambodian mothers to make money so they can give their children a proper education. By working on this sewing project together, we also hope to create a connection between our two countries.
Our project provides free trade educational support to impoverished areas of Cambodia. Our high school students sought the aid of the NPO called ASAP, which helps to support education to underdeveloped areas in Asia. This organization has already established schools in the Shemurip Province of Cambodia, and continues to support these institutions.
One project that was created by ASAP is the Mother to Mother sewing project and was developed to eliminate child labor in farms in Cambodia. The goal of this project is to give mothers in Cambodia Japanese fabrics that the mothers will then use to sew various goods. These products are then sold at kindergarten and elementary schools across Japan. Because there is limited access to electricity or clean water where the mothers live, once the schools in Japan receive the items, they are then cleaned and ironed by Japanese mothers who volunteer. We at Keimei Gakuen decided to participate in this project three years ago. In order to give the Cambodian mothers more opportunities to make money, we decided to start our own branch of the Mother to Mother project, which we named Stiches for Riches.
Since 2012, Keimei volunteers have worked each year before the school bazaar to finish the bags that we received by putting a string through them so they can be closed. In addition, Keimei students have added decorations, such as lace and buttons to the goods in order to increase sales. Through all of the effort put in by the Cambodian mothers and our volunteers here at Keimei, we are happy to say that all of the items were completely sold out during our bazaar last year.
In August of both 2014 and 2015, Keimei sent some students and faculty to Cambodia, and visited the schools that were founded by ASAP. Our students had the chance to play with the Cambodian students and meet the mothers who made it all possible. Due to various conflicts, these mothers were unable to receive a proper education. Through this project, our students were able to see the true benefits of Stiches for Riches and saw that their efforts were going towards giving those children the opportunity that their mothers never had.

高三国際理解  『オーストラリアとSkype会議』

High School Senior International Understanding: Skype Conference with Australia

5月29日(金)3限に高3国際理解の有志の生徒が、オーストラリアのメルボルンにあるMentone Girl's Grammar Schoolの高校生と女子教育の大切さについてスカイプ会議をしました。

インターネットを利用した共同学習サイト(iEARN Collaboration Center)で、お互いに開発途上国の少女たちの境遇について紹介しているDVDを見て学んだことを投稿しあいました。






On May 29th, students of the International Understanding class volunteered to do a Skype conference to talk about the importance of education for girls with high school students of the Mentone Girl’s Grammar School in Australia.
Together, they used the collaborative learning site, iEarn Collaboration Center, and learned about circumstances girls face in developing countries.
To introduce themselves to each other, they discussed the importance of girls’ education, and what you can do to help the people of developing countries.

In addition, the Australian girls presented some poetry they had written.
Finally, all the students exchanged their experiences learning and working overseas.
The Keimei students who traveled to Cambodia described the support that they were giving to Cambodian mothers and students, and how they are doing as a result.

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高校2年生 グローバル講演 「国連という立場から見る」

High School Second-Year Global Seminar on the UN International Perspective





Kiyoshi Chiba of the Public Relations section of the United Nations came to speak about how the UN is trying to solve world issues.
Beforehand, students had been put in charge of different countries in order to research the degree of poverty, infant mortality rate, and any other challenges that their respective country faces.

This seminar focused, not on the nature of the UN as the world government, but rather the liberal governmentsof the 193 countries that coexist as members of the United Nations.
Students learned about the UN and its relationships with the permanent and non-permanent members of the Security Council, as well as the General Assembly.
In addition, students were able to deepen their understanding of the issues discussed in the Millennium Development Goals, which include global warming, gender equality, and the poverty situation of those living on less than one dollar a day.


高校1年生グローバル講演 「平和学」

High School First-Year Global Seminar on Peace Studies



We aim to explore the various problems and issues that are happening all over the world through the theme of “Discovering International Issues,”
Professor Takao from the International Department at Meiji Gakuin University came to speak about various questions we may have when it comes to talking about world peace, such as, “What does it mean to have world peace?” and “What is, and what is not peace?” The students were able to learn and reflect on this topic from a scholarly standpoint.


中学 講演会・ワークショップ

Junior High School Global Seminar and Workshops





One of our graduates, Nakata Takeshi, who works as a creative designer, came to school to give a talk about his own personal experience at Keimei, as well as his current work.
The students were then split into groups to talk about their thoughts on Nakata’s brand and products. After each group leader presented the opinions of their group, Nakata provided comments and feedback.
This workshop helped the students learn the importance of accepting a different point of view in order to expand their own way of thinking, as well as the difficulty in preparing an in-depth discussion within a limited amount of time.
Students will be encouraged to apply what they have learned from this workshop for the next seminar, which will be held in June.

▼ともに卒業生の花澤さん(左)と中田さん(右) お二人ともクリエイティブな仕事をしています。Together, two of our graduates, Hanazawa (Left) and Nakata (Right) working creatively

▼グループ内での話し合いの様子。中学3年生がリーダーを務め、しっかりとグループをまとめました。One of our third-year junior high school students acted as the leader for a group discussion.



Designation from the Super Global High School Association



The Ministry of Education, Culture, and Sports of high schools has chosen to award our school based on our educational ideology which contributes to international leadership development, higher communication abilities, problem solving, and an interest in foreign cultures and social issues. We at Keimei will strive to promote the development of our future global leaders as an active participant of the Super Global High School (SGH) Association.
The figure below shows the business model that our school submitted to the Ministry of Education. Based on this overall picture, we will actively proceed with our plans this year.

2015/4 啓明学園中学校高等学校