Maintaining an intellectual community transcending the times that is based on the spirit of the ‘common good’ and ‘conscience’

Through its commitment to academic study, Christianity and internationalism, ICU shares common ground with Doshisha with its mission based on Christianity, liberalism and internationalism. These are values that have become increasingly important in modern society which remains rife with division and conflict. In its medium term plan for AY2021～2025, ICU focused on the concept of the ‘common good’. Iwakiri said, “This refers to the pursuit of the good for all in a liberal and equal relationship and sharing it. The key to the realization of this goal is the intellectual community, a forum for the exchange of ideas in various fields.”

With the arrival of the pandemic in early 2020, the intellectual community faced unprecedented challenges in order to prove its worth. At the onset of their presidencies, the two administrators were forced to handle the situation with increasing limitations in terms of in-person classes and student activities on campus.

An emblematic episode at ICU at the time was a student petition demanding a partial reimbursement of the tuition fee. Students declared that, “given the tuition they had paid, they had the right to receive the benefit of in-person teaching.” Iwakiri responded by sending an email to all students. The message emphasized dialogue and offered an understanding of the concept of equality. It attracted the attention of many, inspiring a rethinking of the value of a university education amidst the pandemic.

How do the two institutions assure quality in education?

The two universities share an emphasis on the spirit of the “common good” and “conscience”, although the scale and actual measures to realize these values differ. The two presidents engaged in a dialogue to delve into the characteristics of the intellectual community from the perspective of the quality of education.

Since its foundation, ICU has constantly implemented changes and reforms, as a small-scale single College of Liberal Arts with less than 3000 students. A general education course called the “The Post-human Debate from a Liberal Arts Perspective”, offered as of AY2023, epitomizes its interdisciplinary instruction. Four faculty members specializing in international relations, psychology, literature and physics gather in a classroom to discuss the topic, “What makes us human?” from various perspectives. Originally part of the high school-university connectivity program for high school students, the course was developed for ICU students to cultivate interdisciplinary thinking. The student quota for general education courses at ICU is 150. Iwakiri said, “We believe the classrooms serve as a venue for unexpected discoveries through dialogue between faculty from many fields and students.”

Iwakiri describes the education at ICU: “We are a College of Liberal Arts with a single Division of Arts and Sciences. Our small scale makes it possible to be flexible in the education we offer, which is one of our strengths. We encourage students to focus on acquiring a perspective that allows for inquiry and solutions from a very wide range of ideas. In the first two years, students engage in learning in various fields and they choose their major at the end of their sophomore year. This process of later specialization allows them to acquire a clearer understanding of their academic interests. With a background in liberal arts that covers a wide range of academic fields, they go on to study a specific theme of their choice with the chance to further their education in graduate school. We tailor instruction according to the needs and interests of each individual student so that they can fulfill their ideals in the learning process. This is why universities need to embrace diversity.”

Ueki went on to say, “At Doshisha, we offer an environment that enables students to pursue specialization in a diverse range of fields, a forte of the comprehensive university. On the other hand, my concern is that, by having students remain ensconced in their chosen realm, this may narrow down their perspectives. At Doshisha, students can take courses in faculties and departments outside their major, but most of them are only interested in the syllabus of the department they belong to. To deal with this situation, some members of the faculty volunteered to compile a booklet introducing courses on a trial basis, initially in the graduate school, outlining each and listing the basics necessary to enroll. At the onset, some questioned the need for this, but fortunately students have reported that it encouraged them to take courses outside of their area of specialization. We will continue to pour our efforts into inspiring interest in our students, faculty and staff to make full use of our resources in education and research.”

As we considered in the “Dialogue on the Core Values of ICU #03”, ICU continues to exist as a liberal arts college with a mission to realize this educational philosophy. Doshisha provides specialized education in multiple faculties, epitomizing the comprehensive university. Both have maintained their philosophies pursuing a liberal style of learning since their respective foundations.

A skillfully designed “synergy of knowledge”
This will help bridge the distance between individuals and to create empathy

Despite the differences in scale, the two institutions share an educational philosophy of “synergy of knowledge.” ICU, as a small liberal arts college, allows students to combine any of its 31 majors to study across the arts and sciences in a high-standard educational program. But, in reality, a meaningful discussion or dialogue cannot take place without the agency of students. Similarly, at Doshisha, a comprehensive university comprising 14 faculties and 34 departments with a liberal style of learning across the arts and sciences, it is indispensable for students to be actively engaged in the learning process. What is important here is that individuals with differing views gather to exchange views and to inspire each other to create a “synergy of knowledge” by actively engaging with students’ minds and intellectual interests. In addition to curricula and programs, it is important to consider the nature of the “experiences” to which these contribute. This is a feature the two universities share in their instruction. In this section, we will consider the importance of this “synergy of knowledge” with examples from the two institutions.

At ICU, many students frequent the new Troyer Memorial Arts and Sciences Hall which opened in April 2023. As its name suggests, the building provides space for an encounter with both the sciences and the arts, for an integration of knowledge. The building houses five large classrooms, research institutes in the humanities and social sciences, and research offices and laboratories in the natural sciences. The experimental labs have glass walls so that students other than natural science majors can take a look at the process of learning in the natural sciences, all this designed to create a synergistic effect. “What we had in mind was a system whereby students could come into close proximity with what others are studying on a daily basis. The classrooms and dormitories serve the same purpose. Students majoring in diverse fields come together and engage in dialogue to get to know each other. This exchange is the source of synergy that is not possible when they are confined to a group majoring in the same field.” Iwakiri stressed that students with differing backgrounds, cultures and values engaging in dialogue in this way will become more important than ever in an increasingly global society.

Doshisha has also initiated a move involving faculty from diverse specialties. In 2020, the ALL DOSHISHA Research Model COVID-19 Research Project was established on the theme of Post-Covid Measures for Society. Symposia were held and research grants provided for 77 research themes presented by faculty. Currently the All Doshisha Research Model 2025 has been announced to support research aimed at achieving various SDG objectives in three years from 2022. Ueki says, “These activities have inspired faculty to engage in joint research projects as a result of the dialogue between those with diverse expertise at events such as symposia. We also need to encourage faculty to engage in dialogue, in addition to that among students.”

Iwakiri agreed. “Your point relates to the critical thinking we emphasize at ICU. It will be more important than ever to cultivate the ability to consider an issue from diverse perspectives, to develop the discussion without immediately swallowing whole your own opinion or that of others.” He continued by noting that a scene from classic French literature points out the importance of engaging with both emotion and intellect: “In Marcel Proust’s À la recherche du temps perdu (In Search of Lost Time), the protagonist dips a madeleine cake in his cup of tea and the first bite brings back fresh memories of the past. The senses trigger the memory, but an intelligent analysis is necessary to unlock past recollections. Senses and intellect work in tandem in the pursuit of the truth.”

ICU Professor Emeritus Kazuo Kitahara has said, “Liberal arts is a skill that liberates us from biases and our preconceptions and that enables us to think freely with our own minds.” (Dialogue on the Core Values of ICU #05）. Critical thinking is the backbone of liberal arts and this mode of thinking cultivates a shared understanding. It is the key to nurturing empathy with intellectual synergy. Liberalism emancipates us from fixed notions and accepted practice, which makes it possible for us to implement and continue reforms.

To navigate the dark waters of immense change, we need an alternative approach from a dimension that is not of “today"

In an era of accelerating and phenomenal change amidst the pandemic, generative AI such as ChatGPT has been the focus of attention in many industries and fields since late 2022. Specialists have pointed out numerous issues, such as the spread of misinformation, risk of information leaks and vulnerability to cyberattacks.

Generative AI is finding its way into every system, the education industry being no exception. There is ample concern at the lack of an adequate academic response when students write reports and theses using this technology. One after the other, universities have announced to students, faculty and staff guidelines on the use of generative AI and the consequences for grading. In July 2023, the Japanese Ministry of Education, Culture, Sports, Science and Technology announced its guideline, “Handling generative AI in educational matters in universities and technical colleges”; this was achieved by incorporating university guidelines and expert opinions.

Iwakiri said, “The advent of generative AI has raised the importance of the personality. Generative AI does not have emotional skills or experience; thus it is not able to engage in dialogue based on the deep thinking that humans are capable of. At ICU, we have the Division of Arts and Sciences, but when we return to the spirit of Christianity, in addition to the arts and sciences, we need wisdom that can surpass our times. All three are indispensable for complex thinking about humanity and higher education.”

Iwakiri said, “The concept of the ‘university of tomorrow’ epitomizes ICU’s disposition for continuous reform. Tomorrow is not a date on the calendar, but a metaphor for a dimension that is not “today”. The university is not confined to human time, so that values of the era are not automatically incorporated in instruction, while the learning offered seks to explore unchartered territory. This is what makes ICU an eternally unfinished university.”

Ueki followed, “Niijima Jō, founder of Doshisha, said it would take 200 years to fully realize the university’s ideals. We continue to strive as a developing institution to establish new degree programs, maintaining cutting-edge education and research systems. On the other hand, it will take time for their effects to be seen in our education. Not only do we need to respond immediately to changes in society, but we must also pass on the philosophy of our founders. We need to look back to where we started and discern what we need to change to stay relevant and effective. It is imperative to engage in this never-ending process: the university will be eternally ‘unfinished’.”

ICU has just marked its 70th milestone, with Doshisha about to commemorate its 150th next year. The two institutions differ in history and scale, but they share liberal arts and student-centered perspectives at the core of their education. In modern society, many students realize their dream to study despite hardship born of economic issues, family problems or the difficulties of living in conflict-ravaged areas. While the university’s alternative standpoint in sharing intelligence becomes increasingly important, both “unfinished” universities strive to make reforms. This reflects their unwavering determination to maintain and develop a liberal environment for learning.

At the heart of all universities lies global relevance
The importance of a unique culture that enhances this quality to the fullest

In recent years, Japanese universities have been offering more international and global programs, with perspectives open to the world. However, ICU has continued to offer a global standard liberal arts education in its 70-year history, and this is evident in its programs, syllabi, GPA and course numbering systems. In this part of the dialogue, the presidents discussed future plans from the perspective of global standardsi.

Iwakiri started by saying, “Universities are essentially the same the world over. Although the facilities, equipment and affiliated researchers differ, what we teach is basically the same. To establish a university means to enter a framework of common knowledge that universities around the world possess. Based on this presumption, we can probably say that all universities are founded on a global standard.”

Ueki agreed. “The objective of all scholarship is the pursuit of truth. Although we engage with differing areas, what we all do is seek questions and find answers to them. For example, when we solve a proof problem in geometry, I imagine many have found drawing additional lines useful for a new perspective. This kind of thinking can be applied to all academic fields.”

In Japan, the serious disconnect between the arts and sciences has been pointed out recently as problematic, as a deviation from the global standard. Iwakiri takes a dim view of this situation and points out the need to return to the starting point in the learning process. “The word science refers to the study of sciences in general, but its etymology is rooted in the Latin word scio which means ‘to know’. The basic concept behind the word science is the desire to know, regardless of field. The current educational system divides the arts and sciences, but we need to recognize that the bedrock of learning is curiosity.”

Ueki said, “At Doshisha, we have a popular program for graduate students and young corporate employees. They study together to create technology and products necessary for future society. Students have the opportunity to realize their ideas, while employers say they are inspired by the unique ideas students come up with. I have been made aware of the importance of providing a venue for students to think freely.”

Iwakiri continued, “the role of the university as an educational institution is to provide students with a place where they are at liberty to engage in dialogue without being forced to change or restrain their opinions.”