Showing posts with label Tsukuba University. Show all posts
Showing posts with label Tsukuba University. Show all posts

Saturday, October 06, 2018

Apostille of Fake Degrees



Last week I signed up for a UN assignment in Afghanistan. It was the culmination of a long drawn out selection process - online applications, verification of credentials and interviews. I need to be in Kabul for two months for the independent evaluation of an FAO project.

Having visited, worked and stayed in a few countries over the past 23 years, I thought I was familiar with the formalities involved in international travel. In this case, instructions from FAO were quite clear: "Approach Embassy with all relevant documents - Passport, photographs, degree certificate photocopy and original , signed contract document, MOFA reference number. Ticket is not necessary for visa".  

At the Afghan Embassy visa counter however, the officer flipped through my documents and asked me a question that left me quite stunned. "How do we know", she asked with genuine concern, "That your degree certificates are not fake?"

I tried telling her that, in the first place, I would not be selected by the UN for an assignment if I had fake degrees. I had two Master's degrees - the first from IRMA and the other from Tsukuba University, Japan. Both could easily be verified online on the official alumni pages. Also, I had got the second degree on a full scholarship from the World Bank - a fact that could be easily verified on a Google search since my entire Master's thesis was available online. 

The visa officer was unmoved. "Rules are rules", she insisted, "If your highest degree is from Japan, it has to be endorsed by the Japanese Embassy in India. All Indian degrees have to be verified by the Indian Ministry of External Affairs (MEA)". She also added helpfully that applicants got it done at Patiala Courts where extra fees was charged for 'fast service'.

One of the lessons I had learnt is that there is no point arguing with with a Visa Officer. I walked out of the Afghan Embassy, crossed the road, and checked at the Embassy of Japan. They did not have any facility for "endorsing" certificates from Japanese universities. All they could do was to check with their registry and give me a letter saying that the university seal was genuine. This process would take at least three working days, and cost Rs. 2300. 

What next? I had no idea that MEA had anything to do with certification of education documents. Outside the Japanese Embassy, I set my files on a concrete blast-barrier and googled "India MEA education certificate endorsement". I got this page and learnt a new word: apostille.

It was a two-step procedure. First, the degree certificate had to be endorsed by a state government authority, and under Step-2 "MEA legalises the documents on the basis of the signature of the designated...authorities. Hence it does not take responsibility of the contents of the documents". MEA charged Rs.50 per document for this service. As expected, there was no mention of the time-frame involved.

Strapped for time, I now headed towards Patiala House Courts Complex, into the den of brokers, middlemen and lawyers dressed in 50 shades of black. In one of the many hole-in-the-wall offices, I presented by predicament to one of the broker-lawyers.  He feigned deep concern, quickly gauged my desperation level, and quoted his fees: Rs. 3000. 

So, for a government service worth Rs.50, I had to shell out Rs. 3000. Within this margin lies the thriving new economy of the apostilles. An education certificate from IRMA, an automomous education institution in Gujarat, is endorsed by a Sub-Divisional Magistrate in another state, Delhi, who proclaims it as genuine. Based on this, MEA legalises it 'without taking any responsibility of the contents of the documents'.



Come to think of it, this is a racket no different from that of the Public Notaries who blindly attest any document with a Government of India seal. The only difference is that you get a fancy sticker with a flurry of seals and signatures behind an education certificate.

Why would any Embassy encourage this kind of daylight robbery? Is this merely the game of passing-the-buck between bureaucrats of different countries?  A friend who has worked in Afghanistan for over a decade said this rule was introduced in 2013 to avoid fake people with fake degrees from getting posh jobs in Afghanistan. It seems there are many such guys already in the country.  Also, it seems Afghan nationals too have been using fake certificates to enter the job market. He also added that brokers charged anything from Rs. 5,000 to Rs. 10,000 for a one-day service.

The latter was confirmed by a lawyer at Patiala Courts. There are thousands of Afghans studying in India, and it seems their government does not accept any education certificate from India unless it is attested by by MEA and the Ministry of Human Resources Development (MHRD)! 

No wonder the brokers at Patiala Courts are laughing all the way to the bank.

------------------------------------------------------------
REFERENCES & LINKS



* Afghan Embassy - Visa Rules - http://newdelhi.mfa.af/consular-services-4/visa/visa-information-indians/working-entry-visa-wev

* MEA, India - Procedure for Attestation of Education Degrees - https://www.mea.gov.in/apostille.htm

Apostille Convention - https://en.wikipedia.org/wiki/Apostille_Convention

Sunday, June 20, 2010

A Black-Belt in Judo

.
Last Sunday, I was pleasantly surprised to know that I had qualified for Judo black-belt (sho-dan / first level).

Why the surprise? Firstly because getting any qualification - let alone a black-belt - was never even an objective when I started my training. Secondly, in my own mind, I was merely 'partnering' a friend and more worried about making some mistake and letting him down than anything else.

The test-event itself was quite a learning experience though. So this post is an attempt to recap the whole process  for foreigners who may be interested in getting a Judo certification in the Japan.

I've been in Japan for a little more than a year now. I had approached the Judo Club at University of Tsukuba with the objective of staying fit -- something of a healthy diversion from the long sedentary hours of research-work -- and out of curiosity. The university was famous for its sports faculty and I just wanted to get an idea of the sort of training and effort it had taken to produce so many Olympic medalists in Judo.

We trained twice a week (Mondays and Fridays) with a "bonus" option of training with full-time judokas (The "Tsukuba Blues") on Wednesdays. Each two-hour session was divided into seven parts - (1) Rei (group salutations) (2) Warm-up exercises (3) practice-sparring - 30 mts. (4) Randori - random practice fights with other club members - about 10 rounds of 4 minutes each (5) Cooling down exercises (6) Salutations (7) Cleaning up the hall.

Each session was physically demanding. Sprains, aches, cramps and bloodied uniforms were fairly common but the seniors keep a sharp lookout for fights that could be getting out of hand. And the atmosphere was helpful and friendly with the more experienced folks ever-ready to help the newbies with the ropes for each kata (form) and technique.

About a month ago the club-captain suddenly asked me if I wanted to appear in the black-belt qualifying exam at Tsuchiura. At first I thought he was joking but then I understood that one of the members, Yamada-san was keen to apply and he could not appear in the test without a partner.

The captain demonstrated the nine throwing forms (Nage no Kata) that had to be presented by each pair for the sho-dan level (1st level black-belt). He also told us that each applicant would have to fight a couple of random bouts and that the test would cost a few thousand yen.

As can be seen in this video, Nage no Kata looks like some kind of stylized dance. It may look easy but it does take a good deal of practice to get the correct sequence of moves. In each pair there is a "Tori" (取りthe attacker) and the "Uke" (受けthe defender). There are nine sets of three throws each(te-waza, uchi-waza and ashi-waza or techniques using the hands, waist and legs) and each throw had to be done on the right-hand and the left-hand side ( I found the change-over particularly confusing). After the Tori throws the Uke 18 times, the whole process is reversed with the "attacker" now becoming the "defender" for another 18 throws.

We practiced hard but even until the last day of practice, I was not sure if I could remember the all moves - especially the part where there is a switching of roles from being the attacker (easier) who gets thrown around and to that of the defender (difficult).

On D-day (13 June) we reached Tsuchiura Dojo by 8:45AM. It was a large building - and quite crowded. About 150 candidates - mostly boys in their late teens thronged the corridors. The whole event was being organized by a set of sharp, supremely fit, elderly gentlemen dressed in white shirts and grey trousers. They manned the counters dispensing the application forms, clarified doubts, helped fill-in the forms, and directed each group in booming voices to the right halls - the archers stayed downstairs while the judokas went to the first floor hall.

It was apparent that foreigners were a rare sight here- I must have been the only gaijin in the building that day. But thanks to Yamada-san, we submitted the application forms quickly, paid the fees (Yen 6000), went to the locker-room upstairs and changed into the Judo-Gi. When we were about the enter the hall, one of the elders reminded us that our names had to be there on the back of our uniforms. So we went back downstairs, got our names written on white-tape and had it pasted on. Back again upstairs, everybody was now practicing until the tests started. We too found a vacant corner and went through all the moves once again.

In about 20 minutes everybody was told to line up in groups. White-belts and black-belts stood in separate rows and listened to four brief speeches about the ethics and philosophy of judo. Then the tests began with the girls and the black-belters. As we settled on the periphery, they lined up in two rows facing each other and went through the motions of their Nage no Kata. The black-belters were a pleasure to watch - especially the advanced ones facing opponents armed with 'long-swords' (katana) and daggers.

The white-belters were called to line-up next. I got up with a lot of trepidation but once the first step was taken the throws seem to flow on their own. But even though I was a passable Uke, I faltered as a Tori and my last move for Uchi-Mata was a disaster. The mistake was quickly noticed by the judges and one of them walked past asking his colleague loudly, "What do you think of this pair?" The quick reply was, "Well, just barely..." (ギリギリ).

I was disheartened and thought that both of us would be disqualified from the rest of the test. But apparently there were others who were much worse and we stayed on for the next round - the random bouts.

The group of 60 candidates was divided into two sets. The fights took place one at a time and the the members of one groups had wear red ribbon markers on their waist. When the fights started, I was struck by the ferocity with which the teenagers attacked - it was so very different from the sparring at the club! Fouls were aplenty - there was so much of kicking, jabbing, and poking that the referee was busy calling the fights to order.

I was called for three bouts - the first was with a bigger and heavier opponent; the next two with teenagers of similar or lesser weight. I lost the first one very quickly and held on for a while longer for the other two before the opponents were declared "ippon!" (winners). My partner, thankfully, did much better - he was a clear winner for one of his three fights. After the fighting rounds a few of us "runners-up" were called in to demonstrate a set of three throws each.

By now it was 12:30PM and we were told to wait for the results. After a while everybody was called in and one of the elders read out some names - about a dozen candidates who were told that they had not cleared the test and that they could collect a reimbursement of Yen 2000 downstairs. The rest - and that included our pair - had passed!!   :)

Each of the successful candidates now received a calligraphic quotation, the certified test booklet and a set of forms. The forms were mainly for depositing the certification fees which turned out to be much, much bigger than I had anticipated for the first level (sho-dan) -- Yen 19,000!!   :O

So from my experience, the black-belt qualification is more about technique, team-work and etiquette than aggressive fighting capabilities. Your attitude and conduct during the entire test-session is, no doubt, more important than the triumph of winning or the anguish of losing a couple of bouts.

..........................................................................................

Summary of Costs:
  • Annual club membership at Tsukuba-U - Yen 3000
  • Test fees at Tsuchiura Dojo - Yen 6000  (Yen 2000 is reimbursed if you fail the test)
  • Certification Fees - 1st Level (Sho-dan) - Yen 19,000; 2nd Level - Yen 14,500; 3rd Level - Yen 18,000; 4th Level - Yen 24,000; 5th Level - Yen 37,000

Paper-work:
  • Before the test - One application form and one dojo-tournament-record  booklet (in Japanese) to be filled-in and submitted before the test
  • After the test - 3 documents - one application form (blue, in duplicate); One 'reccomendation' form and one postal-remmitance form. After making the payment, the first two forms have to be mailed to the certification centre within three weeks. 
...........................................................................................

REFERENCES / LINKS

What Does a Black Belt Really Mean? (Neil Ohlenkamp in JudoIndo.com)
http://judoinfo.com/bb.htm

Nage-no-Kata on YouTube
http://www.youtube.com/watch?v=HGsFfVtos_c

Nage-no-Kata at Wikipedia
http://en.wikipedia.org/wiki/Nage-no-kata

Nage-no-Kata - neat illustrations (page is in French)
http://www.leguidedujudo-jujitsu.com/KATA.htm#Le%20Nage-no%20kata







RELATED NEWS:

108 school judo class deaths but no charges, only silence - Fatalities since '83 highest rate in any sport; brain injuries abound (Japan Times 26 Aug. 2010) - http://search.japantimes.co.jp/cgi-bin/nn20100826f1.html

"Over the 27-year period between 1983 and 2009, 108 students aged 12 to 17 died as a result of judo accidents in Japanese schools, an average of four a year. This is more than five times higher than in any other sport. About 65 percent of these fatalities came from brain injuries. This is clear evidence of a dangerous trend in Japanese schools."

Thursday, January 28, 2010

Away on a Segway

Today I set my hands - and feet - on a remarkable piece of engineering...a Segway.

I had just stepped out of the library for lunch when I saw somebody floating past on two wheels. It looked like one of those toy scooters but the wheels were large, the pedestal was compact and the rider was certainly not making any effort to move along.

At first I thought it was one of those experimental robots that roll out from time to time from the engineering department, but then I remembered seeing pictures of this is some magazine...about somebody describing it as the eco-friendly answer to the world's commuting problems.

I sided up to the rider (turned to be a budding product designer) and asked if I could take a photograph but he just said, "Do you want to try it?".

I jumped at the offer! :)

Not sure of how the thing worked, I gingerly stepped on to it.The rubberised pedestal felt nice, but the handle seemed a bit wobbly. There were no intuitive buttons or dials - just a smiley round display indicating battery charge. The left handle seemed a bit like a throttle but I was told that instead of accelerating this is what helped you turn. I twisted it slightly, and sure enough, the rubber wheels silently turned to one side.

But the basic question still remained - "How do you move?"

"Just lean forward!", said the amused designer.


I tightened my grip on the handle and shifted my weight towards the front. The wheels slowly started moving, and sensing the angle of my tilt, it would roll faster or slower. To stop or decelarate, you just had to lean backwards.

By now I had gained some confidence (of the machine & the designer) and ventured down the 30-degree slope towards the cafe area. Halfway down the slope I tired turning the wheels to go back uphill and it sensed the shift in centre of gravity just perfectly. The simplicity of it all was just amazing!

Later I learnt that the Segway has been around since 2001-02 but its popularity has been impeded by the fact that it is just too expensive. In Japan costs around Yen 900,000 (Rs.4.5 lakhs - the cost of nice car or many-many-many bicycles!) and that its not permitted on the roads because it does not have the usual brakes or lights.

So until they change the laws and start manufacturing it in China, I guess we'll all find it more convenient to just walk or bicycle around.

---------------------------------------------------------------

Links:

Saturday, October 03, 2009

Emergence of Reformist Ideology in Pre-Meiji Japan (1800-1868)

Why is Japan so different from the rest of Asia?

Anybody who seeks an answer to this seemingly simple question will - quite invariably -  take stroll down by-lanes of history and find numerous references to `Meiji Restoration`, as well as the young Samurais from two peripheral domains of the Japanese archipelago - Choshu and Satsuma.

This small group of men – later called the ‘Meiji Reformers`, not only mounted a successful coup against the 250-year old Tokugawa Shogunate, but also went on to construct myths & traditions to unify a nation, and to implement a series of reforms that were to transform a resource-starved, largely feudal, agricultural society into one of the most prosperous, dynamic countries of the world.

The changes wrought by Meiji reformers were so deeply ingrained in the collective psyche of the nation that it played no small part in the resilience shown by the Japanese in the face of utter defeat and devastation that came as an aftermath of World War-II. How did such a small provincial group come to be regarded as the visionaries who changed the destiny of a nation?

This paper attempts to seek answers to the aforesaid questions. In doing so, it examines the life and times of the key players, starting with the first visible signs of dissidence in the Tokugawa Shogunate during the early 1800’s and culminating in the Boshin Wars and Meiji Restoration in 1868.

Background

In the early 1800’s Japan was a largely agricultural economy with a population of about 30 million (Japan Profile, 2006). It was almost completely shut-out from the outside world by a coalition of military rulers under the Tokugawa Shogunate. This shogunate had come to power in the 1600’s after a protracted period of internal strife and turmoil (Senkoku – or the Warring States Period: 1467-1568).

Since foreign influence was perceived as one of the destabilizing factors, the rulers decided that the best way to maintain peace in the country was to keep its interaction with the outside world to an absolute minimum. Accordingly, foreign ships were barred from all the ports in the Japanese archipelago, except Nagasaki which was directly controlled by the shogunate. Feudal domains were under strict instructions to ensure that foreigners – especially European traders and proselytizers – were kept out of the archipelago.   At the same time, the Japanese themselves were forbidden to travel overseas.

The Tokugawa shogunate then undertook a series of steps to assure military and economic preponderance for itself (Najita, 1974):

  • Direct control over one-fourth of the rice yield in the country
  • Enacting stringent  laws forbidding lateral baronial alliances between the regional daimyo’s (feudal lords)
  • It allowed daimyo to retain as lords of han domains (~250), along with administrative authority in judicial, fiscal, agricultural, and educational matters .
  • Also allowed the daimyo’s to retain a separate vassalage, samurai who owed direct loyalty to them as lords of han, not to the shogun as head of the bakufu
  • Each daimyo had to visit Edo periodically and leave behind hostages (a system called Sankin kotai), forcing them to build several sumptuous mansions and for a sizable service retinue;
  • To limit mobility of the samurai class they were given the `choice` of living on land or in castle towns;
  • Retaining the unilateral prerogative to use military force against transgressors of its laws;

The Tokugawa shogunate thus managed to establish a coalition of feudal lords. Even though peace had been established after a period of protracted turmoil (Warring States Period, 1467-1568), competition persisted among the semiautonomous domains. Military traditions were preserved but the competition was increasingly of an economic sort. Each domain promoted its own version of state interest (kokueki) by through `internationally` organized commercial development. (Pyle, 2007)

The above steps, on one hand, ensured political stability to the country for about 250 years, but at the same time it made the rulers oblivious of the momentous changes were taking place on the other side of the globe. In Europe, industrial revolution in England had triggered a socio-economic transformation, as well as a severe competition for raw materials from colonies in Asia, Africa and the “New World”.

Spain, Portugal and the Netherlands had been initially at the forefront during the age of Discovery. Driven by improvements in shipbuilding technology and navigation, they had discovered new lands and returned with hoards of spices gold that spurred nations to send their ships further. Soon, other European nations followed this trend resulting in a severe competition for resources had impelled European powers across Africa and South Asia towards the hitherto unexploited markets of East Asia – especially China.

In the face of the momentous changes in Japan’s neighborhood, perhaps the only course of action to ensure survival was to was to meet the West on its own terms - i.e., to introduce modern science and technology in order to transform a traditional society on an industrial basis under the aegis of a modern nation-state .

The constraints to such a transformation were quite formidable. In natural resources, Japan appeared at a grave disadvantage - her farmlands were overcrowded; her mineral endowment was meager, except in coal and copper; It geographical location was a disadvantage with no easy access to great markets or raw materials; In terms of social capacity too it suffered the handicap of feudal traditions which, during the 250 years of isolation under the Tokugawa shogunate, had failed to create a moral basis for unity so long characteristic of China (Lockwood, 1956).

History teaches us that industrial development generally builds on agricultural expansion in the early stages. Soon it comes to depend on the creation of large metal working industries. In face of the aforementioned constraints, the crucial element was the emergence of new elite with the capacity to face realistically the situation confronting them, to identify their own personal and class interests with the cause of modernization, and to act in the role of leadership before the opportunity was lost. (ibid. 1)


The Early Reformers

During the 1800`s Japan was agrarian, semi-centralized, aristocratic, and seclusionist. Just a hundred years later, by the 1900`s, it had become unmistakably industrial, centralized, egalitarian, constitutional and expansionist.

One of the key factors that led to this transformation was the emergence of a rather radical school of thought which came to be known later as the Mito Critique. Mito was a prestigious fief in the country headed by Tokugawa Nariaki (1800-1860) - a young daimyo who was also a blood relative of the Shugun. Nariaki has been acutely aware, not only of the changes taking place in Japan's neighborhood, but also of the inertia and obscurantism of his own ruling class. Recognizing the imperative for change, he encouraged some of the leading writers and thinkers of the period to take residence in his fief.

Mito thus developed into an impressive academic fief by developing an eclectic framework within which to discuss political ideology and power relations. It principal writers in the early 19th century were Aizawa Seishiai (1782-1863) and Fujita Toko (1806-55). Their ideas, first applied to politics by young Nariyaki to gain advantage in bakufu (shogunate) politics. (Najita, 1974).

Aizawa developed the dualist ideas of earlier thinkers like Yamazaki Ansai, under which there was a strong identification with the imperial institution as a pure cultural ideal (normative ideal – pure and hence inactive, an object of faith to which ultimate loyalty is extended). Below the monarchy was the all-encompassing realm of practical management and action. He laid out the contours of his ideas on national transformation in Shinron (New Thesis). In this influential work of 1825, Aizawa discussed `proper techniques` of present rule:

  • The defensive capacity of the bakufu as a political and social system was questioned;
  • It asserted that encroachment of Western power throughout Far-East was inevitable;
  • As a practical strategy, it recommended that Japan must break out of seclusion and confront the threat;
  • A multi-class army and navy must be formed and modern firearms must be forged at once;
  • To enhance support from society, maximum use must be made of ethical and religious ideas, symbols, images, rituals and shrines. These should be identified with the monarchical symbol and the ideal of a continuous and national historical essence (kokukai).
  • Common people should not be feared…or merely controlled through punitive devices, but viewed as a source of social energy and, through the cultivation of `loyalty to emperor` (sonno), incorporated into the foundation of a strong country.

The shogunate`s reaction to this open challenge from its owns ranks was to implement the Tempo Reforms (1830-43) which merely reconfirmed self-sufficient agrarianism and seclusionism. Nariaki was ordered to leave Edo and remain in exile; Aizawa was sentenced to house exile and Fujita Toko was imprisoned in Edo (Najita, 1976).

It was during this scene of simmering ferment that Commodore Matthew Perry reached the shores of Japan in his famous “black ships”. Confronted with Perry’s ultimatum the bakufu, under the leadership of its Tairo (senior chief councilor) Ii Naosuke (1815-60), signed the Treaty of Amity and Commerce (aka Harris Treaty) was signed between the United States and Japan on July 29, 1858. It opened the ports of Edo and four other Japanese cities to American trade and granted extraterritoriality to foreigners, among other stipulations.

Despite the façade of ‘amity’ this agreement with the Americans was widely seen to be an “unequal treaty” because the concessions given by the Japanese were largely ones-sided – the Americans were in no way obliged to extend similar privileges to the Japanese themselves.

To those who supported the Mito Critique and called themselves the “loyalist faction” (kinno ha), the treaty was irrefutable proof of the incompetence of the Tokugawa shogunate in preserving the sovereignty Japan. Sensing the rising discontent in the country, Ii Naosuke responded with the Ansei Purge (1858-59) during which over a hundred loyalists were arrested or executed. Among the purged leaders were Nariaki and three other daimyo’s. Soon after the purge the dissident loyalists also responded with decisive violence when 17 samurai from Mito (and one from Satsuma) assassinated Ii Naosuke at one of the gates of the Edo castle in Tokyo.

The assassination triggered further violent actions which were led by loyalists from Choshu and Satsuma. This time the dissidents killed Western traders and refused to pay any reparations, thus forcing the bakufu to pay on their behalf. On one hand this further undermined the political authority of the bakufu, and on the other, leadership of the dissident loyalist-faction moved from Mito to the western domains of Choshu and Satsuma.

During this period of turmoil, most of the loyalists were surprisingly young men – many in just their mid-twenties and mid-thirties: Yoshida Shoin (1830-59) of Choshu became the single greatest inspiration to the activists in this period. The others were - Yoshida Sakamoto, Kusaga Genzui (1840-64), Takasugi Shinsaku (1839-67), Kido Koin (1833-77), Fujita Koshiro (1842-65), Hirano Kuniomi (1828-64), Hashimoto Sanai (1828-64), and Saigo Takamori (1827-77).

Despite the strident anti-foreigner stand taken by the leaders of Choshu and Satsuma, they were keen to learn and take advantage from the material and military superiority of the Westerners. Yoshida Shoin, for instance, tried his best to gain direct access to the Cdr. Perry’s ships in 1853. When his attempts failed and landed him in prison, he continued to spread his ideas through his students and prison-inmates, some of whom, like Ito Hirobumi (1841-1909) went on to become the Prime Minister of Japan four times during the critical post-Restoration period.

Another instance of realpolitik displayed by the rebel leaders when, after being defeated by the British in a naval blockade, went on to procure battleships, guns and – most critically – military training from the Britishers.  They were also the first to institute reforms that removed restrictions from non-samurai joining the army and thus created the first multi-class fighting units in Japan. These newly armed and trained units proved to be decisive against forces of the shogunate when they attempted to subdue the rebels in two invasions of Choshu (1864, 1866).

Once it was clear that the Choshu and Satsuma could hold on their own against the numerically superior shogunate forces, it was just a matter of time before the loyalists triumphed and rose to power using the “restoration” as the rallying slogan.

The dissolution of the Tokugawa feudal order was followed by a steady consolidation of oligarchic leadership in the hands of Okubu Toshimichi (1830-78) and Kido Konin in the 1870’s and Ito Hirobumi (1841-1909), Yamagata Arimoto (1838-1922), and a handful of other men – often referred to as the Meiji Genro – in the 1880’s. (Najita, 1976)

The men from Satsuma and Choshu, not only shared their common geographical origin but also a shared understanding that the Restoration was a mandate to create, through bureaucratic means, a powerful, wealthy, and autonomous Japanese nation. Their pragmatic and realist approach was also evident in the way they dealt with their former enemies. Bakufu leader’s like Katsu Kaishu (1823-99) and commoners such as Shibuzawa Eiichi (1840-1931) were promoted to positions of great responsibility, and were responsible to creating a modern army and a banking system respectively.

Other reforms introduced by the leaders were just as dramatic – dissolution of the han system and declassing of the samurai; promotion of commercial enterprise as a means of accumulating national wealth and strength; universal education and universal military conscription; and the construction of a legal system far more decisive and effective than the one provided by the bakufu.

The persuasive skills of the oligarchs was perhaps most evident in the way they organized and implemented the Iwakura Mission to Europe and America. Once they created a critical mass of leaders who had the power of first-hand experience and conviction, the two essential conditions for adaptation and growth had been created –

  1. Innovating, enterprising leadership in technological and social change, displayed initially at the top but spreading soon throughout the population;
  2. Teamwork, discipline, solidarity in group organization, sufficient to give order and momentum to the process of change.

These change resulted in the rise of science to a high place of learning; increasing acceptance of businessmen as a part of the legitimate elite; successful control of graft and nepotism in military commands; and in industrial management (Lockwood, 1956)

Conclusion

It is interesting to note the critical role played by the peripheral domains in the shaping the transformation of Japan from a feudal, agrarian society to a strongly centralized, industrial nation-state. One could perhaps claim that the reformist ideology could not have achieved a relatively peaceful transformation of pre-Meiji Japan, had it not been born and nurtured at Mito – a prestigious domain close to the centre of power within the Tokugawa shogunate. At the same time, the process of transformation may not have succeeded if the leaders from domains at the Western corner of Japan – Satsuma and Choshu - had not seized the initiative as soon as the opportunity presented itself.

----------------------------------------------------
References:

  • Najita, Tetsuo (1974). Japan – The Modern Nation in Historical Perspective. Prentice-Hall, Inc.
  • Japan – Profile of a Nation (1999). The Kodansha Encyclopedia
  • Beauchamp, Edward R. (1976). An American Teacher in Early Meiji Japan, The University Press of Hawaii.
  • Marshall, Byron K. (1999). Learning to be Modern – Japanese Political Discourse on Education, Westview Press.
  • Lockwood, William W. Japan's Response to the West (1956),: The Contrast with China, The Johns Hopkins University Press, World Politics, Vol. 9, No. 1 pp. 37-54, Accessed on 16 Nov., 2009 from - http://www.jstor.org/stable/2008867?seq=18
  • Pyle, Kenneth B. (2007). Japan Rising – The Resurgence of Japanese Power and Purpose. Century Foundation.

Tuesday, June 16, 2009

Doing Serious Work Playfully

(Rough notes from a guest lecture)

In a guest lecture organised at Tsukuba University, Prof. Edson Kenji Kondo (Harvard Univ.) made some interesting points about the factors that encourage and sabotage the process of creative, imaginative thinking in a society. The topic of the lecture was "Educational Policy in Brazil and selected efforts to innovate and build a better society", but what is true for Brazil is perhaps just as valid for any other developing country.

Education in most countries is based on a three-tier structure - elementary, middle and high schools - and is usually conducted under a pattern called "Industrial Schooling" (according to Ollich) or Bank Schooling (according to Freire). The system is benchmarked on a "tried and tested" framework adapted from industrialised (read OECD) countries.

Unfortunately, results of PISA tests conducted by OECD countries have been affecting the self-image of many countries like Brazil. They have now shifted emphasis towards reading skills, science and math (left brain activity) in order to obtain better scores for their students in the tests. This is a knee-jerk reaction because education is not just about left-brain thinking. It is also about creativity (right brain thinking) and the fact the Brazil is doing well among nations showing high growth rate in number of scientific articles in the Institute of Scientific Information (ISI) indexed journals proves that ultimately, the system is on the right track in Brazil.

So the first point was that it is necessary to be sekptical about data coming from industrial society -- they are usually tailored to enhance their own self-image.

Future societies have to make creative solutions without conflict, and this can arise only from unconventional, "Out of the Box" thinking. Some instances of such a thinking process --


1. Hiroshi Naruse's company, which manufacturers washing equipment for greasy
suto-parts, which seems to the antithesis of the Japanese Kaisha -- employees
are encouraged to utilize their complete leave without affecting productivity --
choosing humanity over efficiency; humans over machines; trust over control;
distributing over hoarding.
2. Dee Hock's - Creator of Visa Cards: -- making structures infinitely flexible, yet durable. Making property ownership as the 'right to participate'
3. Ricardo Smeler -- flexible seating, no hierarchy, work on what you want policy
4. Daniel Pink - "Right brain apptitudes necessary for the conceptual age" -- not just fuction but also DESIGN, not just argument but also STORY; not just logic but also EMPATHY; not just focus but also SYMPHONY; not just seriousness but also PLAY; not just accumulating but also MEANING.

Jill Bolte Taylor, a brain researcher who researched her own brain functions whilea tumour destroyed her leftbrain. She discovered that as she lost control over her faculty for logical thinking, her notions of "self" weakened and she saw herself as one with the world around - "information from all sensory systems poured in like energy streams and exploded into an enoumous collage where we are all energy beings connected through conciousness of the right hemisphere as one family"

Jill Bolte Taylor's Stroke of Insight: http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html

Socialism and capitalism are both left-brained activity...only in the market econmy do you find the flexibility of right brained decision-making but it too has evolves into an oligopolistic model where few people exercise control over common resources.

Research that has an immediate impact on people - this can be measured by:

- No of publishers who are eager to publish your reseach dissertation

- Application of games of strategy
- Serious work done playfully - a nun in Costa Rica who got her PhD thesis linking Orgasm to prayer (!)



kondo@post.harvard.edu

Tuesday, May 05, 2009

Tsukuba University - The First Month


Its 'Golden Week' in Japan right now and finally we have a breather from the hectic schedule here.

How things have changed in the past few weeks! It was a chilly, sunny day when we arrived Tsukuba Centre in a bus from Narita airport. We had been told that an unexpected surge in the cold weather had delayed the onset of Hanami (the much awaited Cherry blossom viewing) season.

By the time we move from the 'Foreign Scholar's Residence' at Amakubo to Ichinoya Dorms, the trees had gradually started putting out their buds. And within the next couple of days, we had the pleasure of seeing a complete transformation of Tsukuba. Ordinary looking trees would suddenly burst forth flowers that lingered like clouds which had forgotten to float away.


My first surprise here were the "tutors". Each of us had been assigned a tutor and from the title, I had got the impression that these were faculty members who had been assigned as guides. Actually those are called "Academic Advisors" and we got to see the professors only a week after landing here.

The tutor's role was more to do with logistics and administration - 'to assist newly arrived international students with their academic and daily life' - as the guidebook says. Most of them were undergraduates from other departments, who were getting paid by the university about Yen 40,000 for the 90 hours/year job.

They received us when our bus arrived Tsukuba Centre, bundled our luggage into the available cars and took us to the campus, to the Foreign Scholar's Residence and then helped move us to Ichinoya Dormitories; they helped fill up the assorted forms for the numerous cards that followed (Univ Id, Library, ATM, Health Insurance, Alien Registration) and to the right places for buying food, clothes, bicycles and second-hand stuff.


The SOP's triggered by the forms we filled also resulted in each of us being given the keys to a study room, computer lab (both 24-hr access) at the College of International Studies (Building 3K), a photocopy card (2000 copies) and a TWINS card for online registration of the courses & electives.

We were told that the goal of the program was to 'guide' us towards a Master's Thesis that was worthy of the university and that we were required to earn at least 30 credits. We were encouraged to seek half the credits from courses offered by any other department/school in the university, so as to 'foster cross-functional exchange of ideas'.

What did they mean by any other school? Well, Tsukuba University has over 15,000 students in 9 schools and 23 colleges, studying subjects ranging from medicine and engineering sciences to humanities and sports. So, at least theoretically, I should be able to get a couple of credits by learning Judo, even though my specialization is International Public Policy!

When I got the photocopy card, I wondered what I would do with 2000 copies. The answer came as soon as the academic sessions started. The courses during the first trimester fall into three broad categories - the 'Introductory Courses', Seminars and Lectures. The intros include - Mathematics for Economics, Statistics, Econometrics, Microeconomics and Macroeconomics. You get no credits for the introductory courses but if you don't clear them, you're out of the program. The rules can't be simpler, I guess.

The lectures and seminars cover interesting subjects like 'International Relations', 'Politics of the Developing World', 'Culture & Development'. Preparations for each session requires downloading, copying and printing of so many discussion notes & papers that suddenly, within just one month, the photocopy quota looks grossly inadequate! (I'm already down to 1400)



The sessions are hugely interesting though. It is a great mix of quant and non-quant subjects and its a completely new experience to be studying in a class where almost everybody is from a different corner of the world. The Prof's themselves are reflect this plurality - of the eight courses I'm taking right now, only two are taught by Japanese professors (Econometrics & MicroEcon); for the others we have a colorful Spaniard (MacroE), a Brazilian (Math-Econ + Stats), a German (Intl Relations), a Dutch-Philippino (Politics), and a Canadian (Development).


For most of the professors, its a bit of a strain to be teaching basic stuff to mid-career professionals, many of whom (like me) have forgotten all about differential calculus and linear algebra a decade ago. In any case there are so many topics to cover that it is left to the Teaching Assistants (TA's) to hold Recitations that try to make up for the 'overhead transmissions'.

When we arrived a month ago, the university was ablaze with flowers and bright sunshine. A couple of minor earthquakes also added to the excitement of being in Japan.

Now it rains all day and life moves from one assignment deadline to another...