応援者からのメッセージ
- Aki Kinjo
- Anna Mempin
- Noel Valdes
- Nathan S. Alldredge
- 堀内 勉さん
- Lisa Hosokawa
- Akiko Fujii
- Elizabeth Oswald Uematsu
- 小澤 隆生さん
- James E. Masker
- 川嶋 雪秋さん
Aki Kinjo
Father of Lumi Kinjo, 2011 Summer Camp ParticipantLet’s face it. Japan is not the best place to educate your children. Especially, if you want them think, act, and hopefully, lead globally. Japan is too cozy, comfortable and complacent of a society to do so. At least that was the case for my child. That’s why Japan needs ISAK. A platform led by people like Lin-san and Taniya-san who have the rare combination of exceptional foresight, dynamism, and integrity. ISAK is a place where children get inspired by their peers. That’s done in a fun way, with students, teachers and staffs living together under one roof. It’s a great community. Before taking ISAK’s summer camp, my daughter’s primary interest in life was the color of her finger nails and the style of her hair. At ISAK, she discovered that her friends had different aspirations. Her friend from Burma wanted to become a politician to bring justice and freedom to his country. Friends from Nepal and the Philippines were determined to close the wide gap between the haves and have not’s in society. Now, my daughter has different perspectives. She has volunteered to apply, and was accepted, to a boarding school in the US from next year to “to try things out”. Although it’s arguably one of the best prep schools, ISAK definitely would have been our first choice if it were ready to enroll students on a full time basis. I sincerely hope that you too will join me and others who believe in ISAK.
Anna Mempin
Mother of Nicole Mempin, 2011 Summer Camp Participant
Let me again take this opportunity to thank you and all the wonderful staff at ISAK for all the support extended to my daughter. She had such a great time that she kept on telling me that if she will have the opportunity in the future, she would want to go back to ISAK and Karuizawa.
She learned so much not just from the Academic activities but from all the other activities as well. Nicole not only grew from the experiences she had from ISAK but from her interaction with the other students and the staff as well. She gained so many friends that she still keeps in touch with. Through her stories, me, and my other kids are learning so much too. It was not only Nicole who gained from this experience, but the whole family.
One thing that stood out from among Nicole’s experiences and interaction was the story of one of her Indian classmates there that as soon as she arrived, she was telling me about her already. As per her story, this student lost her mother at an early age and that her father is not as responsible about his kids and that she was taken to a boarding school and she is being well taken care of there. This left an imprint on Nicole that she was telling me, if she will be given an opportunity later, she would want to put up the same kind of boarding school for the marginalized
children of our country.
This is the type of learning that she received from ISAK. I am proud of my daughter and so thankful that she had the chance to go to the kind of school that you are running. This is an experience of a lifetime for her. My family and I wish you more
success in the future. You and your staff will forever have our heartfelt gratitude.
Noel Valdes
Marketing Director-Dolomatrix Philippines
Bachelor of Science in Commerce, De La Salle University
Lalaine Rodriguez-Valdes
Human Resources (HR) Practitioner, Master in Business Management, Asian Institute of Management
First of all, THANK YOU for having our country, the Philippines, represented and also for having our daughter, Ady, in the International School of Asia, Karuizawa (ISAK) 2010 Summer Camp. It was indeed a privilege that our country and the Filipino youth participated in the innovative curriculum and the diversity ISAK envisaged and delivered this summer.
An incoming Grade 9 then, Ady came out of the camp interested in a boarding school and the dynamics therein having experienced this kind of a learning environment for the first time. She became more confident, responsible and independent as a result. Ady specifically described the camp as “awesome (e.g., Math was fun, GoOD Design), everyone was nice, photography was interesting”, among others. She also gained more friends, peers and camp counselors alike, and deepened her appreciation of Japan in particular, and Asia and of the world in general.
As observers, we appreciate the impressive mix of subjects and activities, resource speakers, faculty members and volunteers. The re-focus on Asia is also deemed valuable with corollary increased awareness and connection among the participants. The design and developmental angles of the programme proved just as important. More profound was the high degree of networking and collaborative spirit that permeated throughout from planning to execution – an exemplary model of collaboration for education.
A “project” as ISAK is described, the camp provided a glimpse of an ideal and strongly advocated (positive) change. It also presented an avenue to prepare the youth as socially responsible leaders, in our respective countries and beyond, in harmony inspite the diversity, that through innovation and community, they can and will be part of making this world and the future a better place.
To reiterate a quote from the Philippines’ national hero, Jose P. Rizal, “The youth is the hope of our future.” In line with this, ISAK is right on track and we fully support its advocacy, and will continue to collaborate in partnership for education, for the youth and our future.
Congratulations, keep it up and all the best!
Nathan S. Alldredge
History Teacher and Water Polo Coach
Cate School, Santa Barbara, California
Teaching at an American boarding school in California, I am well aware of the importance of a holistic education based on the welfare and development of the individual. In such a school, having teachers and educators committed to students’ well-being is of the utmost importance. Being in a small and nurturing environment enables me to connect in many ways each day, whether athletically, academically or residentially. That is why I am so excited by the International School of Asia, Karizawa. The emphasis on leadership and global awareness will give students all the tools necessary to develop to their fullest potential.
As a Stanford graduate, I was fortunate to be introduced to the school’s Chief Executive Director Ms. Lin Kobayashi through the alumni network. From the outset, I was impressed with her vision, commitment and enthusiasm to the endeavor. This only grew after her team’s visit to California, as I continued to be impressed with their care and professionalism. The school is in good hands as it begins its journey to give students from all over Asia and Japan all the necessary tools to become the next leaders of the world community.
堀内 勉（ほりうち つとむ）さん
森ビル株式会社
専務取締役CFO
私は平日は東京の高層マンションに住み、週末は軽井沢の別荘（本当は住民票を軽井沢に移してしまったので「本宅」なのですが）に住み、といった二重生活を送っています。軽井沢の素晴らしい自然の中で教育ができたら日本の子供ものびのびと育つだろうに・・・、わざわざ英語をマスターするために海外のボーディングスクールにお子さんを送らなくても日本で全寮制のインターナショナルスクールでもあれば良いのに・・・、何時かビジネスの第一線から退いたら軽井沢で教育事業を起こしたい・・・と思っていました。そんな時にふと新聞を見て知ったのが小林りんさんでした。直ぐにホームページを見て連絡を取り、実際にお会いしてみて、小林さんの考えや情熱にすっかり魅せられてしまいました。これから色々な形で軽井沢インターナショナルスクールの開校と運営をサポートできたら、と思っています。
長年ビジネスマンをやってきて、今つくづく思うのは、本当に日本という国を良くするには、結局、如何に迂遠なようであっても、「子供の教育」という原点の所から地道にスタートなければならないということです。
小林さんのように、実際に行動を起こす人が次々と出てきて、日本をそして世界を少しでも良くするような、そうした流れが大きな潮流になって行くことを期待しています！！
Lisa Hosokawa
Translator / Editor
(B.A. in Asian Studies from Dartmouth College
M.Phil. in modern Japanese history from Columbia University)
My husband graduated from a boarding high school in the US, and over time I joined him in thinking that this school would be a good place to try to send our daughters to as well. Not until meeting Lin and learning about the proposals for ISAK, however, did I start thinking about sending our daughters to boarding school for junior high school. Now the more that we learn about the plans for ISAK, the more we feel excited about the possibilities for our children. As a bilingual/bicultural family, we are happy that ISAK will offer Japanese classes at a high level while conducting most classes in English. We also like the idea that the children will have opportunities for outdoor activities that are not possible in Tokyo. Finally, and most importantly for me, I love that the school will be focused on developing leadership skills for tackling difficult problems affecting many people in many countries. In my experience, children who enjoy learning and master new skills quickly can end up feeling directionless. ISAK has the potential to be a place where compassion and service are dominant values and children are guided toward using their talents to help others. I will expect ISAK to show my children how to acquire the book knowledge and real world experience that they need to be effective contributors to environmental sustainability, equality of opportunity, and world peace. A tall order, yes, but I am hopeful and eager to help. Go ISAK!
Akiko Fujii
Lecturer at the International Christian University, Tokyo
Ph. D. in Applied Linguistics (Georgetown University)
When I first learned about ISAK, I wondered how it would be unique as an international school. As I have learned more about the vision of the foundation, I have become more enchanted with its possibilities. As a bilingual mother of a three-year old, I have for the past three years been exploring in my mind various options for my daughter’s language environment. One of my top priorities is that my daughter be given the opportunity to develop a high level of competence and confidence in her first language (Japanese) as well as any other languages she acquires. Based on my personal experience and professional background as an English teacher and researcher in the area of second language acquisition I believe that first language development is deeply connected to a young person’s identity and cognitive growth. Although this is a challenge for international schools, I am very happy to hear that it is a priority that ISAK values.
Another exciting aspect of ISAK is its small size. I too attended a small college preparatory high school in northern California. My three years there, the most positive and formative three years of my life, were important in two ways. First, they fostered in me a love for learning and an ability to think inquisitively and independently. Also, the social and intellectual diversity of the school community exposed me to many many new ideas and social initiatives. It seems to me that ISAK, because of its size, residential nature, and mission, will also be able to provide the same kind of intellectual and social stimulation that I believe is so valuable in secondary education. I am very much looking forward to seeing how ISAK realizes its goals.
Elizabeth Oswald Uematsu
Translator/Copywriter
(Stanford University: Class of 1990)
I have lived in Japan for the past seventeen years, during which time the Japanese school system has undergone a slow but steady shift toward stronger English education and a greater focus on thinking rather than memorization. However, the fact remains that most students in Japan spend their middle and high school years concentrating on university entrance exams rather than on acquiring knowledge in the broader sense. Additionally, even those Japanese students who attend schools with intensive English programs often have limited interaction with students from other cultures. My two children, ages nine and seven, have been brought up in a bilingual household and are in an English immersion program at school, but with the exception of their teachers, their daily exposure to people from other cultures, especially Asian cultures, is minimal.
I think the greatest factors for success in the real world are the ability to think critically, listen to the perspectives of others and convey one’s own opinion in a clear and logical manner. This requires a school atmosphere that encourages an energetic exchange of ideas, as well as an environment where students can enjoy constant interaction with people from a variety of cultures and backgrounds.
While there are other schools in Japan that offer English education and IB-based curriculum, ISA is the first school where all students will be able to study, work and live with classmates from around the world on a full-time basis. I think this will make a huge difference in the students’ personal growth and global outlook. I agree wholeheartedly with the educational philosophy of the ISA directors, and am excited to have ISA as an option for my children in the years ahead.
小澤 隆生（おざわ たかお）さん
小澤総合研究所所長
楽天株式会社顧問
息子ができてからというもの、いったいこいつにどんな教育を受けさせたら立派な大人になるんだろうか、と考えている。そもそも自分がどんな教育を受けてきたのかを振り返ると、全然印象がないことに気づく。
オレはどんな教育を受けたんだっけ？
小学校は公立。中学受験をしてべつに難しくもない中高一貫の私立にすすみ、その後それなりに受験勉強をして大学、という極めて普通の教育を受けた。部活は適度に、小学校から高校の学校内の成績はまあまあ。大学は最悪。尊敬できる先生、特に無し。
なんなんだ、これは。
いや違う、きっと学校で受けた教育の恩恵をオレは具体的に思いつかないだけなんだ、と自分に言い聞かせるが信じきることができない。やっぱり息子に、これからの子どもたちに通わせるべき学校が自分の経験からはどうしても思いつかない。
そもそも「立派な大人」の概念自体があいまいなこの世の中で、自分が受けた教育の印象もない私が教育はこうあるべしなんてことを言うつもりは毛頭ない。ただ、これからの子どもたちが直面するのは私たちが経験してきたような右肩上がりの日本ではなく、右肩下がりの日本だ。そんな世の中で生き抜いていくため、そしてより良い社会を作っていくことができる志と能力を持つための教育、学校が必要なんだと思う。
このプロジェクトにはぜひともそういう学校を作って欲しい。子どもたちがこれからの社会でも夢と希望をもち続けられる教育を実践して欲しい。
James E. Masker
History Teacher
Cate School, Santa Barbara, California
The vision of the International School of Asia-Karuizawa is proactive, for it recognizes that creating a sustainable future requires us to teach our children to see the Earth’s peoples and the global environment in which we live as being inextricably interdependent. By assembling a student body composed of Asia’s most talented young citizens and by having them live together and study with a team of faculty, who are dedicated to the development of each student, to intercultural appreciation, and to environmental well-being, graduates of the International School of Asia-Karuizawa will be well prepared for rigorous university curricula and well equipped to play significant roles in Asia’s future.
川嶋 雪秋（かわしま せっしゅう）さん
私は、現在インターナショナルスクールに通う11歳と16歳の2児の母親です。台湾から日本へ留学し、日本人と結婚して日本に住む私は、日本の国の中にいても、益々国際化が進むグローバル社会の中で、英語の必要性を痛感しています。私自身は英語は大の苦手で、主人とも相談して子ども達をインターナショナルスクールに通わせることにしました。
子どもの語学教育には父親の母国語である日本語、母親の中国語、そして世界の共通語である英語も欠かせないと考えております。しかし語学はコミュニケーションの一手段にすぎず、語学だけに時間をとられては…。そこで、子どもたちには日常生活から、英語のシャワーを浴び続けることができるインターナショナルスクールを選ぶことにしました。今、我が家では、兄弟同士は英語、母親と子供たちは中国語、父親と子供たちは日本語、三つの言語が織り合っています。おかげで、子どもたちは、今住んでいる日本社会の中で、日本語はもちろん、学校では英語を使って知識を学び、日本を出ると英語でコミュニケーションをとっております。アジアの中国圏の国では中国語を使っております。子どもたちは三つの言語を積極的に楽しんでいるように見えます。子どもたちは、親のコーディネート次第で、一つ以上の言葉を所得することを、それほど難しく感じていないようです。
軽井沢インターナショナルスクールは、創立者の方々の先見の明で、子どもたちに世界の共通言語としての英語だけでなく、日本語や中国語など、これからの世界を牽引するアジア地域の言語そして文化や伝統を、楽しく、効率よく身につけさせる環境を創ってくださると信じて期待いたしております。
