In Japan today, raising talented workers who are internationally competitive is a frequent topic of discussion. However, the meaning of the phrase "talented workers who are internationally competitive" is, unfortunately at present, limited to the idea of someone who is able to compete within the predominant, western-style system. And although there is no guarantee of raising only the ideal type of people what should be done to raise such capable individuals? First, it is necessary to change educational methods. In Japan, there are many ways in which education is passive in nature throughout all levels of elementary, junior high school, and high school. This lack of situations in which students can learn on their own initiative makes it difficult to foster a capacity for self-assertiveness. As a result, they do not develop the ability to logically persuade an opponent in a debate or to be strong in conducting negotiations. In America, the opposite is true. From all levels of elementary and secondary education on, one is expected to interact assertively with one’s peers, and develop good habits of debate and discussion.

At the university level in Japan one senses that there is not enough recognition of the importance of a liberal arts education. The main purpose of a liberal arts education lies in making one cognizant of one’s position in space, time, and society. One has this kind of fundamental knowledge on which one bases all interaction with one’s surroundings. So, it is important to have an accurate understanding of one’s present self’s position socially, temporally (in the universe, in history), and geographically (internationally). Towards this end, it is necessary to have an education which encompasses a wide variety of subjects from hard science through to the humanities. Recently, a large number of Japanese universities have all but completely stopped educating their students in this manner. At America’s elite schools, professional training is carried out at the graduate level, while during the undergraduate years, great effort is poured into liberal arts. At Dartmouth College, where I studied, "Educating leaders of a democratic society" is held up as a fundamental goal.

Through a liberal arts education, we can nurture people who have a wide variety of interests in things outside their own fields of specialization (e.g., fine arts or literature). Consequently, researchers working in even very specialized fields have some curiosity in what the people around them are working on. Such an educational background also leads to more frequent and substantial interactions and exchanges with those outside one’s own field. Because Japanese researchers are given specialized education from very early on, they have very little interest in what other people are doing. Also, as a result of their education from early childhood, they dislike discussion. Unfortunately, the end result can sometimes be an individual who has a very narrow range of interests.

In Japan, there is a tendency to think that scientists, engineers, and the like would do well to devote themselves entirely to things like research and manufacturing, and it is thought that there has been only a weak awareness that even engineers etc. require cultural knowledge. This is likely a continuation of historical circumstances. Japan in the late Edo and early Meiji eras had fallen behind occidental societies in the areas of science and technology. In order to avoid becoming a colony of the western colonial powers, Japan haphazardly raced forward towards the realization of the slogan of the era, "A rich country involves a strong army." And hence no one spoke of such carefree pursuits as liberal arts. In the future I would like to see us build a slightly more culturally rich society.

In Japanese universities, it seems there are many people who would like to establish themselves and remain at a single institution for a very long time. Many people also frown at a proposal to reduce the percentage of graduates of a given school working in the faculty of that school to less than 30% of the total. Can a person really do good work, spending 45 years, from age 18 until mandatory retirement at 63, at a single university or college? In the U.S., academics are like athletes in that, as people say, their value is first determined when they are traded to another team. I sometimes use another analogy that many distinguished educators might call crude; but, it’s impossible to set a price for stocks that are never bought or sold. Similarly, when people don’t move on, there are many instances in which their true worth remains unknown. Might this not be the reason that people say Japan’s top people are of an extremely high level, but that there aren’t very many of them?

Well, we at the National Institute for Materials Science (NIMS), like the Japan Science and Technology Agency (JST), are an independent agency under the authority of the Ministry of Education, Culture, Sports, Science, and Technology (MEXT). The government sees the implementation of the third phase of the Science and Technology Basic Plan as an opportunity to renew the country’s science and technology policy in a way that places emphasis on so-called research "exits". In the world today, we have environmental and energy problems, scarcities of food and water, and a mountainous load of other problems which urgently need solving. In order to resolve these issues, the approach is to conduct high-priority research. We at NIMS sincerely embrace this approach, as we move forward with research and development in accordance with government policy.

One such measure has been the establishment of the Innovative Center of Nanomaterials Science for Environment and Energy (ICNSEE), created in response to the MEXT project, "Development of Environmental Technologies Utilizing Nanotechnology." For the purpose of finding solutions to environmental problems, ICNSEE has set four research "exits": photovoltaics, photocatalysis, rechargeable batteries, and fuel cells. ICNSEE has gathered together leading specialists from the forefronts of industry, academia, and government agencies, and is going all out to advance basic, foundational research geared towards resolving the issues at hand. NIMS serves as a host for these activities. Consequent to this expansion of facilities, we plan to do our utmost to contribute to progress on the government’s stated goal of reducing CO2 emissions by 25%.

In addition, there is the International Center for Materials Nanoarchitectonics (MANA). Established two and a half years ago, today MANA has attained a good reputation due to the recruitment of prominent researchers, the majority of its researchers having come from outside Japan, realizing the use of English as its official language, real success in internationalization, and so on. In terms of research, as well, results have begun to appear. While conducting investigative research oriented towards fixing a new, future course for nanotech in areas such as nanosheets and electron switches, photocatalysis, etc., and future applications, the fruits of our labor have accumulated. As a result of developing innovative materials with an eye towards realizing a sustainable society in the 21st century, MANA stands poised to become the world’s top materials research institute just ten years after its establishment.

In phase three of the mid-term plan, NIMS will not just concentrate on materials research itself, as it has done up to now, but also think in terms of investing sufficient budgetary and human resources to be able to provide services to the research community, give technological support to industry, and function as a think tank for all things related to research information. We recognize that working to further the advancement of the national plan for science and technology in this way, while also simultaneously contributing to the science and technology policy decision making process itself, will be NIMS’ mission from now on into the future.

Chinese / French / Japanese