Atsushi Shinjo Seminar

2020.09.01 / Social innovation, Agricultural Informatics

The core of activities at SFC is the seminar . Faculty and students think together as they conduct cutting-edge research, and students acquire a high level of expertise by tackling real-world problems.

In the Atsushi Shinjo Seminar, the basic style is for each student to choose a theme and conduct individual research, with me providing guidance. I believe that a top-down, knowledge-imparting style of education is unnecessary. To put it bluntly, I think it's best for students to study on their own.

On the other hand, I consider it my mission to support students in achieving what they want to do within the limited time they are part of the seminar.

For example, I am running a project in Hirosaki, Aomori Prefecture, on the apple industry and the introduction of smart agriculture, and I sometimes have students from the seminar participate. This may be partly because I was in the first graduating class of SFC, but I believe that true value lies not in studying for its own sake, but in learning through hands-on experience in real, live projects.

The only thing I ask of the seminar students is that they consult with me if they are struggling with their theme or hit a wall. I tell them that no consultation means they haven't hit any walls. I do my utmost to respond to their requests for advice, and if necessary, I will introduce them to people. To put it another way, I want them to "use me to the fullest."

Another characteristic activity we do is called "Nekobon." For "Nekobon," everyone reads the same passage from Chalmers's "What Is This Thing Called Science?" and summarizes it on a single A4-sized sheet of paper. The difference from a typical reading circle is that everyone reads the same section, and it's surprising how differently everyone summarizes it.

During this process, instead of each person insisting "I am right" and talking past each other, we emphasize the importance of being able to clearly explain to others why you think you are correct. I want students to acquire and practice the skill of communicating logically and objectively.

One student developed a system for detecting specific nutrients in spinach and wrote a paper on it. Normally, when analyzing the components of a crop, you have to extract its juices. But once you do that, you can never measure the data from that same plant again. Ideally, you want to be able to track changes in nutrients within the crop without damaging it, and this student created a system to do just that. It was the design and development of a non-invasive measurement system, which surprised me as it was doctoral-level research.

Research topics are not limited to agriculture; I leave it up to the students' interests. For example, we have had students researching topics such as "a study on autonomous driving for long-haul freight trucks," "online games," and "security." I hold a patent for a "learning support system for skill succession in agriculture," and this hardware allows for the analysis of human behavior. Some students are using this to research the "implementation of learning support systems."

In the field of smart agriculture (agricultural ICT), the agricultural data collaboration platform I created, "WAGRI," is Japan's only agricultural data platform. The utilization of this data platform is a top-priority theme for the entire Japanese government, led by the Ministry of Agriculture, Forestry and Fisheries. Furthermore, connecting the entire chain from the production site to fresh food logistics (retail) is a major theme that Japan's current agricultural policy is tackling. I don't promote it much, but the work being done in the Shinjo Seminar addresses the most critical themes in Japanese agriculture today.

I am currently working on a project focused on "how to establish a global food chain." Japan possesses world-class technology for "achieving both high quality and high yield." The key is how to leverage these strengths to grow a distinctive industry.

Furthermore, when considering added value, people will buy high-quality crops even at a high price. In a country with high labor costs like Japan, I believe agriculture is an industry with a very promising future, offering many opportunities for the application of various technologies.

While some graduates go on to work for JA (Japan Agricultural Cooperatives) or in the agricultural sector, many also pursue careers in IT and information-related fields. Perhaps because my own interests are broad, students find employment in a wide variety of industries, including consulting, manufacturing, and banking.

In the seminar, we have individual research consultations. While the professor provides one-on-one guidance, students share knowledge and advise each other in group discussions. Graduate and undergraduate students work together.

There is an annual training camp to help students bond. Last year, it was held in Shizuoka, Professor Shinjo's home prefecture.

Although the seminar's main theme is "agriculture," we actually handle a wide range of research fields, including not only agriculture but also AI and the "succession of expert skills," a topic the professor has researched. For example, some students use "eye-tracking"—a technique also applied in agriculture—to research the differences between expert and novice esports players, while others focus on the perspectives of expert dancers.

This environment, where students can freely research according to their own interests beyond just agriculture, is one of the seminar's great appeals. Research presentations are not only an opportunity to learn about other fields, but also a chance to gain a great deal of insight from the professor's feedback and questions.

Through "Nekobon" and end-of-term presentations, I've developed the ability to concisely summarize what I want to communicate.

In the Shinjo Seminar, we present our research findings not on multiple slides, but summarized on a single A4-sized sheet. A key concept here is the distinction between "field of vision" (shiya), "standpoint" (shiza), and "viewpoint" (shiten). "Field of vision" refers to the scope of what you are looking at, "standpoint" refers to the position from which you are looking, and "viewpoint" refers to your objective. Professor Shinjo says it is crucial to fix two of these, as a discussion will fall apart otherwise. This is a foundational concept in the Shinjo Seminar.

I feel very fortunate to have met so many peers with whom I can have serious discussions about "agriculture" and "food" and consult about my research.

If you proactively seek advice from Professor Shinjo, he will readily provide you with connections to relevant sites, opportunities, and information. As he is involved in matters such as the Cabinet Secretariat's information policy, he has an extensive network and can even offer opportunities like internships at the Ministry of Agriculture, Forestry and Fisheries. The chance to broaden your world and deepen your research through the professor is another one of the seminar's great appeals.

Atsushi Shinjo, Professor, Faculty of Environment and Information Studies, Faculty Profile

SFC is an accumulation of diverse trials and practices aimed at exploring methods to forge the society of the future. Many of these trials are based on co-creation between faculty, staff, and students. Since its establishment, SFC has been shaped not by top-down directives, but by individuals repeatedly experimenting based on their own questions about the status quo and engaging in continuous debate.

Social systems are on the verge of significant transformation due to the impact of COVID-19. In this context, how will we continue to build on new trials and practices and engage in co-creation? I feel that the true value of SFC is constantly being put to the test. (Professor Atsushi Shinjo)

The reason we decided to come to SFC was our interest in agriculture and the application of ICT, and our desire to learn in a cutting-edge, hands-on environment. At SFC, you can develop problem-finding and problem-solving skills by studying across two faculties that fuse the arts and sciences. By joining the Shinjo Seminar, we met peers who share our interests and had more opportunities to tackle real-world problems. SFC is the perfect place for people who are aware of the issues and can take initiative. To all future students who want to change Japanese agriculture, why not come and research with us?

(Kanako Kawamura, 1st-year Master's student, Graduate School of Media and Governance; Ayaka Sugawara, 4th-year undergraduate, Faculty of Environment and Information Studies; Azusa Todoroki, 3rd-year undergraduate, Faculty of Policy Management)

Interview and production cooperation: Takeo Kuwabara Seminar PR Team