Eiji Oguma Seminar

2021.03.08 / Sociology, Historical sociology, Philosophy

The core of activities at SFC is the "Research Seminar." Faculty and students engage in cutting-edge research activities while thinking together, and students acquire advanced expertise by tackling real-world problems.

Individual students research topics they want to tackle, and we ensure that they make regular presentations, receive guidance, and engage in discussions to benefit their respective research. It is strictly individual research; we do not engage in collaborative research as a group.

There are two things I ask students to value in their research. The first is "to choose a theme that is viable as research." For example, if a student wants to study the history of a foreign country, there are many constraints, such as whether they can handle the language, so many end up dealing with localized aspects of Japan. The second is to work on a theme that they themselves truly want to pursue.

In this seminar, we do not particularly encourage collaborative research. For students who do not go on to graduate school, the only time they can devote to research is the few years they are at university; it is rare for them to conduct research later in life. I want students to use this precious period of free research to choose a theme they are passionate about, investigate it themselves, and conduct their own original research. I want them to conduct their investigation following the research method, position their work within the field based on prior studies, and take responsibility for writing their thesis. In other words, I want them to try thinking and researching on their own. Based on my own experience and research methods, I will support the students as much as possible.

The themes students tackle often relate to Japanese history or contemporary Japan. Since the style is fundamentally individual research, many students narrow their research subjects and conduct fieldwork.

Every student I've worked with has been memorable. I remember the students by their research topics. Every year, there are one or two or more high-level theses that are publishable.

One of the published works was a study ^* where a student, while volunteering as a caregiver for people with disabilities, interviewed a person they were in charge of about their life and positioned that life history as a piece of history.

There was also a student who wanted to research the concept of "kawaii" (cuteness). I advised them that it would be better to proceed with the research by making the content concrete rather than abstract. From there, they investigated how the concept of "kawaii" spread, mainly from women's magazines of the 1970s, and discovered that a boom in stationery was one of the triggers. They researched how "kawaii" stationery and goods developed, including historical and statistical analysis, while examining the process of design development.

*Graduation thesis by Hiroki Iwashita (graduated from the Faculty of Policy Management in 2020), "Hirake! Motomu" (Shuppansha Jigu)

I research how Japanese society is structured in modern and contemporary Japan, with themes varying from ethnic theory and colonies to employment relations. When conducting my own research, I keep up with the hot topics in the field, but I'm more interested in things like how they became "hot" through transitions over a history of 100 to 200 years, and conversely, what disappeared as these hot phenomena emerged.

Since the research themes are broad, career paths are also diverse. Some people's career paths are broadly linked to their research fields; for example, a student who conducted a statistical analysis of population migration might take a research-related job, or someone who studied stationery development or magazines might join an advertising agency.

The seminar is divided into two types: one based on reading circles, supplemented by lectures with Professor Oguma's explanations and applied knowledge not described in the books, and another centered on knowledge sharing and discussion among students with diverse backgrounds, in addition to individual research. Students writing their graduation theses tend to belong to both types of seminars.

In the lectures, we discuss what kinds of debates arise when philosophical classics of sociology are applied to contemporary society. This semester, for instance, discussions on issues like women's employment are being held.

Many students are motivated by questions about various issues to conduct cause analysis and policy planning, so I think it's suitable for people who want to learn universally about a wide range of topics, from familiar social problems to global affairs, and consider them deeply. It's a seminar that respects individuals and fully supports what students want to research, so for individual research feedback, you can receive careful and enthusiastic advice from the professor, who takes time with each student.

In the former type of seminar, the large amount of input helps you develop skills in organizing and selecting information. In the latter, there are abundant opportunities for output, and through discussions, you can encounter diverse research, learn about sociological knowledge and analysis methods, and also train your logical and critical thinking.

I (Rino Suzuki) am researching "the process by which societal perceptions are formed in the historical perception problem between Japan and South Korea." By studying this from the perspective of the "society" field in the seminar, I was able to find differences in perception between Japan and Korea.

The moment I feel glad I joined is when I experience the professor's dedicated guidance. He listens to each person's story and always gives advice, even on parts of the research content that are outside his specialty.

Eiji Oguma, Professor, Faculty of Policy Management, Researcher Information Database (KRIS)

Eiji Oguma Seminar

In a book I read long ago, there was a passage like this: "My dog looked like it wanted its collar off, so I set it free, thinking it would go on a great adventure, but it just walked around and around its own kennel."

Similarly, when I tell students, "You can research whatever you like. I'll support and guide you," some people are at a loss. People who only want to get good grades on assigned tasks should not come to SFC. The ability to have your own theme and execute a project called research—please come here to learn that. (Professor Eiji Oguma)

At SFC, you can actively, not passively, learn in diverse fields. This is a great strength, as you can find answers to your own problem awareness from multiple perspectives while studying different fields.

When you learn spontaneously in response to your own questions like this, you can discover where you belong and the role you want to play. As I studied at SFC, learning became more and more enjoyable, and I came to strongly want to contribute to society. I believe that learning at SFC is the first step toward pioneering the future of society. (Rino Suzuki, 4th-year student, Faculty of Policy Management)

Interview and Production Cooperation: Takeo Kuwabara Seminar MC Team