[No. 19] Itsuko Takagiwa

The morning with students begins with greetings of "Ohayo gozaimasu" and "Ohayo." Our school, located in Shibuya, one of the centers of Tokyo, sees its peak commuting time for students just before rush hour. Although it is a small school with just over 1,200 students in total and a little over 200 per grade, the sidewalks from Shibuya Station are filled with students in uniform during this time. I entered university in Showa 60 (1985) and stepped into the world of teaching upon graduation in Heisei 1 (1989). My student years coincided with the peak of the bubble economy, and my generation was greatly influenced by it. Compared to today's students, it might feel like a different era.

To begin with, I didn't choose the Faculty of Science and Technology because I had a clear goal for my future, but rather out of a vague desire to test my own potential. I was the kind of student who thought I could figure out my future later, with only a vague dream of becoming a math teacher or a junior and senior high school teacher. My first memory of entering the university is the low pitch of the Juku-ka at the entrance ceremony. Having attended an all-girls' school until high school, I remember being surprised, thinking I had enrolled in a formidable place. During my university years, I belonged to a tennis club and, despite being teased that I was more enthusiastic about being on the tennis court, I graduated without any issues. I was far from being an honor student, but I was helped by many friends and teachers. The trips and drives with all the women in my department are still fond memories. In terms of my studies, I received very warm guidance from Professor Emeritus Yuji Ito, my seminar advisor in my fourth year. Even when I rushed into his seminar at the last minute, saying I had a match, he would welcome me with a smile. Looking back on it now makes me break out in a cold sweat.

After graduation, I first worked at my alma mater for seven years, and then moved to my current school to coincide with the opening of a new co-educational junior and senior high school. In fact, having stood on the teaching side, I believe that each of the teachers who guided me during my student years felt joy in learning and knew the pleasure of scholarship. It is said that the word "manabu" (to learn) is derived from "maneru" (to imitate). It is only when the teacher enjoys learning that the student can find meaning in it. Even without being expressed in words, that passion must have fostered a sincere attitude toward learning in many students. Currently, the field of education is in a period of unprecedented turmoil. The PISA (Programme for International Student Assessment by the OECD) also reveals a picture of children who cannot feel the meaning of learning and lack curiosity. Amidst a declining birthrate and a tough job market, when I meet students at events like the Mita Education Society who still aspire to become teachers, I feel their energy from their vibrant presence and find it very encouraging. I hope they will convey that passion to the children in the field of education.

I sometimes think that it was thanks to fate that I chose the Faculty of Science and Technology, became a teacher, and met so many friends. Although I was only enrolled for a short period of four years, considering the friendships with classmates and upperclassmen that have continued after graduation, I believe that the encounters I had during my student years broadened my world all at once and enriched my subsequent life.