Dialogue with others enriches my research and personal growth. I want to contribute to society using the thought processes I've honed at university.

Profile

From Yoshida High School, Yamanashi Prefecture

An insight into learning gained during high school, where he was actively involved in both academics and school events. This insight led him to the world of physics, where he is now engaged in research to expand theory by investigating the material properties of superconductivity. Reflecting on his proactive and inquisitive approach to learning, he spoke with us about the attitudes toward learning that he values, the encounters that have helped him grow, and the things that have shaped who he is today.

[*] Academic year at the time of the interview (August 2022).

I believe I enjoyed my student life to the fullest, dedicating myself to my studies while also actively participating in school events. I was part of the student council from my first year, so it's a fond memory that I could enjoy school events like the cultural festival not just as a participating student but also from the perspective of an organizer. As university entrance exams approached, I began to focus more on my studies, and by the second half of my third year, I spent all my waking hours studying. I'm not very good at switching gears, so it was a mentally and physically tough time. However, I think it was the support of my friends, family, and teachers that enabled me to keep running toward my goal of passing the exams without giving up.

What I learned in high school was the importance of understanding the fundamentals of things. An English teacher I met in my third year of high school taught me, "Learning English isn't just about memorizing words; it's about thinking about the intent with which English speakers use those words and understanding their meaning." This taught me the importance of understanding the essence of learning. After that, I started trying to properly understand each and every English word that made up the sentences in our textbooks, and I think my approach to academics changed. From that experience, I came to want to explore the core of things at a higher level in university. As for where to go, I was attracted by the facilities and systems, the gathering of people with diverse values—such as those who entered through entrance exams, those who came from affiliated schools, and international students—and the strong connections with alumni, which is why I chose the Faculty of Science and Technology at Keio University.

I feel that there are many people who enjoy discussions with logical thinking. For example, it's a daily occurrence to exchange opinions on questions that arise in classes or seminars, or to share stumbling blocks in one's own research within the lab, with discussions happening regardless of whether it's with senior students, junior students, or faculty members. One of the characteristics of the Department of Physics is that it has a high ratio of faculty members to students compared to other departments. I feel this helps create an environment where lively discussions can easily take place even between students and faculty. Especially when you become a master's student and conduct your own research, you can gain new perspectives not only from classes but also through such discussions, which is very stimulating.

In my first year of the master's program, access to the lab was restricted due to the COVID-19 pandemic, and I hit a wall with my work while continuing to study remotely. Normally, the best way to advance research is to consult with senior students in the lab, but that was difficult during the pandemic. Through this experience, I realized the importance of communicating with senior students, and whenever I was struggling, I made it a point to go to the lab as much as possible and communicate with them face-to-face. Chatting and discussing with senior students helped clarify my thoughts and the problems I was facing, and sometimes solutions would emerge. I realized that communicating with people is extremely important in research activities. Studying is something you do quietly on your own, but research is something you advance step-by-step through discussion, supplementing perspectives you hadn't noticed and knowledge you lacked. The conversations with my seniors also became a good opportunity to realize the difference between studying and research.

I have always wanted to understand the fundamentals of things, so I joined the Theoretical Physics Laboratory (Ohashi Group), where I could pursue that. I became interested in superconductivity as a research subject because it is a field with the potential for wide-ranging industrial applications. And I chose theoretical research over experimental research because of my personal policy of wanting to think about and learn things theoretically from the ground up.

The presence of Professor Ohashi in the lab also influenced my choice. Professor Ohashi once told me, "It's important to have a good talk with the professor before joining a lab," and I thought that was exactly right. I felt he was someone who understood students, so I ultimately decided to study in this lab.

It's something Professor Ohashi always says: "Even when teaching difficult concepts, speak in a way that is easy to understand, so that the listener can grasp it intuitively." When explaining my research, I tend to use difficult words because the explanation itself is complex, but I think it's necessary to be considerate of the other person so they can understand. It's not always best to state things about your specialized field in a perfectly precise and rigorous way; what's important is that the listener understands. I believe this is a principle that will be useful not only in research but also after I start working. Since it's research, there's a part of me that feels I need to make it look like I'm doing something difficult (laughs), but I try to find a balance and consciously make an effort to explain things as simply as possible. Especially when giving a presentation, I try to speak while considering who my audience is and how much knowledge they have about the topic. I truly feel that Professor Ohashi is teaching me skills, including those for research, that will be valuable in the future.

My research theme is "Theory of Superconducting BCS-BEC Crossover in a Semiconductor Band Structure." Superconductivity is a phenomenon where the electrical resistance of a material made by mixing certain substances becomes zero when cooled to a specific temperature. Superconductivity occurs when electrons with opposite spins attract each other, forming a stable bound state. The properties of superconductivity change depending on the strength of the attractive force between these electrons, so the main content of my research is to physically consider how these properties change. When investigating the physical properties, I use numerical simulations, or in other words, numerical calculations, but this can be quite difficult and I sometimes get stuck. Unlike experiments, it's not a matter of reaching the desired conclusion simply through trial and error; there's also an element of "inspiration" that's important, so the opinions and perspectives of those around me are very valuable. There are many unknown aspects to the research results, but I find it interesting from the perspective of exploring new possibilities for superconductivity.

The university as a whole has an atmosphere that respects individual autonomy, so I think it's an excellent learning environment for people who want to proactively advance their own research. Also, there are many brilliant senior students, which is very stimulating for me as a researcher. They are all people who will patiently teach you if there's something you don't understand, and I learn a lot not just about how to acquire knowledge, but also about how to teach others.

Now that I'm in my second year of the master's program, I have more opportunities to teach junior students, and when I do, I make it a point to teach the thought process rather than just giving them the answer. It's faster to just give them the answer, but then they won't learn the thinking required to derive the answer, and it becomes difficult for them to handle the next problem that arises. Just as my seniors and academic advisor did for me, I try to communicate in a way that trains their thought processes. I think this passing down of the essence of learning, such as ways of thinking, from one generation to the next is something unique to the Faculty of Science and Technology at Keio University.

I have secured a job at a company with a wide range of businesses, including telecommunications and networking, and I plan to work as an engineer starting next spring. It's a workplace where I can utilize the logical thinking and programming knowledge I cultivated through my research, and above all, I'll be able to work close to the front lines of network research and development, so I hope to acquire the necessary skills in this new field. The way of thinking I developed in the Department of Physics—"to think things through by understanding their essence, not just their surface"—is, I believe, a fundamental way of thinking that is applicable in any field or profession. Keeping that way of thinking always in my heart, I want to strive to contribute to society as a member of a company from now on.