Twenty years ago, I felt that economics—with its ongoing pursuit of wealth—was lacking in substance. I thus embarked upon a journey of research in which I attempted to apply economics to the analysis of environmental problems. At that time, although global environmental problems had already become a major theme around the world, I could not have envisaged the current state of affairs in which they make daily news headlines, dominate political discourses and in which environmental awareness permeates every aspect of our lives and workplaces today. 

Times really have changed. In this day and age, it is no longer merely environmentally oriented people and activists who are concerned about environmental problems who engage in attention grabbing environmental conservation activities. The need for environmentally literate professionals with a high degree of specialist knowledge has now spread to all areas of society.

If entering industry, what is required is knowledge in areas such as environmental management systems, environmental risk management, life-cycle assessments, environmental disclosures and accounting, emissions trading and environmental finance. At a local government level, knowledge of environmental law and policy is required, with active participation in the international arena requiring a firm understanding of the various international treaties relating to ecological issues. In addition, a sound grasp of the physical nature of global environmental problems themselves is also essential. Furthermore, especially concerning issues such as climate change, procedures relating to CDM will be sure to attract increasing interest in the future. 

Unfortunately, the reality is that there are very few universities and departments equipped to teach this kind of specialist knowledge relating to environmental problems in a systematic manner. Also, the fact that an individual has graduated from university does not automatically guarantee that they are capable of tackling environmental problems effectively.

This graduate school was established as a location for the systematic learning of specialist knowledge essential for environmental professionals. Unlike others, this program was not created through restructuring existing departments or graduate schools, but was rather established with the aim of carefully selecting and providing educational content of particular relevance and importance to this era. We have now entered the fifth year since our establishment and can already take pride in the fact that we have sent a range of highly capable human resources to many areas in industry, government and NPOs.

I think that global environmental studies particularly differs from other fields such as law, economics, science and engineering in its profound involvement with the fundamental aspects of human existence. 

Although it is difficult to deny that human beings have a special existence on this planet, we cannot overlook the fact that we are just one of many species. Perhaps we can cite the example of how the base sequences of our DNA comprise the same building blocks as other species. We cannot live without the organic materials produced by other life forms, and the water molecules composing our bodies consist of the very same water molecules that circulate the Earth. As testified by the many examples of environmental degradation harming the bodies of humans, environmental problems are inextricably linked to our biological existence. 

On top of this, we possess nature-altering technology, societies founded upon economic systems that have brought about an international division of labor and have created political and cultural systems that support these societies. It is all of these manmade structures that are responsible for the emergence of environmental problems. In this sense, environmental studies must be an integrated science. 

From this perspective, perhaps the correct attitude of those studying environmental issues should be that of taking an interest in everything that is human. Then, by questioning the environment, we question our own existence as human beings. I believe that living in a society and on a planet with a better environment is an inseparable part of one’s development into becoming a better human being.

Graduate school is different from undergraduate study in that students are expected to conduct in-depth research on a chosen research topic and contribute new knowledge and perspectives to society through their research. What is thus required is not only study, but also the creation of new knowledge via research. In this graduate school, we provide a range of environments that support this kind of endeavor.

Firstly, our in-depth teaching and research guidance are conducted in small groups by teaching staff (professors) who are at the forefront of environmental research. We have eleven full-time staff at the graduate school. Each member of the teaching staff has a well-established record of research and teaching experience in environmentally important fields. On average, each professor provides two years of systematic research guidance to approximately five students. From deciding on a research topic to selecting research methods, objectives and procedures, our teaching staff provide students with step-by-step guidance for the entire duration of their courses. 

Secondly, students are free to access research information provided in the university library and other study facilities. The library at Sophia University boasts one of the best collections of materials in the country and we believe that this is a decisive factor in student research. The university also provides access to a vast range of electronic journals, which means that students can access instantaneously a world of electronic academic documents.

In addition to the university library, a first-class research room and computer facilities are provided to students from this graduate school free of charge.

Thirdly, as shown on the curriculum page, we provide a refined and varied curriculum. This is characterized by: (1) a carefully selected range of easy to understand courses; (2) the integration of systematic learning and problem solving-type knowledge that is essential to environmental studies; and (3) the integration of the humanities, social and natural sciences.

Many students enrolling in this graduate school after entering the workforce remark that they understood the necessity of environmental studies only after beginning professional activities. Since its inception, this graduate school has made catering the needs of working people one of its important missions.

Until now however, it was difficult to study at graduate school while working because most lectures were held during the day. From 2010, we have started providing not only tutorials, but also some lecture subjects at night, making it possible to obtain the necessary credits for a degree by attending lectures only on weekday nights and on Saturdays. We also provide a relative degree of freedom regarding the choice of courses.

We trust that many working people will come to study at this graduate school in order to take advantage of these new conditions.

I sincerely hope you will consider enrolling in this graduate school and that by doing so you are able to enter a new phase in your life. I extend a warm welcome to you all.

April 1, 2009.
Chairperson, Graduate School of Global Environmental Studies
Toyoaki Washida