“Beyond Barna: What’s the Seventh Stumbling Block?”

Kota Funakawa
Professor Mark CHRISTIANSON
ARW Section AI
17 September 2007

“Beyond Barna: What’s the Seventh Stumbling Block?”

Summary

　　　Barna claims intercultural communication inherently has six stumbling blocks. They cause our irritations and misunderstanding. First, “Assumption of Similarities” causes the misunderstanding that there is the universal method of communication, however, there is nothing (Barna 61). Next, “Language Difference” is caused by people persisting with one meaning or different usage of language (66, 67). Third, “Nonverbal Misinterpretation” is caused by not knowing much about other cultural body movement usually among the people have same culture, so this is hard to understand for foreigners (67). In addition, the fourth, “Preconceptions and Stereotypes” causes one-sided misunderstanding. At first they seem to decrease our fear for the unknown in the world, however, they are sometimes wrong and just assumptions because of overgeneralizing (68). Moreover to assess other culture is fifth one, “Tendency to Evaluation”. People can’t accept other culture because of natural assuming their own culture is the most natural (68). Finally, “High Anxiety” is a kind of stress caused by intercultural encounters. As the result, people feel culture shock or physiological reactions (70). In the end, Barna suggests the solution to be conscious of these blocks is required as the first step to avoid and everyone can and should prepare for them.

Discussion
　　　In addition to Barna’s six blocks, the 7th stumbling block in intercultural communication is abandonment. The reason why it is stumbling block is when people talk with foreigners, people seem to abandon to talk because of some reasons such as language difference or culture shock. In fact, however, they just give because of no reason as a result people feel irritations. There are two examples. First, when many Japanese people are spoken to by foreigners, they can’t communicate nonetheless they have a minimum standard of English ability which taught by compulsory education. They unconsciously assume that they can’t communicate because of language difference to escape from the reality they gave up. In other words, many Japanese desire to communicate however they jump to a conclusion that they can’t speak fluently so they can’t. This is typical example of abandonment. Secondly, if they could communicate with foreigners, they would feel cultural difference. When it is felt, they begin to think that they won’t understand each other so they give up. In my experience, I met the teacher who has lived half of life abroad. His behavior made me irritate then I gave up communicating. To tell the truth, I’m not irritated with not only his behavior but also my abandonment and really desire to make good relationship with him. Therefore I asked for advices. All of my advisers said “Keep trying to communicate, and then it’ll be all right.” So far, I have been trying to communicate without abandonment and believing I can make good relationship. Finally, the way to avoid the abandonment is to make an effort to understand. This is most important because the feeling of abandonment naturally comes from inside of you so to keep trying prevents it from occurring.

　

Works Cited
Barna, LaRay M. “Stumbling Blocks inIntercultual Communication”
Intercultural Communication A Reader. Ed. Larry A Samaovar and Rochard E Porter. Belmont, CA: Wadsworth Publising Company, 1994. (In The ELP Reader, 2007, 59-76)

My summer vacation

How are you, every one?

I 'm writing this journal while watching Yabecchi FC.

My first week end is passed just like an arrow.

I couldn't do anything.　orz

So I would like to express my plan for summer.

　

　　

　1.Aquire driver's license

This is most important for me because my hometown is really by place.

What is worse, there is no station.

Don't you think it's terrible?

So I have to aquire the license to make my life more comfortable.

Oh, by the way I want to explain my hometown.

My hometown is Kisai-town, Saitama.

Kisai is really small and by place.

But it has some good point.

　

1.Japanese wisteria

My town's wisteria is rather old.

It is guessed 400 years old.

　

2.Taniyama Toyo

Taniyama Toyo is great mathematician.

He contributed for the work of the theory of complex multiplication.

Moreover, his conjecture helped Andrew John Wiles to testify the Fermat's last theorem.

　

and so on...

　

In concludion, my hometown is really comfortable.

　

　

2. improve my English skills　

I want to go sophomore SEA program.

So I have to improve my skills.

In order to do so, I will read books, watch movies and listen to CDs.

　

I will do my best and enjoy my summer!

Plaese enjoy your summer, AI section mates!

The Usefulness of College Education-Meiland Essay Final Draft

Kota Funakawa

Professor Owen JAMES
ARW section AI
10 June 2007
Meiland Essay Final Draft

The Usefulness of College Education

　

　　　What are you studying for? Some people may answer “for my future’s job” or others may answer “just for my curiosity” but “Shift Happens” written by Karl Fisch denies these answers. It suggests “The top ten jobs in 2017 do not exist yet.” and “The half-life of knowledge is about two years and getting shorter. Can you accept these claims? Most of you maybe say “No” and my opinion is same as you, therefore, this essay argues the usefulness of college.
　　　The first reason why disagree with the claim of “Shift Happens” is that the true purpose of college is to learn something radical what won’t be useless, like how to think or the foundation of the topic. This point is suggested by Meiland “the content is not the main point. Much of the content that you are taught in college will be outmoded or discarded anyway in ten or twenty years. Learning intellectual skills and attitudes is far more important,” (Meiland 5). This Meiland’s argument is complete answer for this essay’s topic because the main affirmative claim for the topic is the information which we are studying now becomes out-of-date soon but Meiland says the content of study is less important(5). For example, in ICU, the professors always say “Think critical. Don’t believe the information without considering by you yourself. Have your own opinion,” so ICU students must learn how to think critical. When they are learning it, they use particular topic. After acquired, however, the way of thinking is employed not only when think about particular topic but also anytime. The importance of intellectual skills and attitudes will not be out-of-date. In addition, here is another example, think about legal science. The number of laws is increasing day by day but appearing of new laws does not automatically mean the old laws became useless. At first it looks like that the old laws became out-of-date, but it isn’t because the new law is made to cover just new extent and existing laws keep their effect for their own fields, they didn’t become useless but became foundation. The foundation also won’t become useless. All of these reasons proved the necessity of college.
　　　Secondly, the college allows students exchange opinions. This point is similar to Meiland’s argument that students should ask questions in class (19). College is made for pursuing the truth so their opinions require to be examined by others’ sceptical suspending view(14). For example when students are asked question, they have to answer. If they don’t know specific or have the idea with no evidence, they can’t answer so they have to study details harder and search the evidence. As a result, you get deeper understanding. At the same, time questioner is getting new information from answerer. Taking examination also leads getting the new perspective. As you see, when they are asked, they might be unable to answer because of the questioner’s new perspective. It is important, however, for them because the new perspective allows they rethink their own opinions. If they could accept it, they can correct their idea or make it more reliable. For those reasons, exchanging your own idea is important and the opportunity for bartering ideas is mainly given in college study.
　　　There is an objection against my opinion which argues the fact students are studying now become useless at the latest our graduation, in addition, it extinguishes students’ motivations. Consequently, a college education seems to be fairly useless. This point is described in “Shift Happens”. If it is true, for what we are studying. This fact is cause of students’ losing motivation. Furthermore it also degrades the quality of the education because the student who has no motivation makes no effort and don’t has responsibility for his/her education. As a result the quality of the education becomes lower, the education loses the meaning still more. There is no reason to enter college if students have no motivation, therefore, a college education will be useless.
　　　In conclusion, this point is emphasized that the college is really useful. This is because college allows students to learn fundamental things and to exchange their claims. Some people, however, challenge on this point because college education seems like waste of time but it’s not. The reason why it’s wrong is the acquisition of something radical and others’ opinion is one of the most important things for living and if you don’t do those, then it is waste of time, therefore, college education is useful.

　

Work Cited
Meiland, Jack W. College Thinking
: How to Get the Best Out of College, 1981. (The ELP Reader, 2007 7-10)
Karl Fisch. Shift Happens
(http://arwicu.wetpaint.com/page/AI+Meiland+Essay+Preparation)

Meiland Essay Second Draft

Kota Funakawa
Professor Owen JAMES
ARW section AI
8 June 2007

Meiland Essay Second Draft

　

　　　What are you studying for? Some one may answer for my future’s job but “Shift Happens” made by Karl Fisch denies the answer. It suggests “The top ten jobs in 2017 do not exist yet.” and “The half-life of knowledge is about 2 years and getting shorter. Can you accept these claims? Most of you maybe say “No” and my opinion is same as you. So I argue the usefulness of college through this essay.
　　　The first reason why disagree with the claim of “Shift Happens” is that the true purpose of college is to learn something radical what won’t be useless, like how to think or the foundation of the topic. This point is suggested by Meiland “the content is not the main point. Much of the content that you are taught in college will be outmoded or discarded anyway in ten or twenty years. Learning intellectual skills and attitudes is far more important.” (Meiland 5).This Meiland’s argument is complete answer for this essay’s topic because the main affirmative claim for the topic is the information which we are studying now becomes out-of-date soon but Meiland says the content of study is less important. And there is an example. In ICU, the professors always say “Think critical. Don’t believe the information without considering by you yourself. Have your own opinion.” so ICU students must learn how to think critical. When you are learning it, you use particular topic. But after acquired, the way of thinking are employed not only when think about particular topic but also anytime. The importance of intellectual skills and attitudes will not be out-of-date. And here is another example, think about legal science. The number of laws is increasing day by day but appearing of new laws does not automatically mean the old laws became useless. At first it looks like that the old laws became out-of-date, but it isn’t because the new law is made to cover just new extent and existing laws keep their effect for their own fields, they didn’t become useless but became foundation. The foundation also won’t become useless.
　　　Secondly, the college allows you exchange opinions. This point is similar to Meiland’s argument that students should ask questions in class (Meiland 19). College is made for pursuing the truth so their opinions require to be examined by others’ sceptical suspending view. For example when you asked question, you have to answer. If you don’t know specific or have the idea with no evidence, you can’t answer so you have to study details harder and search the evidence. As a result, you get deeper understanding. At the same time questioner is getting new information from you. Taking examination also leads getting the new perspective. When you asked, you might be unable to answer because of the questioner’s new perspective. But it is important for you because the new perspective allows you rethink your own opinion. If you could accept it, you can correct your idea or make it more reliable. For those reasons, exchanging your own idea is important and the opportunity for bartering ideas is mainly given in college study.
　　　I know some people argue the objection against my opinion. The main claim is the information which you are studying now becomes useless at the latest our graduation. So a college education seems to be fairly useless. This point is described in “Shift Happens”. If it is true, for what we are studying. This fact decreases students’ motivation. And it also degrades the quality of the education because the student who has no motivation makes no effort and don’t has responsibility for his/her education. As a result the quality of the education becomes lower, the education loses the meaning still more. There is no reason to enter college if students have no motivation, therefore, a college education will be useless.

　　　In conclusion, I put emphasis on that point, college is really useful. This is because college allows you to learn fundamental things and to exchange your claims. Some people, however, challenge on this point because college education has not good aspect, it seems like waste of time. But It’s not. The acquisition of something radical and others’ opinion is one of the most important things for living and if you don’t do that, then it is waste of time. College education, therefore, is useful.

Meiland Essay First Draft

Kota Funakawa
Professor Owen JAMES
ARW section AI
6 June 2007

Meiland Essay First Draft

　　　What are you studying for? Some one may answer for my future’s job but “Shift Happens” denies the answer. Can you accept the claim “Shift Happens” does? Most of you will say “No” and My opinion is same as you. So I argue the usefulness of college through this essay.
　　　The first reason why disagree with the claim of “Shift Happens” is that the true purpose of college is to learn something radical what won’t be useless, like how to think or the foundation of the topic. This point is suggested by Meiland “the content is not the main point. Much of the content that you are taught in college will be outmoded or discarded anyway in ten or twenty years. Learning intellectual skills and attitudes is far more important.” (Meiland 5).This Meiland’s argument is complete answer for this essay’s topic because the main affirmative claim for the topic is the information which we are studying now becomes out-of-date soon but Meiland says the content of study is less important. And there is an example. In ICU, the professors always say “Think critical. Don’t believe the information without considering by you yourself. Have your own opinion.” so ICU students must learn how to think critical. When you are learning it, you use particular topic. But after acquired, the way of thinking are employed not only when think about particular topic but also anytime. The importance of intellectual skills and attitudes will not be out-of-date. And here is another example, think about legal science. The number of laws is increasing day by day but appearing of new laws does not automatically mean the old laws became useless. At first it looks like that the old laws became out-of-date, but it isn’t because the new law is made to cover just new extent and existing laws keep their effect for their own fields, they didn’t become useless but became foundation. The foundation also won’t become useless.
　　　Secondly, the college allows you exchange opinions. This point is similar to Meiland’s argument that students should ask questions in class (Meiland 19). College is made for pursuing the truth so their opinions require to be examined by others’ sceptical suspending view. For example when you asked question, you have to answer. If you don’t know specific or have the idea with no evidence, you can’t answer so you have to study details harder and search the evidence. As a result, you get deeper understanding. At the same time questioner is getting new information from you. Taking examination also leads getting the new perspective. When you asked, you might be unable to answer because of the questioner’s new perspective. But it is important for you because the new perspective allows you rethink your own opinion. If you could accept it, you can correct your idea or make it more reliable. For those reasons, exchanging your own idea is important and the opportunity for bartering ideas is mainly given in college study.
　　　I know some people argue the objection against my opinion. The main claim is the information which you are studying now becomes useless at the latest our graduation. So a college education seems to be fairly useless. This point is described in “Shift Happens”. If it is true, for what we are studying. This fact decreases students’ motivation. And it also degrades the quality of the education because the student who has no motivation makes no effort and don’t has responsibility for his/her education. As a result the quality of the education becomes lower, the education loses the meaning still more. There is no reason to enter college if students have no motivation, therefore, a college education will be useless.

　　　In conclusion, I put emphasis on that point, college is really useful. This is because college allows you to learn fundamental things and to exchange your claims. Some people, however, challenge on this point because college education has not good aspect, it seems like waste of time. But It’s not. The acquisition of something radical and others’ opinion is one of the most important things for living and if you don’t do that, then it is waste of time. College education, therefore, is useful.

Meiland Essay Paragraph 3 as the Objection

Kota Funakawa
Professor Owen JAMES
ARW Section AI
1 June 2007

Meiland Essay Paragraph 3 as the Objection

　

　　I know some people argue the objection against my opinion. The main claim is your future job does not exist yet. In addition, the information which you are studying now will become useless at the latest our graduation. So a college education seems to be fairly useless. This point is described in “Shift Happens”. It suggests that “The amount of new technical information is doubling every 2 years. For students starting a four-year technical or college degree, this means that half of what they learn in their first year of study will be outdated by their third year of study.” If it is true, for what we are studying. This fact decreases students’ motivation. And it also degrades the quality of the education because the student who has no motivation makes no effort and don’t has responsibility for his/her education. As a resuil the quality of the education becomes lower, the education lose the meaning still more. There is no reason to enter college if students have no motivation, therefore, a college education will be useless.

Meiland Essay Paragraph 2

Kota Funakawa
Professor Owen JAMES
ARW Section AI
31 May 2007

Meiland Essay Paragraph 2

　

　　Secondly, the college allows you exchange opinions. This point is similar to Meiland’s argument that students should ask questions in class (Meiland 19). College is made for pursuing the truth so their opinions require to be examined by others’ sceptical suspending view. For example when you asked question, you have to answer. If you don’t know specific or have the idea with no evidence, you can’t answer so you have to study details harder and search the evidence. As a result, you get deeper understanding. At the same time questioner is getting new information from you. Taking examination also leads getting the new perspective. When you asked, you might be unable to answer because of the questioner’s new perspective. But it is important for you because the new perspective allows you rethink your own opinion. If you could accept it, you can correct your idea or make it more reliable. For those reasons, exchanging your own idea is important and the opportunity for bartering ideas is mainly given in college study so college study is not useless.

Meiland Essay Paragraph 1

Kota Funakawa
Professor Owen JAMES
ARW Section AI
29 May 2007

Meiland Essay Paragraph 1

　　The first reason why I disagree with the ides is that the true purpose of college is to learn how to think, intellectual skills and attitudes. This point is suggested by Meiland “the content is not the main point. Much of the content that you are taught in college will be outmoded or discarded anyway in ten or twenty years. Learning intellectual skills and attitudes is far more important.” (Meiland 5).This Meiland’s argument is complete answer for this essay’s topic “a college education seems to be fairly useless” because the main affirmative claim for the topic is the information which we are studying now will be out-of-date but Meiland says the content of study is less important. And there is an example. In ICU, the professors always say “Think critical. Don’t believe the information without considering by yourself. Have your own opinion.” so ICU students must learn how to think critical. When you are learning it, you use particular topic. But after acquired, the way of thinking are employed not only when think about particular topic but also anytime. The importance of intellectual skills and attitudes will not change. And here is another example, think about legal science. The number of laws is increasing day by day. The reason why they are increasing is that new problems are happening in our society so new law is being made. But appearing of laws is not automatically means the old laws became useless. At first it looks like that the old laws became out-of-date, but it isn’t because the new law is made to cover just new extent and existing laws keep their effect for their own fields, they didn’t become useless. The example tells us if the new information appeared, it is not always means the old one is out-of-date.

Fluency journal "The purpose of ELP"

Kota Funakawa
Professor Owen JAMES
ARW Section AI
22 May 2007

Fluency journal "The purpose of ELP"

　

　　I would like to explain the purpose of ELP. The reason why I chose this topic is because I thought that now is the time we recognize the meaning of ELP anew. I hope that rediscovery will make our studying English more efficient. Now let’s begin. The purpose of ELP is to make students fluent at English enough to take lecture. But the ELP alone won’t make you a fluent English speaker because ELP is just an opportunity to use English. So you have to have the desire, motivation and effort to learn in order to be a fluent speaker. The ELP has six kinds of classes in spring term: ARW, RCA, ALS, ALN, ASP and NP. Let’s see the purpose of each class. First, ARW has two purposes, writing part and reading part. On the one hand, reading part helps you understand and talk about the ideas presented in the readings and NP lectures. On the other hand, writing part develops your writing abilities in English for university level work. Second, RCA also has two parts. The purpose of reading part is to develop skills in reading the content for accuracy. That of writing part is to develop your understanding of the structure of English sentence, paragraphs and academic texts. Third, the objectives of ALS are to introduce you to various learning strategies, and to help you develop effective ways to promote classroom interaction and self-study techniques. Forth, the aim of ALN class is developing your listening and notetaking skills. Fifth, the object of ASP is to become more fluent in spoken English. Last, NP’s purpose is to develop your academic listening and notetaking skills. These are the purposes of ELP. We should study while being conscious of these purposes to improve your own skill of English.(298 words)

Work cited

ELP STUDENT HANDBOOK 2007-2008

Fluency journal "Menus of ICU restaurant"

Kota Funakawa

Professor Owen JAMES

ARW Section AI

15 May 2007

Fluency journal "Menus of ICU restaurant"

　

　　Next to Diffendorfer Memorial Hall, there is the dining hall. It is called by students “Gakki”. There are about 10 menus usually and the taste is not bad. The most popular menu is chicken TATSUTA. But the price is high in general. In the ranking of WASEDA GAKUSYOKU KENKYUUKAI, ICU’s dining hall is the best. But is it sure? What do you think? So we went Aoyama-gakuin university to investigate the dining hall. Aogaku’s dining hall is really large because there are a lot of students. There are about 30 menus always. We ate lunch set A titled “Omotesandou” and “Millefeuille KATSUDON.” They are really nice especially Millefeuille KATSUDON is fantastic. Then, we find an interesting paper there. It says Aogaku’s dining hall is the best in the ranking which investigated by Asahi newspaper. In that ranking, ICU’s dining hall is out of the 10th. But we are convinced “Aogaku’s dining hall is better than ICU’s one.” because the price is lower overall and there are really many varieties. Therefore we felt Aogaku’s dining is better.

ARP:Reaction to Meiland's "Why Reasons Matter"

Kota Funakawa
Professor Owen JAMES
ARW Section AI
8 May 2007

Reaction to Meiland’s “Why Reasons Matter”

Summary
　　　　In “Why Reasons Matter” Meiland argue that beliefs are supported by good reasons. First, if the beliefs are supported by good reasons, the beliefs are credible. It doesn’t mean, however, we don’t need to confirm those beliefs. Next, basing beliefs on good reasons are really important for us because they liberate us from avoiding frustration and encourage us to achieve our goals. This function is called “pragmatic” justification. So we can get along better in the world. Third justification is called “social” justification because basing beliefs on good reason fits together well with our democratic way of life and help to achieve the aim, to be ideal person, to make the environment which we want to live. Forth, if we have the belief which supported by good reasons, we don’t have to bother whether it is true or not because good reasons let us avoiding when we are challenged. Last function of good reasons is deeper understanding. If you pursue the good reason, you will gather more specific information. So you get better, deeper, understanding. We are using the functions of good reasons while we are unconscious. Therefore the good reasons are supporting the beliefs.

Discussion
　　　　According to the Meiland, beliefs are supported by five functions of good reasons. So you don’t need to bother whether they are true. But the five justifications are originally the same. It is because the five functions appear at the same time. When you do the first justification, searching for good reason to make your own belief credible, you have to gather a lot of information. So you automatically do the second, “pragmatic”, justification: to let you to get along better in the world, and fifth one, to understand about the belief deeper. When you search, you have the purpose finding the good reason and understand about the belief better. These are the second and fifth. While it is happening, the third and forth justifications are also appearing. In the one hand, the third, “social”, justification to make you or the environment around you pleasant is found in discussion. You frequently use the way gathering information through discussion. Thus the third justification is discovered there. On the other hand, the fourth justification is also in the discussion. But it is difficult to find because the　definition is abstract. Meiland’s definition is “If you know the grounds-the good reasons or justification-for your beliefs, then when your belief is challenged, you can defend your belief, not only to other people but to yourself too.” In short, in my interpretation, if the belief has the forth justification, you can hold the self-confidence. Wait a minute, do you remember the first justification? It is similar to the forth justification, isn’t it? The forth justification is just an aspect of the first justification. So the forth justification is inevitably happened together. Thus it is obvious the five justifications are happened simultaneously. Therefore the five justifications are originally the same.

Work Cited
Meiland, Jack W. Why Reasons Matter:College Thinking:

How to Get the Best Out of College, 1981. (The ELP Reader, 2007)

ARP:Reaction to Meiland's "New Tyapes of Interrectual Work"

Kota Funakawa

Professor Owen JAMES
ARW Section AI
29 April 2007

Reaction to Meiland’s “New Types of Intellectual Work”

Summary
　　　　According to the Meiland, there are three explicit differences between high school and college. First is the difference of how to treat the fact. In high school, the fact is absolutely and eternally true, but in college it is just a theory. Next is the difference of the method of understanding. Both High school and college need students to understand the materials. It is same. The students in college require the critical examination and evaluation for understanding the materials because the materials treated as beliefs or conclusions that have been reached on the basis of investigation rather than treated as unchanging facts, but high school students understand through just memorizing. The last is the difference between a descriptive statement and a normative statement. A descriptive statement tells how things in fact are, while a normative statement tells how things should be, regardless of how they in facts are. A normative statement is mainly used, because the fact is treated as the theory in the college. Therefore high school and college are almost the same, but it is distinctly different and college work is higher level. So college freshmen must change their mind to the “New Type of Intellectual Work”.

Discussion

　　　　Meilamd says that high school and college are almost the same, but it is distinctly different and college work is higher level. It is because college requires new types of intellectual work at the college level. But, is this little difference? Is this not so important? I don’t think so, because I think the way of understanding in High School and that in college is absolutely different. The study in high school is about the facts absolutely and eternally true, very, very sure, because the facts are proved by somebody who studies the fact as his major. So students don’t need to check the things whether it is really true or not, but students in college require gathering the information, evidence and result of exam because the fact is just a theory in college. Meiland himself also mentioned this point “What is treated in high school as eternal and unchangeable fact that human beings have discovered in their continual and relentless progress toward total knowledge will be treated in college as belief that may perhaps be well supported at the present but that could turn out to be wrong.” I think that one of the main purposes of the college study is pursuing the truth because study in college is the latest study in each divisions or majors. So the scholar must prove his or her own argument because the answer, the fact, has not discovered yet. Therefore I think that mere, passive memorizing the things which proved by expert is by far different from the work to understand in college, to estimate the result, to search the information, to prove the estimation. They are absolutely different work. So I can’t agree with Meiland clearly.

Work Cited
Meiland, Jack W. New Types of Intellectual Work: College Thinking:

How to Get the Best Out of College, 1981. (The ELP Reader, 2007)

Paraglaph:My Most Meaningful Experience

Kota Funakawa

Professor Owen JAMES

ARW Section AI

29 April 2007

My Wonderful Experience

　　　I learned three meaningful things from my experience of volunteer at retirement home. The purpose of this volunteer was to commune with the old. First, I learned the importance of kindness. When I did really small thing, to hand a cup to an old man, to move his wheelchair, to listen his old story, he always said “thank you” at last. Next, when I listened his old story about World WarⅡ, I strongly felt the misery of war because he said ”I went to China as a soldier. I killed some Chinese, but, to tell the truth, I don’t want to do so”. He looks like sad. Last, when I felt the misery of war, I felt the richness of our age at the same time. We seldom feel the problems about war and poverty in daily life. He said “Japan has gotten really rich.” And I felt “How blessed age we are living!” Therefore I learned three important things in life from the old man.