Learning through Dialogue, Connecting the World through Food

Reasons for Choosing GLA and Future Goals

I chose GLA based on my experience in the IBDP curriculum, where I learned the value of gaining deeper and broader insight through dialogue and discussion rather than simply receiving knowledge passively. In this context, I was attracted to GLA’s small, but highly interactive classes with students from diverse backgrounds. Another attractive feature was that these learning experiences were conducted in English. The ability to think in English and express one’s opinions accurately without being misunderstood is an essential skill, especially in the current global community. In addition, the interdisciplinary curriculum and the program at the ANU were also major factors in my decision to enroll in GLA.

In the future, I would like to contribute to conflict resolution and peacebuilding. As part of this interest, I am particularly interested in food as a way of connecting people beyond the differences in cultures and values. Food is essential for every person and can be said as a common ground shared with all people. Alongside my studies at GLA, I hope to learn about food cultures around the world and play a role in fostering dialogue and mutual understanding through food, helping to strengthen connections between people all over the world.

A year of adapting and taking on new challenges

In the first semester, I chose classes in areas that I was interested in and had some prior knowledge of in order to get used to GLA classes and assignments. At the same time, I wanted to challenge myself by exploring areas I had not had many opportunities to study before. With the hope of broadening my knowledge for my future, I decided to take the Special Lecture that was held during the 5^th period on Wednesdays. and where students from different academic years within faculty participate.

In the second semester, I took classes in my field of interest, an International Relations course which I was unable to take due to timetable conflicts, and a Biology course that I was interested in outside of the humanities field. In particular, the Education course provided an opportunity to exchange opinions and discuss the education systems and realities of each student’s home country. Through these discussions, I was able to reflect on the role of education in society and reconsider how education should function within different social contexts

Learning outside classroom 

I joined the Ritsumeikan University Symphony Orchestra because I was drawn to the opportunity to play cello, an instrument I have played since junior high school, in a large orchestra. One of the best points is that I can interact with friends and seniors from other faculties. The balance between focusing on music and sharing casual conversations during breaks is a refreshing time for me and broadens my perspective.

I have continued an internship with an NPO focused on peacebuilding, which I began before graduating from high school. Daily classes, assignments, part-time jobs, orchestra activities, and internships are physically demanding. However, feeling that I contribute, even in a small way, to the larger goal of peacebuilding strengthens my sense of responsibility toward peace.

A place where you can balance personal time and social interaction

At G House, each resident is given a private room, while shared spaces such as the dining area, kitchen, and a multipurpose room with game consoles and a billiards table are also available. In these common areas, we can spend lively time with friends, while valuing quiet personal time in our own rooms. Various seasonal events are also organized, offering us a great opportunity to meet and interact with friends from diverse backgrounds. G House is also a place where we can encourage one another, learn about each other through daily life, and build meaningful relationships together.