Environmental Economics and "learning while teaching, teaching while learning" | Ayumi Onuma (Retiring in FY2025)

I took up my post in April 2001. Since then, I feel truly fortunate to have been involved in education at the Faculty of Economics for 25 years. Regarding the seminars (Kenkyukai) in particular, I felt that a strong commitment from both faculty and students remains as a tradition in the Faculty of Economics at Keio University (I believe the institutional aspect at the time, where 12 credits were recognized all at once upon completing the two-year seminar and submitting a graduation thesis, also had an influence). Seeing students work in groups until late at night or spontaneously planning training camps to continue their discussions made me feel that I, as a teacher, needed to engage with them quite seriously. As you get older, you often realize how grateful you are to have friends with no vested interests. Gaining such friends through a seminar during university becomes a lifelong treasure, and when I learn that seminar students continue to maintain close relationships after graduation, I feel joy in having been able to provide such a place as a teacher.

In my seminar, we focused mainly on environmental economics and resource economics, thinking about the relationship between various environmental issues and human society from an economic perspective. For example, issues such as forests, biodiversity, and the relationship between local communities and natural resources—which at first glance may seem distant from economic analysis—can yield new understandings by using economic methods. While learning theories and models is of course important, I also placed great value on discussing with students how real-world social and environmental problems can be considered from an economic viewpoint.

One of the most memorable events in our seminar activities was a summer training camp held in Toyooka City, Hyogo Prefecture. I had visited Toyooka several times for my research, and thanks to that connection, I held a camp there with my students for field learning. I also cannot forget staying at a ryokan (Japanese inn) in Kinosaki Onsen, the kind of place I rarely have the chance to stay at myself. Because the president of the ryokan and his wife were alumni of Keio University, they not only accepted us at an exceptional rate but even hosted a welcome party. At that gathering, they prepared various local sakes, making it an unforgettable moment for the students as well. Even after graduation, it seems to remain one of the memories they often talk about. It was an event that made me realize the strength and warmth of the Keio University network.

In addition to the discussion time with seminar students, the sharp questions from students after lectures also left an impression. Seeing students gradually deepen their own thinking through these responses was a great joy as a teacher. On the other hand, these discussions and questions often provided significant stimulation to the development and perspective of my own research. Furthermore, I often learned about the existence of unknown environmental issues from the sessions where I assigned students to introduce and briefly analyze environmental topics or news every week. These could be called the "learning while teaching, teaching while learning" philosophy advocated by Keio University. Being able to engage in education in such an environment was a very blessed experience for me. I would like to express my heartfelt gratitude to all the students I have met, my fellow professors, and the staff who supported the research and educational environment. The 25 years I spent at the Faculty of Economics were an irreplaceable time for me, both as a researcher and as an educator.