It is my privilege to offer my sincere congratulations to all of the students graduating today, as well as to your families and other well-wishers. I would also like to thank the Administrative Councilors of the University, the Chairperson of the Ouinkai alumni association, Trustees, and professors emeriti for attending today. The diplomas that were awarded today are proof of what you students have learned at Ochanomizu University, and of the foundation for capabilities that will be of use to you in society.

Japan today holds high expectations of an active role by women in society. In particular, you have acquired specialized knowledge at this University and will not take roles simply in acting as members of society, but rather in displaying the leadership to support society. The Japanese government has set a goal of increasing the involvement of women in decision-making processes to 30% by 2020. However, that does not mean that it is simply enough for women to make up that percentage.

In my understanding, what is sought is people who can add novel perspectives and who can propose constructive solutions from an expert standpoint in the consideration of visions and the determination of directions for society. The year 2020 is six years away. I believe that by then, you will each be in a position to play some sort of leadership role. Envisioning this future, Ochanomizu University has launched the Multiple Program Elective Course System, an expert educational system unique to our University. This system allows each and every student to select her own way of proactively learning a specialty and gaining knowledge. This specialized education, together with the Ochanomizu model of Liberal Arts Education Integrating Humanities and Sciences, is aimed at heightening the awareness of issues, broadening the outlook, and deepening the expertise of every student.

It is an educational system that characterizes this University. Although you may not have realized it, you have likely had opportunities for involvement in not only your field of expertise but also in other fields, an experience that should prove an advantage. This is because through the process, it is certain that your perspectives have become diversified, and you have come to understand that there are multitudes of ways to both pose and resolve problems.
This is also found in the meanings of the "intelligence" and "flexibility" espoused in the University's principles for leadership education. You no doubt have all acquired both expert knowledge and the foundations of the capability to use this knowledge to exercise flexible and appropriate judgment. I am confident that you will exert that power to the fullest and will hone it even further.

Along with "intelligence" and "flexibility" is one more principle for leadership education: "thoughtfulness," or respect for others. I keenly felt the importance of this in March 2011, after the Great East Japan Earthquake.
On that day, several hundred people spent the night at our campuses, including the campuses of attached schools. Students, academics, and administrative staff of the University took refuge in this auditorium. Even now I recall how everyone listened attentively to me, followed directions, responded appropriately to a situation that changed minute by minute, and acted with composure. At the time I also realized how the constituent members of this University are people who show consideration to others and who embody generosity, a fact that renewed my pride in the University. When I stand here I always recall that experience, including the tension we felt at the time.

Following the earthquake, we launched multiple projects within the University to support the affected areas, and are continuing educational support through agreements concluded with eight local governments in the region. I believe that among the graduating students today are many who participated in those activities. Reports on the activities record the impressions of participating students, including those who wrote how they realized that the problems of the affected areas are problems that surround ourselves, and students who heard elementary school children in the region talk about their future goals and in turn were spurred to consider what actions they, too, should be pursuing. I can picture those students who, despite feeling powerless, felt they had to make some sort of effort. This includes those who said they felt they learned much through the experience, above and beyond the support that they gave.

Visiting the affected area made me think about what a trifling presence humans have in this world―or how, in the words of Pascal in Pensées, “Man is only a reed, the weakest in nature."

Without question, there are times when mankind gives way before the power of nature.
However, it is also mankind that has investigated nature, shed light on its mysteries, created new environments, and built up civilization. People studying at the institutes of higher learning called universities, along with those of us within universities, have a mission to acquire expert knowledge and leverage it in order to deepen scholarship and become a driving force for the advancement of society. At this time, we face the question of what advancement of society actually means. Scientific investigation and technological progress are necessities for the advancement of society. However, the Great East Japan Earthquake and the subsequent nuclear power plant incident showed us that these alone are not enough.

It is obvious that scientific investigation must not be hindered by anyone. Inquiring minds, not bound by rigid thinking or social convention, have enabled the past progress of science and have advanced scholarship. Furthermore, it is an indisputable fact that technology has been developed atop the platform of science, and our living space has expanded while our daily lives have become more convenient and affluent. Yet technology is, in the end, only a means. The question is how we should make use of this means―that is, what we should set as our objectives, and how we should make use of those. What mankind sets as its goals and how it uses the means of achieving those are vital matters. The key li