Course Title:

Cross-boundary Cancer Studies: The Road toward Asia Well-being

Course Description:

Launched in 2011, this interdisciplinary course marks its 15th anniversary in a world increasingly defined by uncertainty. Global norms and postwar values—long held as pillars of stability—are now being challenged in profound ways. Eighty years after the end of World War II, Japan continues to navigate complex social and economic challenges as one of Asia’s most mature societies. Throughout this journey, we have examined cancer—not only as a disease, but as a mirror reflecting the structural and cultural struggles within Asian societies. At the heart of our inquiry lies a universal desire: the longing to live well. As we look toward 2025 and beyond, we ask: What does "well-being" mean to the people of Asia today? By taking cancer as a lens to explore this question, we trace the contours of well-being amid suffering—drawing critical lines that connect science and culture, policy and everyday life. A new dialogue begins here. One that redefines survival, health, and hope across borders.

This lecture course is multidisciplinary and aims to bring together students from various fields to learn about an issue that has tended previously to only be perceived from a specialist angle. By providing students with the opportunity to learn about matters outside their own area of specialization, the course aims to also provide an opportunity for students to relativize their own studies.

The field of cancer is one that has a high degree of specialization and it has not necessarily interacted well or been open to collaboration with other fields of study to date. This course aims to support the development of the next generation of experts who are adept at working in interdisciplinary environments and will be the driving force behind research in their various fields, based on the recognition that the role of a modern university is to create innovation in response to social issues.

This groundbreaking multidisciplinary approach to learning aims to address issues relating to the common and ever-growing challenge of cancer in Asia, with reference to global policy concepts on Universal Health Coverage (UHC).

To date we have sought to contribute to enhancing international cancer research from an Asian perspective by comparing the characteristics of Asia to those of western countries. This lecture course is a part of these ongoing efforts.

The goals of UHC are to ensure that all people have access to high-quality health services, to protect all people from public health risks, and to protect all people from financial hardship due to out-of-pocket costs for health services and loss of income when they or a family member fall ill.

There are currently many initiatives and proposals for action in the international community that seek to achieve UHC, which has come to be recognized as a global policy agreement. The implementation of a UHC strategy requires the involvement of stakeholders, who have an influence on the design of and implementation of programs, including matters such as budgetary allocation and investment in healthcare practitioners. Programs and decisions made to date have largely been based on a response to primary care, predicated on a disease structure dominated by communicable diseases. However, it is projected that under current structures it is unlikely that healthcare systems will be able to cope with the tremendous socioeconomic burden caused by the rapidly increasing cases of cancer in Asia. The realization of UHC for cancer in Asia is therefore fraught with major challenges, as the immense costs arising from cancer care require countries to have robust financial and healthcare systems in place.

Despite the fact that thanks to advances in medicine many types of cancer are now highly treatable with good prospects for remission or cure, the fact remains that not everyone can have access to the latest treatment. Furthermore, even in countries where medical systems and care are highly advanced, difficult questions now have to be addressed about just how far treatment can be provided with limited medical resources. These facts amply demonstrate that both industrialized and developing countries share similar issues and that UHC for cancer can be perceived as a common global challenge. Cancer is characterized by the tremendous impact it has directly on the patient him/herself and those close to the patient. As societies continue to age, there has never been a time in the history of humankind when people have faced such a serious threat from disease. To realize a sustainable society in the future it is imperative for all people on the planet, regardless of socioeconomic status, to join together in creating knowledge and wisdom that will help the human race face and survive cancer.

By the end of this course, students will be able to:
Critically examine the concept of Well-being from interdisciplinary and cross-cultural perspectives, with a focus on Asia. Analyze cancer not only as a medical condition but as a societal touchpoint that reveals structural inequalities and shared suffering. Compare and evaluate health behaviors, care systems, and policy frameworks across Asian countries. Propose integrated models that connect scientific data, local culture, and policy to promote sustainable Well-being. Develop communication skills for engaging in international dialogue on health, aging, and sustainability.

This course is structured as an intellectual journey to critically explore the evolving concept of Well-being in Asia through the lens of cancer and aging. Students will engage in the following five-step learning process, each grounded in academic inquiry and real-world relevance:

Step 1: Critical Framing – Asking “What is Well-being?”

We begin by challenging students to deconstruct the concept of "Well-being" in the Asian context. Through philosophical, sociological, and cultural lenses, students will explore how different societies define and pursue Well-being, especially in the face of suffering. Academic significance: Cultivates critical thinking and conceptual literacy across disciplines.

Step 2: Suffering as Lens – Cancer and Social Structures

Cancer is approached not only as a biological condition, but as a societal mirror. Students analyze how cancer reveals structural disparities—urban-rural gaps, aging demographics, health system limitations—and serves as a shared touchpoint across borders. Academic significance: Encourages interdisciplinary integration between medicine, public policy, and social science.

Step 3: Comparative Insight – Learning from Across Asia

Using case studies and regional data, students compare health behaviors, Well-being indicators, and care systems in countries such as Japan, Malaysia, and others. Emphasis is placed on local cultures, religious influences, and socioeconomic contexts. Academic significance: Enhances global and comparative analytical skills based on empirical data.

Step 4: From Theory to Design – Modeling Sustainable Well-being

Students will learn to design cross-sectoral models that integrate science, policy, and cultural values to promote sustainable Well-being. This includes work on health education, workplace interventions, digital tools, and community-based approaches. Academic significance: Develops applied research skills and policy-design thinking.

Step 5: Global Dialogue – Sharing Knowledge, Shaping the Future

In the final phase, students will reflect on how their knowledge can contribute to global dialogues—especially in the lead-up to the ASEAN conference. They will create presentations and policy proposals aimed at real-world impact. Academic significance: Prepares students for academic and professional engagement on the international stage.

1. Evaluation comprises the following components
   attendance, short reports submitted after each lecture*,40％

2. Final report.60％
   *Short reports are written in response to a question posed by the lecturer in a format of the student’s choosing. As the course is in an omnibus format, these short reports are important for demonstrating understanding of each lecture and ensuring that students have given thought to how the contents of each lecture relate to each other as individual parts of the overall course. The content of the short reports will not affect grading of the course—evaluation is based on whether a report is submitted or not. These short reports may be considered as notes in preparation for compilation of the final report.