Senior Assistant Professor Faculty of Economics, Teikyo University
Specializes in environmental history, ecological history, and northeastern Chinese history, and studied abroad in China during Graduate School. He is well versed in the history of the forest business in the northeastern region of China, and researches the historical background from the current state of the economy and resources. After working as a specially appointed researcher at Osaka University Graduate School, Senior Assistant Professor Dalian University in China in 2014, and research at the Kyushu University Museum, he assumed his current position in 2020.
Nagai's seminar conducted a TABLE FOR TWO (commonly known as TFT) activity at the cafeteria on Hachioji Campus. A panel summarizing the culture and economic situation of Kenya, one of the donor countries, was also exhibited.
All these activities are carried out mainly by seminar students. This is because Professor Nagai wanted us to accurately understand the value and meaning of TFT activities based on the historical background, why we cannot provide school lunches without receiving donations.
Professor Nagai specializes in environmental history, with a particular focus on the northeast region of China. During a short-term study abroad in Shanxi Province, he witnessed with his own eyes how the historically rich forest area had turned into a desert to the point where even weeds could not grow. Unraveling history reveals that in the northeastern region of China, a huge amount of timber was used during the Russo-Japanese War and the opening of the South Manchurian Railway. Knowing history helps us understand the current situation.
In addition, in developing countries, the economic structure of the colonial period remains, and there is a situation where there is no choice but to grow a single crop as a raw material supply area. However, it is not uncommon for villages to suddenly fall into famine if crops do not grow due to disasters or conflicts. How developing countries can create an independent future in the global economy is a global issue.
Considering the historical background, we can see that the base of the SDGs is extremely complex. By knowing this history and structure, it is possible that in the future, the students who implemented the project will get a job at an international company that seriously tackles the SDGs, or become an entrepreneur who tackles social issues. The first step in contributing to the realization of the SDGs is for students to open up a new future.