The Intellectual Legacy of Korea's Korea University and Japan's Waseda University

What makes a university great? Is it its historic buildings, its ranking among global universities, or the number of presidents and business tycoons among its alumni? The true greatness of a university lies in how its graduates address the challenges of their time and the legacy they leave for future generations.

In Japan, there are Waseda University and Keio University. In Korea, there are Korea University and Yonsei University. While these four institutions have distinct histories and founding philosophies, they share an intriguing commonality: they originated not as state-run universities but from the educational aspirations and pioneering spirit of private citizens, competing for decades while leading in politics, economics, media, culture, academia, and industry.

The rivalry between Waseda and Keio is known as the 'Sokei War' in Japan, while Korea University and Yonsei University compete in what is referred to as 'Yeonkojeon' or 'Goyeonjeon' in Korea. The order in which the universities are named reflects pride. However, viewing these four universities merely as sports rivals or elite educational institutions overlooks the significant currents of modern East Asian history that lie beneath.

At the center of this history are figures like Yukichi Fukuzawa and politician Shigenobu Okuma in Japan, and Inchon Kim Seong-su, who pioneered national education, and the Underwood family, who dedicated themselves to the development of Yonhi College in Korea. Turning to industry, another fascinating connection emerges with Lee Byung-chul, the founder of Samsung, followed by Lee Kun-hee and Lee Jae-yong.

On October 17, representatives from Korea University and Waseda University gathered in Tokyo for a welcome dinner ahead of Waseda's 144th anniversary celebration. The two universities reflected on their long-standing relationship and agreed to expand educational and research collaborations, as well as student exchanges in the age of artificial intelligence. Just days earlier, the 22nd Korea-Japan Millennium Forum was held in Seoul, featuring Korea University, Yonsei University, Waseda University, and Keio University.

The following day, Waseda University held its 61st Homecoming Day ceremony, attended by alumni from Korea University and other countries, who discussed the university's history and future. The administration emphasized the importance of commemorative projects and fundraising efforts leading up to the university's 150th anniversary in 2032, urging the involvement of its approximately 700,000 alumni to give back to future generations.

In his first month in office, Waseda's new president, Takayuki Honma, described the relationship between Korea University and Waseda as a special bond. He expressed plans to broaden cooperation among the four universities and develop a network of universities across the Asia-Pacific region.

This scene evokes a thought: Just as individuals who studied modern scholarship in Japan over a century ago contributed to the development of education and industry in Korea, today's young intellectuals from Korea and Japan must collaborate to create a new civilization in the AI era.

When discussing modern Japanese scholarship, Yukichi Fukuzawa is often the first figure encountered. In 1858, he established an educational institution that would become the foundation of Keio University, a decade before the Meiji Restoration. Fukuzawa believed that Japan could not grow into a modern nation without learning from Western scholarship and systems.

His seminal work, 'Encouragement of Learning,' symbolizes Japan's intellectual awakening. Central to his philosophy was the idea that individuals are not born into fixed social statuses but can carve their own destinies through education. This principle gave rise to Keio's founding spirit of 'independence and self-respect.'

However, Fukuzawa's ideas cannot be unconditionally praised. His civilization theory exhibits a strong Western-centric view of development, and his perception of Asia reflects the limitations of imperialist ideology. Both the recognition of his role as a pioneer of modernization and the critique of his imperialistic historical perspective must be considered together.

In 1882, 24 years after Fukuzawa, Shigenobu Okuma founded Tokyo Professional School, which later evolved into Waseda University. As a politician and educator, Okuma emphasized the importance of academic independence and knowledge that benefits society. Waseda's ideal was to cultivate talent that contributes to society through scholarship free from state power and focused on solving real-world problems.

The two universities symbolize different temperaments of modern Japan. Keio emphasizes independence, practical learning, and entrepreneurial spirit, while Waseda has built its reputation on a free academic atmosphere and active participation in politics, media, and literature. While Keio is known for its connections in the business world, Waseda is recognized for its dynamism in politics, media, and popular culture. However, these are general images formed over many years, and it is not easy to simply categorize the actual scholarship and talent of the two universities.

What is crucial here is the nature of their competition. Rather than seeking to undermine each other, the two universities have grown through their mutual existence. While they competed in sports to win, they led Japan's modernization in different ways through academia and society. This is a point that today's Korean universities should reflect upon.

A prominent figure connecting Korea and Waseda is Inchon Kim Seong-su. He studied modern scholarship in Japan during the colonial period. After studying at Waseda, he returned to Korea to engage in education, media, and industry. He expanded the foundation for national education by taking over Central School, participated in the establishment of Kyungsung Textile, and led the founding of Dong-A Ilbo in 1920. In 1932, he acquired Boseong College, marking a new chapter in the school's development. Boseong College later evolved into Korea University.

A key issue that runs through Inchon's actions is the enhancement of national society's capabilities through education, economy, and media. Schools cultivate individuals, businesses create economic foundations, and newspapers form public discourse. These are the three pillars supporting a modern nation.

The historical significance of Inchon applying the modern scholarship he learned in Japan to the development of Korean educational institutions and industry is profound. A young man from colonial Korea encountered modern education in Japan and returned to participate in the advancement of Korean society.

However, when evaluating Inchon's life, it is essential not to record only his public achievements. The historical judgment regarding his pro-Japanese activities during the latter part of the colonial period and the subsequent issue of revoking his honors must also be taken seriously. Contributions to education and media should be acknowledged, while mistakes made during the colonial period should be recognized as well. Viewing the merits and demerits of historical figures together reflects the media's commitment to truth and justice.

Another notable figure who studied at Waseda alongside Inchon is Hyun Sang-yoon. As an educator and researcher of intellectual history, he played a significant role in the development of Boseong College and Korea University. He exemplifies how experiences studying in Japan influenced the formation of modern education in Korea.

Korea University traces its roots back to Boseong College, founded by Lee Yong-ik in 1905. It is important to remember that Inchon did not establish the school from scratch but rather developed an existing national educational institution. This process involved the contributions of multiple generations of educators, students, and supporters.

The academic spirit formed at Korea University embodies a tradition of national pride and active participation in reality. The principles of freedom, justice, and truth are not mere slogans but promises the university must uphold before society.

Today, Korea University and Waseda University can speak of their long-standing friendship because their relationship encompasses more than just a simple exchange student program. It is a connection intertwined with the complex history of the colonial era, the acceptance of modern education, and post-liberation exchanges. Therefore, the friendship between the two universities should not be a glorification of the past but a partnership that reflects on history while building a shared future.

The connection between Waseda and Korea extends beyond education and media; it is deeply embedded in the history of Korean industrialization.

A notable example is Lee Byung-chul, the founder of Samsung, and his son Lee Kun-hee.

Lee Byung-chul entered Waseda's School of Political Science and Economics in 1930 but did not graduate, as he is recorded to have dropped out in 1934. Therefore, it is not accurate to refer to him as a Waseda alumnus; he is a businessman who studied there.

In contrast, Lee Kun-hee graduated from Waseda's School of Commerce in 1965. Reports suggest that his father's encouragement influenced his decision to study at Waseda. Lee Kun-hee later received an honorary doctorate in law from his alma mater in 2010 for his contributions to transforming Samsung into a global enterprise.

Reflecting on the lives of these two individuals raises an intriguing question: How did the modern industrial and management knowledge learned in Japan influence the growth of Korean companies?

Lee Byung-chul founded Samsung Sanghoe in Daegu in 1938. Starting as a trading company, Samsung expanded into food, textiles, finance, and electronics. Throughout this process, Lee Byung-chul valued talent and sought to find the company's purpose in contributing to the nation and society. His management philosophy is encapsulated in the phrases 'business for the nation' and 'people first.'

Lee Kun-hee transformed the company founded by his father into a global technology enterprise. The 1993 Frankfurt New Management Declaration aimed to shift the organization from a focus on quantitative growth to qualitative competitiveness. In the process of elevating Samsung's capabilities in semiconductors, electronics, design, and branding to a global level, he viewed Japanese companies as important learning targets and competitors.

However, it is essential not to oversimplify Samsung's achievements as a direct result of Waseda's education. The efforts of countless engineers, researchers, production workers, professional managers, Korea's industrial policies, and changes in the global market all played a role. Nevertheless, it is plausible to interpret that the experiences of Lee Byung-chul and Lee Kun-hee studying in Japan and observing Japanese industry broadened their management perspectives.

Other Korean business leaders who studied at Waseda include Shin Kyuk-ho of Lotte, Cho Suk-rae of Hyosung, and Lee Dong-chan of Kolon. Park Tae-jun, who led Pohang Iron and Steel, also has a history of studying at Waseda.

The lives of these individuals illustrate an important fact: modern Korean entrepreneurs sought to enhance the competitiveness of Korean companies while learning from Japanese technology, industry, and management systems. Learning may begin with imitation, but true achievement occurs when one surpasses imitation.

In this sense, Lee Byung-chul's 'business for the nation' and Lee Kun-hee's 'new management' symbolize two different stages in Korea's industrial history: one focused on building the foundation of industry and the other on creating companies that can compete in the global market.

One of the most intriguing aspects of the Samsung family's connection to Japanese universities is the flow of study spanning three generations.

Grandfather Lee Byung-chul studied at Waseda, and father Lee Kun-hee graduated from Waseda. However, grandson Lee Jae-yong chose Keio University, Waseda's long-time rival.

Lee Jae-yong graduated from Seoul National University's Department of East Asian History before studying business at Keio University. He earned a master's degree in 1995 with a thesis addressing the issue of industrial hollowing out in Japanese manufacturing. He later pursued doctoral studies at Harvard Business School.

What significance does this choice hold?

According to media reports, Lee Jae-yong's decision to study at Keio was influenced by Lee Kun-hee's encouragement. However, one should not make definitive conclusions about the specific intentions and thought processes without direct explanations from the parties involved.

Nonetheless, there are points worth considering from a management strategy perspective.

By inheriting the intellectual and human foundation established by his father at Waseda, Lee Jae-yong could gain a broader understanding of the Japanese economy and industry through the different network offered by Keio. Experiencing the academic cultures and connections of different universities can be a significant asset in international management.

Particularly, the issue of industrial hollowing out in Japanese manufacturing that Lee Jae-yong studied remains highly relevant today. The phenomenon of manufacturing moving overseas, weakening domestic industry, is not unique to Japan. Korea also faces the challenge of balancing overseas investment with the domestic industrial ecosystem in sectors such as semiconductors, automobiles, batteries, and advanced materials.

The Samsung family's connection to Japanese universities cannot be viewed merely as a history of academic prestige.

In the era of his grandfather, learning modern industry was essential. In his father's era, catching up with Japanese companies and competing in the global market was crucial. In his grandson's era, understanding global supply chains, technological hegemony, artificial intelligence, and semiconductor ecosystems is necessary.

As times change, so do the knowledge requirements for entrepreneurs.

However, the name of a university does not guarantee a company's success. A prestigious degree does not serve as proof of management ability or social responsibility. The true evaluation of a manager should be based not only on the competitiveness of the company but also on how well they practice innovation, employment, law and ethics, and social responsibility.

Today, Lee Jae-yong's task extends beyond leading a global semiconductor company. He must also provide answers on how to utilize technology in human life in the AI era and how to share the benefits with society.

Just as Waseda and Keio exist in Japan, Korea has Korea University and Yonsei University.

However, the historical characteristics of these four universities cannot be simply matched one-to-one. While the two Japanese universities originated during the Meiji era's modernization process, the two Korean universities grew within a much more complex historical context involving opening, colonial rule, national education, Christian missions, liberation, war, industrialization, and democratization.

Korea University's predecessor, Boseong College, was established by Lee Yong-ik in 1905. It holds special significance as it aimed to develop modern higher education led by Koreans.

Yonsei University evolved from the medical education traditions of Gwanghyewon and Jejungwon, which began in 1885, and the establishment of Chosun Christian School, or Yonhi College, in 1915. Today's Yonsei University was born from the merger of Yonhi University and Severance Medical College in 1957.

The backgrounds of the two universities are different from the outset.

Korea University was strongly influenced by aspirations for national education and autonomous modernization. In contrast, Yonsei University has deep roots in Christian educational ideals, Western modern scholarship, medical education, and international exchange. However, it is not accurate to say that Korea University was indifferent to Western scholarship or that Yonsei University was passive regarding national consciousness and independence movements.

Individuals from Yonhi College and Severance played significant roles in the national movement and the advancement of modern scholarship during the colonial period. Although the histories of the two universities began on different paths, they converged within the larger flow of Korea's modernization.

This historical difference has also influenced the academic cultures of the two universities.

Korea University has developed a strong image of national pride, unity, and social participation. Yonsei University has emphasized openness, internationalism, and a spirit of Christian service. However, this is just one perspective for understanding the schools. It is an oversimplification to label one university as nationalistic and the other as international.

What is more important is that both universities have elevated the level of higher education in Korea through their competition.

The annual rivalry between Korea University and Yonsei University symbolizes this. While they shout for victory on the field, they compete in academia, research, and social responsibility off the field. Sometimes, they also collaborate.

The Sokei War in Japan and the Yeonkojeon in Korea share this aspect.

The competition among prestigious universities should not end with defeating each other. It gains meaning when both become better institutions through competition and contribute their achievements back to society.

Now, let us return to Tokyo in October 2026.

The welcome dinner between Korea University and Waseda University on October 17 holds significance beyond a mere university event.

At this gathering, Waseda reflected on its long-standing exchanges with Korea University, particularly honoring the contributions of Choi Sang-young, the late honorary chairman of the Korea University Alumni Association in Japan. Choi was recognized as someone who generously supported Waseda students as well. This illustrates that the friendship between universities is ultimately sustained not just by institutions but by the dedication of individuals.

Even more noteworthy is the 22nd Korea-Japan Millennium Forum held in Seoul on October 13-14, which included participation from Korea University, Yonsei University, Waseda University, and Keio University. Central to the discussions was the question of what universities should change and what they should preserve in the AI era.

In an interview on October 18, Waseda's new president, Takayuki Honma, expressed his intention to expand cooperation among these four universities beyond Korea and Japan to the Asia-Pacific region. He highlighted international networks like the Association of Pacific Rim Universities (APRU), which includes universities from the U.S. and Australia, as potential platforms for collaboration. This suggests that the traditional friendship between Korean and Japanese universities may evolve into a new international knowledge community.

At this juncture, the historical competition among the four universities takes on new significance.

While 19th-century Japanese modern education focused on embracing Western science and industry, 20th-century Korean modern education contributed to enhancing national capabilities and driving industrialization and democratization, overcoming the constraints of colonial rule.

So, what should universities do in the 21st century AI era?

It is no longer sufficient to judge universities solely by how quickly they develop technology. They must also research how technology impacts humanity, whether it exacerbates social inequalities, and how it transforms the future of labor and education.

In this regard, President Honma emphasized the need to accept the unstoppable reality of AI technology's advancement while teaching the proper use of that technology and valuing human relationships beyond AI. He also stated that to address complex issues like climate change, energy, and global conflicts, collaboration and learning across the boundaries of humanities, social sciences, and natural sciences are essential.

This perspective is noteworthy as it seeks to redefine the role of universities beyond merely providing technical education or preparing students for employment, focusing instead on exploring issues related to humanity, society, and nature.

Korea has strengths in semiconductors, manufacturing, digital infrastructure, and cultural content. Japan possesses competitiveness in precision manufacturing, materials and components, robotics, basic sciences, and long-term industrial technology accumulation.

If the universities of both countries connect these strengths, they could create a new model of cooperation in the AI era.

For instance, combining Korea University and Yonsei University's research capabilities in AI, medicine, and semiconductors with Waseda and Keio's strengths in robotics, manufacturing technology, medicine, and social sciences could lead to collaborative research and practical projects addressing industrial challenges.

Issues such as care robots for an aging society, assistive technologies for people with disabilities, innovations in local healthcare, prevention of industrial accidents, and environmental and energy challenges are tasks that both Korea and Japan must tackle together.

In this context, university competition can evolve into collaboration.

What matters is the purpose of technology. We need technology that assists humans rather than replaces them, that connects communities rather than divides society, and that coexists with nature rather than destroys it.

A true technological powerhouse is a country that excels at creating technology. However, a truly advanced nation is one that understands where that technology should be applied.

This principle applies to businesses but is even more crucial for universities.

Inchon Kim Seong-su and Lee Byung-chul took different paths.

Inchon participated in building the foundations of modern society through education, media, and industry. Lee Byung-chul established a business that became a pillar of Korea's industrialization. Both experienced modern education in Japan, but the paths they chose in their respective eras were different.

While rigorously evaluating their contributions based on historical facts, the questions we must reconsider today are clear.

What is the purpose of learning?

The independence and self-respect emphasized by Fukuzawa, the academic independence and social application pursued by Okuma, Korea University's principles of freedom, justice, and truth, and Yonsei University's commitment to truth and freedom all emerged from different histories but converge at one point.

Education should liberate humanity.

However, freedom cannot be separated from responsibility. Academic freedom comes with the responsibility to seek truth, business freedom entails social responsibility, and university autonomy carries the obligation to contribute to the public.

We now live in an era where AI fundamentally changes the production and distribution of knowledge, as well as the methods of education and research. If universities remain mere institutions for delivering knowledge and awarding degrees, their reason for existence will inevitably weaken.

The universities of the future must go beyond teaching knowledge; they should question the meaning of that knowledge. They must teach not only the ability to quickly find answers but also how to ask the right questions. They should explore what humans can do better than machines and what values only humans must uphold.

In this regard, the four universities bear a new historical responsibility.

Korea University and Yonsei University must lead the intellectual conscience and future of Korean society, while Waseda and Keio must guide innovation and reflection in Japanese society. Furthermore, these four universities should open new paths for cooperation while not ignoring the historical conflicts between Korea and Japan.

Remembering the past and building the future need not be contradictory. In fact, deeper trust is formed when history is accurately remembered.

While universities of the last century led the modernization and industrialization of their nations, the universities of the new century must create a civilization where humanity, technology, culture, and nature coexist.

The commemorative projects for Waseda's 150th anniversary in 2032, introduced during the Homecoming Day on the 18th, should also be viewed from this perspective. The university's development fund should not merely serve to expand facilities or enhance the school's reputation. It should be used to support the learning of future generations, enable new research, and address the problems society faces.

President Honma does not view the 150th anniversary as the ultimate goal of university development but has proposed a vision for the university to evolve into one that creates new values by 2050. Connecting the experiences and wisdom of approximately 700,000 alumni to future generations is also emphasized as an important task. The history of a university does not end with graduation. When graduates share the knowledge and experiences they have gained in society back with their alma mater and the next generation, the university becomes a living community.

Humans eat, work, and dream. Food is the foundation of survival, work is the means of contributing to the world, and dreams represent humanity's will for a better tomorrow.

Universities must teach all three. They should cultivate not only the ability to earn a living but also the wisdom to work meaningfully and the courage to dream of a future for oneself and the community.

The true competition among these four universities should not be about their rankings. It should be about who can first realize a new civilization that makes humanity freer and more dignified, enriches culture, and allows for a more harmonious existence with nature.

In the era of Inchon and Lee Byung-chul, it was crucial to establish the foundations of modern education and industry. In Lee Kun-hee's era, the important task was to create the world's best company. Now, in the era that Lee Jae-yong and the next generation will inhabit, the focus must shift to presenting the direction of technology for the benefit of humanity and society.

The friendship between Korea University and Waseda, which continued into the fall of 2026 in Tokyo, should not remain a memory of the past. If the connection between Korea University and Waseda expands to encompass Yonsei University and Keio University, and further extends to the Asia-Pacific knowledge community, Korea and Japan can open a new path that transforms past competition into future cooperation.

A century of connection must lead to a century of responsibility.

Good universities cultivate outstanding talent. Great universities teach that talent to make the world a better place.

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