The concept of DIY as a countercultural practice has shaped a part of what is now known as “surveillance culture,” with the proliferation of social media playing a crucial role. However, in discussions of contemporary surveillance studies, the term “DIY” is often narrowly interpreted as merely “voluntary,” lacking a more nuanced analysis. At the same time, while technologies such as self-tracking have been associated with both surveillance culture and the global spread of sexual abstinence practices, little attention has been paid to the situated knowledge created by the practitioners themselves.

    This study investigates the Japanese sexual abstinence (ona-kin) community in the 2000s to explore how early online DIY culture contributed to forms of bodily self-tracking that predate the rise of social media. Drawing on archived web resources, we trace the emergence of self-control practices through gamified systems originating on 2chan in the early 2000s. From the mid-2000s to early 2010s, users began creating and sharing their own websites and applications. These platforms not only enabled individuals to track the duration of their abstinence and progress through class-based rankings, but also facilitated peer-to-peer communication, knowledge exchange, and ongoing motivation.

    These practices reflect a DIY ethos grounded in anti-consumerism and collective production, supported by bulletin board systems (BBS) that encouraged participation and content creation. At the same time, they foreshadow features commonly associated with surveillance culture—such as gamification, algorithmic regulation, and voluntary self-monitoring—that later became widespread through social media. We concluded that the concept of DIY culture has not only metaphorically but materially influenced the development of surveillance culture. However, this convergence also reveals a tension: while DIY-based self-surveillance promotes self-discipline and improvement, it can also lead to voluntary submission to monitoring norms.

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The purpose of this study is to find out how the British Government evaluated modern Japanese army officer education through an analysis of the “General Report on the Japanese System of Military Education and Training 1906”. The General Report is a report on army education and training in Japan, prepared in 1906 after the Russo-Japanese War. This report remained a classified document of the British Government until 1972 and has not, to the best of my knowledge, been the subject of any research into the history of modern Japanese education or comparative studies of modern Japanese and British education. During the Meiji period, the type of person sought in Japan’s education policy was important. In Meiji era Japan, where the slogan was ‘wealthy nation, strong army’, it is not surprising that the character required by the military would also influence the character aimed for in Japanese general education. As you know, Japan was a latecomer to the modern world and used education as a ‘lever’ to achieve modernisation. In this sense, Japan’s victory in the Russo-Japanese War in September 1905 demonstrated to Japan and to the rest of the world that Japan’s modernisation policy had succeeded in a short time. The British Government took note of the educational training in the Japanese Army as a factor in this success, and organised a survey in Japan in 1906. The General Report is unique in that it refers not only to army education and training at Japanese military academies and army infant schools, but also to general education, i.e. primary and secondary education. The General Report, prepared in 1906 after the Russo-Japanese War, summarised the British Government’s investigation into why Japan had won the Russo-Japanese War and why it had been able to triumph over the great power of Russia, focusing on the army officer education system. The British had clearly realised between 1899 and 1902 that the Second Boer War had ushered in a period of ‘Crisis of the British Empire’. It then began to explore whether this crisis of empire could be overcome through the power of education. The fact that Japan had defeated Russia was of great interest to the British, who wanted to overcome the crisis of empire through the power of education. It is against this background that the report was produced. It is worth noting that in 1906, Japanese education was attracting attention from Britain, which was an advanced country at the time. The following two points became clear from this study: (1) The British authorities were interested in the education at Japanese army elementary schools modelled on the German model. (2) The British authorities were interested in the education policy that had a consistent moral education as its core in the education at ordinary high schools and junior high schools that were connected to the army elementary schools to compensate for the wartime shortage of officers.

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The andro-centric history='his-story' has been formed by making violence against women invisible and covering over the affliction and powerlessness of women who are forced to keep silence for fear of attack against them. At last, the Women's International War Crimes Tribunal 2000 for the Trial of Japanese Military Sexual Slavery, which took place in Tokyo from December 8-12, made a severe judgment on sexual crimes in wartime, crimes which had originated in the andro-centric state, the Great Japanese Empire, and labelled these crimes against humanity.
Along with the testimonies of former comfort women, analyses of the historical background of the system make clear that the comfort women system was a crime based upon the gender policy of the modern nation-state. For long have Modern nation-states exploited the gender-hierarchical system for the purpose of their establishment and continuation.
Hegel's "The Philosophy of Law" elucidates that nations have been engendered, which reflects national laws and ethics. According to his philosophy, men must work hard to pay taxes, fight for national defense, and carry out national policies. On the other hand, women must be engaged in reproduction, child-rearing, and unpaid house work. If either men or women tried to escape from their duties, they were blamed and punished by the community.
Feminist movements have been fighting against the gender-policy of modern nation-states. The Women's Tribunal was planned by the international women's network and stands as a major achievement of modern feminist movements. It is said that the tribunal was established to redress the historical tendency to trivialize, excuse, marginalize and obfuscate crimes against women, particularly sexual crimes. I want to consider in this paper the new perspectives that will be opened by the spirit of this tribunal.

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