Educational effects by introduction of extraterrestrial intelligence and interstellar prosperity

Educational Effects by Introduction of
Extraterrestrial Intelligence and
Interstellar Prosperity
4016R310-7 Wu Eureeka Hai-Shang
Graduate School of Asia-Pacific Studies
Waseda University
C.E.
Prof. KURODA, Kazuo D.E.
Prof. SHIMAUCHI, Sae
Prof. BREHM, William

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Acknowledgement
Firstly, I would like to express the utmost gratitude to the Professors, especially my adviser Prof.
Kuroda and my deputy examiners for the profound assistance toward my research.
Secondly, I express thanks to my high school instructors Ms. Lai and Ms. Chiang for their
selfless help toward my research conducted in the school.
Also, I appreciate the generous help of peers and staffs for elaboration of this research.
Finally, I am thankful to my family for all kinds of support on a daily basis. Without them and
their kindness, my research would not have been accomplished.

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List of Contents
 List of Abbreviations and Definitions – p. 4
 Ch 1. Introduction – p. 5
 Ch 2. Research Background – p. 6
 Ch 3. Research Objective, Research Questions and Hypothesis – p. 9
 Ch 4. Literature Review and Main Arguments – p. 10
 “21st
century skills”
 Quality of education
 Why ETI awareness matters to education?
 What and How to introduce in class
 Religion and ETI awareness
 Ch 5. Methodology – p. 16
 Ch 6. Findings – p. 18
 Empirical Investigation
 In-class Questionnaire
 Questionnaire and Observation on Social Media
 Ch 7. Conclusion – p. 26
 Significance and Contribution
 Limitations and Future extensions
 Appendix – p. 29
 References – p. 31

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List of Abbreviations and Definitions
ETI – “Extraterrestrial Intelligence”. Intelligent beings in outer space who have ability to communicate
with humans in earth and have advanced technology. Known as “aliens” colloquially.
MOOCs – “Massive Open Online Courses”.
NASA – “National Aeronautics and Space Administration”.
SETI – “Search for extraterrestrial intelligence”. An organization aiming to explore life beyond earth.
SDGs – “Sustainable Development Goals”.
UFO – “Unidentified Flying Objects”. Spaceships that likely carry extraterrestrial beings.

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Chapter 1. Introduction
The recent millennium marks the breakthrough of detection of extrasolar planets, thanks to
advancement in space technology. Discussions such as whether some of these planets are habitable or
what are the conditions to host accommodate complex life forms are made among scientists and the
masses. Since the “Roswell incident1” in 1947, there is an ongoing curiosity over whether humans are
alone in the universe. Awareness toward extraterrestrial intelligence (ETI) and phenomena regarding
unidentified flying object (UFO) has been increasing in recent decades, thanks to the prevalence of
technology and platforms for information exchange.
This research aims to highlight the Educational effects toward learners after the introduction of
ETI- or UFO-related topics in class. Theories of ETI and UFO remain in hypothetical stage, thus the
discussion is beyond their existence or non-existence. However, I consider the awareness toward
potential interstellar peace being a matter with international scope, since if one day should an
opportunity provided to humanity for open contact with extraterrestrial species, it would require high
degree of international cooperation and solidification.
“Education effects” here is focused on non-cognitive knowledge, skills and especially “21st
century skills” that are essential in the coming epoch. By introducing ETI- and UFO- related contents in
class, it provides opportunity of multilateral discussions and critical thinking. The range of this
discussion belongs within the field of “education”.
Empirical observations of mainly within the Asia-Pacific region are carried out, to find some
real-life examples of ETI-related education in many levels, such as mentioning of extraterrestrial-related
topics in school textbooks, individual activities and school projects, or establishment of such kind of
courses in universities. Besides, individual researches are carried out to examine the extent of learning
motivation altered after a short lecture regarding ETI in class by surveys, as well as observing
respondents’ answers on social media by means of self-designed questionnaires. The results show that
different ages, religious background and pedagogical approaches have different tendencies and
acceptance toward the topic, thus bearing different extent of educational effects.
1
An incident took place in New Mexico, USA in 1947 which suggests that alien spaceships may have landed on earth.

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Chapter 2. Research Background
Learning is an essential human activity, and one may state that “I learn, therefore I am”.
Learning is a fundamental right for all humankind. Universal Declaration of Human Rights stated that
“Everyone has the right to education”2
. UN also regards this fundamental human right as “the best
investment for sustainable development”. Human beings of any kind, under any condition, have the right
of accessing knowledge and skills they need and favor. United Nations have set up Sustainable
Development Goals (SDGs) for all citizens of earth to achieve, and the 4th goal aims to “ensure
inclusive and quality education for all and promote lifelong learning”.
Conventionally, education has focused on cognitive skills such as literacy and numeracy.
However, non-cognitive knowledge and skills may also be essential in order to achieve a high quality of
life in later stages. Non-cognitive skills encompass broad concepts, but according to Zhou (2016) and
Borghans et al. (2008), they can be defined as the “patterns of thought, feelings and behaviors” that are
socially determined and can be developed throughout the lifetime to produce value. Non-cognitive skills
comprise personal traits, attitudes and motivations.
“Knowledge society” can be one of the most characteristic social systems in 21st century, but
knowledge alone is insufficient, and requires innovative ideas and social skills to satisfy the demands.
The framework of “21st
century skills” is proposed, for learners to meet the practical needs for future
society. “P21” group states that: “21st century learning requires an innovative support system to engage
learners through applicable skills and knowledge, appropriate technologies, and real-world connections
to make learning relevant, personalized, and engaging.3
” 21st
century skills emphasizes mainly non-
cognitive skills that meet the needs of modern society, such as critical thinking, problem solving,
collaboration among different socio-cultural groups and creativity. Unlike conventional education which
knowledge is transmitted unilaterally from instructors to learners, this new type of education often
requires multilateral discussions (instructors to learners, learners to instructors, learners to learners) and
independent thinking.
Non-cognitive education may also foster global citizenship, ‘a sense of belonging to a broader
community, beyond national boundaries, that emphasizes our common humanity and draws on the
interconnectedness between the local and the global, the national and the international’4
as defined by
2
Universal Declaration of Human Rights, Article 26, UN General Assembly (1948).
3
Partnership for 21st
Century Learning: “Framework for 21st
Century Learning”, Washington, (2016), p.2.
4
UNESCO: “Global Citizenship Education (GCED) – UNESCO’s approach”, 2015, p.1.

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UNESCO. Visions of “Global Citizenship Education (GCED) contains “Learning to know”, “Learning
to do”, “Learning to be” and “Learning to live together”. Higgins (2009) further proposes “Leaning to
learn” for education of 21st
century and beyond. He believes that “learning to learn” is a “preparation for
lifetime of change.”5
Meanwhile, learning motivation is the driving force behind learnings of all types, cognitive and
non-cognitive. High learning motivation helps learners to acquire knowledge and skills in effective ways.
It engenders positive educational effects such as increased learning output and positive mindset toward
learning. Heightened motivation leads to positive learning outputs and outcomes. Motivation derives
from the characteristic of both learners and instructions, and learners’ perceptions.
Since “Roswell Incident” took place in 1947, the possibility of extraterrestrial intelligence (ETI)
has been a hot topic within and out of the academia. June 24th , the day aviator Kenneth Arnold reported
the first widely known UFO sighting in USA, and July 2nd
, the day Roswell incident took place are
celebrated as “World UFO day”, for people to gain awareness toward extraterrestrial existence and UFO
phenomena. Area 51 in Nevada, USA remains a mysterious and controversial site to date due to alleged
activities related to UFO and ETI being carried out there. State Route 375 near the site is officially
named as “Extraterrestrial Highway” since 1996.
Search for extraterrestrial intelligence (SETI) institution was set up in 1980s to explore and
explain about extraterrestrial life. The institute consists of scientists, professionals and educators. SETI’s
official webpage has a section for educators and students. They promote science education by publishing
textbooks, designing curricula and organizing activities.
In recent years, classes regarding “exopolitics” and ETI-related contents begin to emerge in
universities around the world. A couple of school textbooks adopt the idea of alien characters to attract
students’ interest in learning. Scientist estimate that there are 200 billions of stars in our galaxy, and this
galaxy is merely one of countless galaxies in the entire universe. Considering the vastness of universe,
earth being the only planet sustaining intelligent life seems unlikely, yet current technology has not fully
managed to investigate and reveal a clear picture of extraterrestrial intelligence to humanity. The lack of
proofs remains in both the existence and inexistence of ETI, thus it is too quick to conclude that they do
not exist.
Nevertheless, the research focuses on the educational effects brought by introduction of
hypothetical existence and phenomena related to outer-space intelligence, and thus beyond the matter
whether ETI indeed exist in real life or not. The discipline of this research belongs to “Education”, and I
5
Higgins S.: “Learning to learn”, Beyond Current Horizons, 2009, p.1.

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would focus on its effects on boosting non-cognitive skills and inducement of learning motivation. The
scope of “class” includes educational levels from elementary school to university, public and private
schools of formal settings in all countries on earth.
The arrival of social media has caused considerable social impacts. In large scales, it has the
potential to challenge conventional social systems, and on smaller scales, at least it is a convenient
platform to exchange information. By participating in social media, it has enabled me to observe users’
attitude and approach toward education connected to ETI. I have observed several groups focusing on
discussions related to ETI and UFO in social media such as “facebook” and ‘Google Plus” with
considerable number of members.

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Chapter 3. Research Objective, Research Questions
and Hypothesis
Research Objective
This research examines the relation between introduction of extraterrestrial-related topics in
class and educational effects on students.
Research Questions
1. Are educational effects successfully brought to students after introduction of extraterrestrial-related
topics in class?
2. What types of educational effects can be possibly brought to students after participation of the
classes?
3. What are the main factors that affect the extent of educational effects on the students?
Hypothesis
I consider that by introducing ETI-related topics in class, students can enhance their learning
motivation if being addressed in proper, scientific ways of analysis. The concept of “educational effects”
here includes mainly learning motivation and non-cognitive skills. By introducing the possible existence
of ETI, students may enhance motivation toward learning in general, as well as other educational effects
that can be brought, for instance, “21st
century skills” and scientific ways of analysis. The reason I
consider ETI-related topics beneficial for promoting educational effects is due to the belief that humans
of all kind are equipped with innate curiosity toward the unknown realm, and that this kind of universal
topic is friendly to be shared among all kinds of cultural groups.
I consider 3 main factors that may affect the extent of educational effects – “age”, “religious
background”, and “pedagogy (ways of introduction)”. A survey conducted in USA showed different
extent of acceptance toward possible existence of ETI among different religious groups.

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Chapter 4. Literature Review and Main Arguments
“21st
century skills”
The concept of “21st century skills” had arisen in as early as 1980s. It has no definite
framework, but often concerns with a chain of non-cognitive skills. It is usually considered that one can
become relatively competent in 21st century society if acquired those skills. The most representative
ones of “21st
century skills” might be “Collaboration”, “Critical Thinking”, “Creativity” and
“Communication”, known as “4Cs” defined by Partnership of 21st Century Skills (P21). Today, this
framework is widely adopted in school curricula.
“21st
century skills” often accompanies with digital technologies as the world witnessed an
unprecedented development in technology in the last decades of 20th century. Van Laar et al. (2017)
state that “the promise of 21st-century learning is that digital technologies will transform traditional
learning and mobilize those skills that are necessary in an emerging digital environment.”6
However,
they also suggest that although digital technologies such as ICTs can be foundation of innovation, it
relies on people to create knowledge-based economies. Thus, human entities are the kernel of creating
social impacts. Technology allows learning to be implemented in efficient ways with bombarding
quantity of information, but relies on critical analysis and wide discussion to yield valid results.
Quality of education
In year 2000, UNICEF defined quality in education as the following: “Learners who are healthy,
well-nourished and ready to participate and learn, and supported in learning by their families and
communities”; “Environments that are healthy, safe, protective and gender-sensitive, and provide
adequate resources and facilities”; “Content that is reflected in relevant curricula and materials for the
acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life, and knowledge
in such areas as gender, health, nutrition, HIV/AIDS prevention and peace”; “Processes through which
trained teachers use child-centered teaching approaches in well-managed classrooms and schools and
skillful assessment to facilitate learning and reduce disparities” and “Outcomes that encompass
knowledge, skills and attitudes, and are linked to national goals for education and positive participation
in society.” Learner, environment, content and material, processes and outcomes are thus important
indicators for educational quality.
6
Van Laar E. et al.: “The relation between 21st-century skills and digital skills: A systematic literature review”,
Computers in Human Behavior, Volume 72, July 2017, pp.577 – 588

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Tikly (2010) defines quality education as “one that provides all learners with capabilities they
require to become economically productive, develop sustainable livelihoods, contribute to peaceful and
democratic societies and enhance individual well-being.”7
Walker (2006) considers that education of
good quality can potentially enhance learners’ autonomy, critical thinking and emotional intelligence.
According to UNESCO’s Global Education Monitoring Report 2017, there were around 264
million of out-of-school children and youngsters. Yet among those who attend school, some fail to
absorb useful knowledge and skills. Globally, it is estimated to be around 600 million school-aged
children without basic skills of mathematics and reading according to Unesco Institute for Statistics.
Thus, school education can be meaningless and leads to a waste in time, efforts and resources if no
quality is assured.
Albert Einstein, a fervent promoter of education, once said that “Education is not the learning of
facts, but the training of the mind to think.” Einstein believed that creativity which generates innovative
ideas is more important than knowledge solely. As an educator besides scientist, he stated that he never
taught his pupils but only provided the conditions in which they can learn. From my understanding,
besides providing stable physical infrastructure and adequate support from families as well as
communities, education in modern era should seek to educate students not only with the relevant
knowledge and skills but also the attitude when approaching them. Good quality education has the
power to teach learners how to learn effectively and stay motivated.
Why ETI awareness matters to education?
The vastness of universe is beyond understanding for current level of human knowledge.
Quoting Einstein’s words, “What I see in nature is a magnificent structure that we can comprehend only
very imperfectly, and that must fill a thinking person with a feeling of humility”. “Astropolitics”,
defined as “the political study of celestial bodies and activities in outer space”, began as a formal field of
study after the launch of Sputnik satellite in 1957.8
In his 1973 work, scientist and astronomy professor
Carl Sagan stated that “the idea of extraterrestrial life is an idea whose time has come.”9
Human beings searching for life beyond earth is nothing new, and many prominent scientists
have embraced the concept of extraterrestrial civilizations. Ancient Greek philosopher Metrodorus who
7
Tikly L.: “Towards a Framework for Understanding the Quality of Education”, EdQual Working Paper No.27, 2010,
p.13
8
Salla M.: “Astropolitics and the “Exopolitics” of Unacknowledged Activities in Outer Space”, Routledge, Astropolitics,
12:1, 2014, pp.95 -96
9
Sagan C.: “The Cosmic Connection – An Extraterrestrial Perspective”, Dell Publishing, New York, 1973, p.155

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contemplated upon the possibility of other habitable planets once said that “A single ear of corn in a
large field is as strange as a single world in infinite space.” In a conservative environment of 16th
century
Europe, cosmologist Giordano Bruno envisaged earth and other planets circulating the sun, as well as
extraterrestrial life. With development of technologies and instruments that can observe the universe
clearer and in larger scales, such as telescopes, space crafts and space probes, it allows greater chances
for human beings to wonder and explore empirically about life on other planets. Scientist and inventor
Nikola Tesla found out in 1896 that a version of wireless electrical transmitter he invented might be able
to contact extraterrestrial beings.
Historical records that suggest alien life can be found in many forms around the world. Ancient
carvings on caves depicting alien-like creatures and technologies such as spaceships can be found in
almost all continents as old as tens of thousands years old. Ancient Egyptian hieroglyph carvings in
Temple of Seti I as well as other hieroglyphic panels are some of the examples. Carvings on rock in
caves at Charama, India that are estimated to be 10,000 years old also stirs curiosity. Alleged evidences
of extraterrestrial life can also be found in historical records of medieval Europe, such as illustrations of
Nuremberg in year 1561. Apart from historical records, many modern objects, phenomena and still
remain as mystery and lure enthusiasm. For example, “crop circles” formed within short periods with
complex shapes are found in fields around the world. Regardless of these records and phenomena being
truly involved with ETI or not, or are just humans’ imagination of lives beyond earth, they
spontaneously make learners feel curious and eager to question about life if being introduced in class.
Modern scholars have attempted to provide a ballpark figure of extraterrestrial lives. In 1960s,
astronomer and astrophysicist Frank Drake proposed a “Drake Equation” as Figure 1 shows. Besides this,
instructors may raise proposals for students to consider about the essential basic conditions for a planet
to be habitable with intelligent life, such as the temperature, light, atmosphere, air, water on the planet,
as well as protection from harmful radiations and asteroids etc. From here it may promote critical
thinking for learners.
Prominent scientists and researchers around the world are among those who are inquisitive
toward ETI, and studies regarding ETI and UFO are widely carried out in academia. Some representative
researchers are Jacques Vallée, Stanton T. Friedman, Jenny Randles, Japanese researcher Seike Shinichi
(清家新一), and “Father of Taiwan UFO research” Lu Ying-chung (呂應鐘). Throughout the world
there are national and international research institutes, such as NASA and SETI which are dedicated to
search for life beyond earth. Educators should possess open-mindedness toward students’ diverse
potentials and interests, and provide them opportunities to access to knowledge of all fields.

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Routley, R. and V. (1979) state that human societies through the ages have defended “human
chauvinism” by placing human as an “exclusive subject of value and morality”. Strong forms of human
chauvinism “see value and morality as ultimately concerned entirely with humans, and nonhuman items
as having value or creating constraints on human action only insofar as these items serve human interests
or purposes.”10 Overcoming rigid form of anthropocentric perspective can help fortifying epistemology.
By gaining awareness of possible extraterrestrial civilizations, it helps learners to transcend human-
centered patterns of thinking, and perceive surrounding phenomena from multi-directional perspectives.
Finally, introduction of hypothetical alien civilization allows us to have an objective, neutral
observation and retrospection of earth’s environments and human societies. By imagining ourselves to
be visitors from other planets, we can reevaluate our social systems, environmental management,
economy and cultures in a holistic way.
What and How to introduce in class
When introducing students the topics regarding ETI and UFO phenomena in class, besides
alleged evidences such as historical records and artifacts, past and current scholars, as well as studies
carried out in this field can be introduced. In this way, students can be familiarized with scientific
approach of studies, having a basic concept of “how science works” provided with unique examples.
Franknoi (2004) sates that “Clear explanations of how scientists or statisticians deal with claims about
astrology and UFOs as alien spaceships can also give our students insights into how science really
works—how to frame hypotheses, how to gather evidence and do experiments, how to make judgments
about the statistical validity of those experiments, and how ultimately to decide what to believe about
how the world works.”11 Regardless of the existence or non-existence of ETI, they may learn how to
form hypothesis, how to design experiments, gather data, evaluate the credibility of data, and how to
conclude the results from the data and evidences collected.
Instructors can also let learners think about the future of humanity and possible encounter of
ETI in the future. In popular culture, themes featuring the universe, UFO and extraterrestrial intelligence
has become popular and common in genres such novels, films and art. However, interstellar peace and
alliance may be more than just a fiction. Some centuries ago, our ancestors have never thought of
international peace or even the existence of foreign races, but today international peace is so much
10 Routley R. and V.: “Against the Inevitability of Human Chauvinism” in “Ethics and Problems of the 21st
century” by K.
Goodpaster and K. Sayre (eds.), University of Notre Dame Press, 1979
11
Franknoi A.: “Dealing with Astrology, UFOs, and Faces on Other Worlds: A Guide to Addressing Astronomical
Pseudoscience in the Classroom”, Astronomy Education Review, Issue 2, Vol. 2, Sep 2003, p.4

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important that no one can ignore it. World peace is an essential topic in 21st century, and considered as
one of the main purpose of education. Applying the same logic to that, one may not deny the possible
existence of extraterrestrial lives and interstellar interaction in the future, as well as the notion of
interstellar peace.
ETI-related topics can be introduced in classes of almost all subjects, although science classes
seem to hold a broader opportunity for discussions on this topic. Topics about ETI and UFO is not
restricted to abnormal creatures and flying saucers, but encompasses a spectrum of topics, from
astronomy, biology, technology, to psychology, communication, sociology and even arts. For example,
students can be guided to imagine and depict life on other planets during art lessons. When they draw
their imaginations down, they may ponder upon the creatures’ appearances, objects used on their planets,
whether there are also flora and fauna like on earth, or whether they live in a state of peace or warfare.
Secondly, the complicated yet neat formation of “crop circles” may not only ignite students’ wonders
but also nurture the sense of aesthetics and geometry. In language classes, introducing fictions that
evolve ETI may also expand students’ imagination. Classical stories such as “Le Petit Prince” featuring
a boy who landed from another planet is a widely-appreciated work, and can be a good material for
younger readers. They might find it interesting to think about the way people on other planet dress, how
they travel to other planets, and how entities of different stars communicate with one another. In this
way, ETI-related topic is not confined to scientific approaches, but is a holistic topic consisting of both
natural and social science, as well as arts.
Speaking about method of teaching, discussion can be an efficient way to induce critical
thinking, communication, collaboration, creative ideas and enhance learning motivation. Robitaille
(2015) states that “Business owners and educators have determined that critical thinking and problem
solving are the two skills most coveted in high school graduates and questioning and discussion is one of
the most effective methods for teaching students how to master these skills.”12 Conventionally, lectures
have been carried out in unilateral way, knowledge and skills passed unilaterally from teacher to
students. With bilateral and multilateral discussions, teachers have greater chance to customize their
teachings by discovering each student’s talents and weakness. Students may concentrate more on
learning when they express themselves proactively rather than only listening to lectures passively. Many
would agree that education is passing knowledge and skills from elder to younger, from professional to
amateur, but wide and informative discussions allow information to be shared instantly among all, and
creates opportunities for students to inspire their teachers and peers. Most importantly, students may feel
12
Robitaille Y. P.: “Classroom Environments of Respect for Questioning and Discussion”, Florida, 2015, p.31

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inquisitive to discuss about topic new to them such as ETI and thus enhance their motivation to learning
in general. However, during discussions, instructors may have to be aware of negative impacts toward
students caused by media and fiction’s portrayal of extraterrestrials as negative existences. Discussions
should avoid focusing on negative aspects and controversial theories that cause anxiety and fear.
Religion and ETI awareness
Belief or disbelief in ETI is not a subject of discussion in this research, but it shares much
commonality with religious beliefs, and one’s religion may affect one’s attitude and perception when
ETI-related topics are shared in class. Routledge et al. (2017) discuss that similar to religions, belief in
ETIs is usually a result of seeking meaning in life, yet unlike religions, believing in ETIs does not
require following doctrines, gatherings and religious norms. From experiments they also found out that
low religiosity contributes to higher chance of ETI beliefs, and that beliefs in ETI is unrelated to beliefs
in supernatural phenomena. Religion, which surrounds deities that cannot be proven their existence, has
been discussed throughout the most renowned academia and platforms. By the same logic, discourse of
ETI should not be discouraged just because their existence is wrapped with illusiveness.
Beyond the topic of believing in ETI or not, what Routledge et al. proposed was that those who
have low religiosity tend to be more acceptable of theories related to ETI and UFO. Thus it is likely that
students with less religious backgrounds feel more comfortable toward ETI-related lectures and
discussions in the classroom. A questionnaire conducted in USA, 2013 revealed that atheists were more
open toward the idea that ETIs exist compared to people of other religious groups.13
Result from the
questionnaire also suggests that different religions have different attitude and degree of acceptance
toward ETI.
13 Weintraub D.: “Religions and Extraterrestrial Life – How Will We Deal With It?”, Springer, 2014, p.146

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Chapter 5. Methodology
Three methodologies are adopted in this research. The first one is empirical investigation carried
out, to search for past and present utilization of teaching materials, lectures and other activities regarding
ETI and UFO in mainly Asia-Pacific region.
The latter two are implemented with questionnaires completed in a school after a self-designed
lecture, and online surveys sent to social media users. They consist of both qualitative and quantitative
elements. “Age”, “religious background” and “pedagogy (ways of introduction)” are set as independent
variables (factors) to examine the dependent variable (outcome) which is “the extent of learners’
learning motivation altered after participating the classes introducing ETI-related topics”.
The second research method is conducted by distributing questionnaires to four classes of
secondary school and high school after letting the students participating a 10-minute-long, self-designed
lecture. It was carried out at Taipei Fuhsing private school (臺北市私立復興實驗高級中學) where
students of elementary and secondary education attend. Accessibility is the main reason for my selection
of this school as research object. Personally, this school is where I graduated from, thus I have the
opportunity to contact some instructors who still serve in the school currently to assist my research.
The “age” factor is established by separating research targets into 2 classes of junior high school
and high school respectively. A self-designed, 10-minute lecture introducing ETI-related topics is shown
to students. I establish the “pedagogy” independent variable by incrementing visual information for 1 of
the 2 secondary school classes and high school classes respectively in the slides provided to students.
Visual information includes possible extraterrestrials’ appearances, UFOs, ancient artifacts, crop circles
and photos of UFO researchers. After listening to the lecture, students complete surveys with questions
as the following (Original in Mandarin, as shown in Figure 2):
Q1: “You are now in (elementary / secondary / high school)”
(I originally planned to include elementary school students as research target, however did not succeed
due to accessibility)
Q2: “Do you have religious background?”
Q3: “Does your family have religious background?”
Q4: “Do you feel more motivated to studies and knowledge after participating the lecture?”
Q5: “If extraterrestrial intelligence indeed exists, do you think interstellar peace (peace among the stars)
important?”

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Q6: “Suppose that you are an extraterrestrial being, do you feel satisfied when observing humans’ lives,
cultures, societies and environment on earth?”
Q7: “Upon this topic, do you have other opinions?”
Finally, the last research method is composed of self-designed questionnaires sent randomly on
social media for observing users’ reactions. Questions include whether the respondents have ever
participated in class introducing ETI topics (if yes, in which stage), whether they consider introducing
the topic in class can motivate learners, and whether they consider that the extent of learning motivation
will be altered depending on a learner’s age, religious background and pedagogy, as in Figure 3.

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Chapter 6. Findings
From both studies, I find that the introduction of ETI-related topics in class are usually capable
of enhancing learning motivation to certain extent, and the degree depends on individuals. Age, religious
background and pedagogy can affect the degree, but not significantly and also depends on each
individual’s unique background and approach. Besides learning motivation, other positive educational
effects such as “21st
century skills”, re-evaluation of human society as well as environment, and peace
awareness may be brought. On the other hand, we cannot ignore some possible negative effects such as
fear, anxiety, or indulgence in the realm of UFO theories solely when improper pedagogies are applied.
1) Empirical Investigation
School texts which include ETI, UFO
In Japan, textbook of Japanese language for 5th graders in elementary school from year 1986 to
2001 contained a story from novelist Hoshi Shinichi (星新一). The story was titled “おみやげ
(omiyage, souvenir)”, depicting some extraterrestrials’ arrival and construction on earth. The beings
from alien star travel across the universe and stop by at earth. They constructs a big, egg-shaped capsule
where they put many useful items such as a blueprint for rocket and instructions for making panacea
inside. The capsule is made with a special material and hid under the desert, since the aliens consider
that it is only possible to be opened once humans on earth reach a certain level of civilization, for fear of
the items inside being used mistakenly. However, there comes the day when human civilization reaches
the level of being able to create nuclear weapons, and destroys the capsule in an experiment carried out
in the desert.
Another story written by Komatsu Sakyo (小松左京) titled “宇宙人の宿題 (uchujin no
shukudai, alien’s homework)” was also featured on 5th
graders’ textbook in the identical years. The story
tells that Yoshiko dreams about encountering extraterrestrials who aim to destroy earth since they
consider that humans on earth are aggressive and will one day invade the space. Yoshiko disagrees with
the alien’s opinion that everyone on earth is filled with hatred and believes that earth is a beautiful planet.
She says the children on earth will protect the planet and make it a place with no war when they grow up,
while the alien is willing to wait and observe till the day comes. Usually, elementary school texts of
Japanese language subject in Japan feature a large percentage of fictions, to nurture students’ reading
habit and expand their imagination. Due to past misery of tragic war and being victimized from of
nuclear weapons, we can find a lot of contents in this regard being featured in school books. Peace as a

19
topic is frequently being discussed in class, and children are educated to be aware of the importance of
maintaining peace and to have a proactive attitude toward peace.
In South Korea (ROK), English textbooks in elementary school grade 3 and 4 used in 7th
curriculum (year 2001 to 2013) featured an alien character “Zeeto” (as shown in Figure 4) who arrives
from space and learns English with local terrestrial children. Korean education program for English aims
at practical application and interaction. The texts are also adapted into animated videos and games. In
the first chapter, Zeeto arrives earth by a space ship, greeting with local children. The chapter focuses on
acquiring basic self-introduction and greetings. In later chapters, as Zeeto is more accustomed to life on
earth, learners increase acquisition of English terms in everyday-life objects and social life expressions.
This series has gained long-term popularity among students and instructors in Korea.
Another case can be found in Taiwan. An educator and UFO researcher Scott C. Waring who is
based in Taiwan stated that he discovered a junior high school text in 2016 that mentioned an alleged
fish-shaped fossil captured by NASA’s “Curiosity”, the car-sized rover to explore on Mars. The text in
Mandarin could be translated as following: “There is fish on Mars. NASA’s Curiosity captured it. It is
said that Mars could be once covered by ocean, its northern hemisphere being almost entirely covered,
and now there is a UFO researcher who claims to have found the evidence, that he sees a big fish-shaped
rock on the surface of Mars. UK’s Daily Mail reports that NASA’s Curiosity, the rover to explore Mars
has captured the photo. Editor of the website “UFO Sightings Daily”, Scott C. Waring, criticizes the
extravagant “fishing” tour of NASA, but says this picture is worth hanging on the wall. Viking 1, the
spacecraft sent to Mars, captured a photo that resembles human face in 1976, but later proved it only
being dunes. On the bottom half of image taken by Curiosity, Waring claims it carries the evidence that
ocean existed on Mars in ancient times. He says: ‘I guess, this petrified fish is the proof. Look closer and
you will see its tail fin and ridge. The latter extends from dorsal fin to its stomach.’ He added: ‘To
identify it clearly, I have colored it. This fish is around half a meter long, its size is approximately that of
a bass or small salmon. This also proves that the three ships we found last year was real.’”14
I believe the
texts appears in lianluobu (聯絡簿), parent-teacher contact books for students to note down homework
and serve as a communication between teachers and parents. The notebooks often contain inspiring
stories for students to acquire knowledges and ideas apart from compulsory curricula.
14
Scott Waring, “Taiwan School System Puts UFO Sightings Daily Into Their Textbooks, Nov 2016, UFO Sighting News”
(2016), http://www.ufosightingsdaily.com/2016/11/taiwan-school-system-puts-ufo-sightings.html, retrieved Mar. 1, 2018.

20
Universities open lectures regarding UFO and ETI
UFO and ETI lectures, curricula are observed less in primary and secondary education, but more
in higher education such as university and above.
In July 2012, Edinburgh University opened a free online course on MOOCs named
“Astrobiology and the Search for Extraterrestrial Life”. The main contents include how life was
originated, possibility of life on other planets, how life survives on extreme environments, history of life
on earth, methodology of searching lives on other planets, current missions, scientists’ plans to search
for earth like planets, required instruments for the missions, how to interact with extraterrestrial beings
after encounter, ETI’s impact toward earth’s societies, and the reason of search for extraterrestrials. Its
field belongs to “Astrobiology”, but contains diverse subjects such as biology, chemistry, astronomy,
physics and even philosophy and sociology15
. The course also features intriguing yet practical contents
such as skills of capturing high quality photographs if one has opportunity to encounter alien lives or
spaceships. The instructor of the course, Prof. Charles Cockell, received doctoral degree in Oxford
University and once worked in NASA Ames Research Centre. The course is co-organized with other
prominent universities in USA.
The approach of this course is based on hypothetical existence of extraterrestrial life, and
highlights on the theory of formation and sustainability of life, as well as methodology and process to
search for ETIs. The course has a high popularity with mostly positive feedbacks. A learner commented
“Highly recommend this course to beginners or people not familiar to science”, and another user stated
“easy to follow, no prior knowledge needed”. A learner who studied physics in Syria expressed the
motivation to continue Astronomy and Astrobiology in master studies. As of March 3, 2018, the course
received a rating of 4.7 out of 5 among 1026 users.
A course titled “Ufology and Exopolitics” was included in the curriculum of Turkey’s Akdeniz
University in November 2017. According to Doğan News Agency, Erhan Kolbaşı, the instructor of the
class and deputy chair of “Sirius UFO Space Sciences Research Center” considers that humans are
possible to make mass contact with ETI in near future. The class thus aims for abundant preparation and
gaining knowledge toward such possible situations. Kolbaşı suggested that some remaining materials
and information from crashed UFOs in the past have induced invention of several modern technologies
such as fiber optic cables, microchips, night vision technology and bullet-proof garments. Doğan reveals
15 From the course by The University of Edinburgh “Astrobiology and the Search for Extraterrestrial Life”:
https://www.coursera.org/learn/astrobiology/lecture/rTvR3/welcome (retrieved Mar. 3, 2018)

21
that “Exopolitics” class would mainly cover “sources of information and methodology” regarding ETI,
records of past contacts with ETI, and “preparations to open contact, and galactic diplomacy.”16
Other Applications
Materials and information that enhances educational quality may not be restricted to school
texts and curricula. Unicef Chile features a video about celebrating ethnical and cultural diversity in
schools, which includes a character appearing to be from other planets17
. The video shows a new student
with green skin and non-typical appearance. At first, the classmates seem to be perplexed about this
bizarre existence and stay away from it. After suffering from bullying and marginalization, one day the
alien performs a supernatural talent and eventually gains reverence from peers.
In Waipu, a rural district in Taiwan, a UFO-themed crop festival "UFO my LOVE" (外埔幽浮
麥樂文化節) was held in 2016. The purpose was for people, especially young generation to plant and
familiarize themselves with wheat culture and the fields. Participants could even create their own crop
circles there. The event was co-organized by Taiwan’s agricultural association and a local university of
technology. More than 10 schools nearby, mostly high schools, were also engaged in this activity. UFO
theme was used to motivate the young people and attract their interest. On one of the signs drawn with
alien characters said: “Watch out, UFOs appear in this area. Hunting ETs are prohibited.”
2) In-class Questionnaire
The respondents are 151 in total, 74 in secondary school and 77 in high school. Among
secondary school students, 54% answer “yes” in Q4 (they feel motivated after the lecture) and 46% say
“no. The number for this are 67.5% and 32.5% respectively for high school students. High school
students seem to have more potential to be motivated in this study.
For those who have religious backgrounds themselves or their families, it is 59.6% for “yes”
and 40.4% for “no”. Those without religious backgrounds seem to be more motivated, as it shows 63.2%
for “yes” and 36.8% for “no”. Similar to the result of first method, religion is likely to influence the
extent of motivation, although not significantly.
16
Doğan News Agency: “Turkish university launches ufology classes to prepare for extraterrestrial contact”, from
Hürriyet Daily News, (Nov. 27, 2017): http://www.hurriyetdailynews.com/turkish-university-launches-ufology-classes-to-
prepare-for-aliens-contact-123130 (retrieved Jan. 1, 2018).
17 UNICEF Chile: “UNICEF Marciano” on YouTube (published on Aug. 21, 2015, retrieved on Mar. 25, 2018):
https://www.youtube.com/watch?v=9lBhhJltPmg

22
As for the “pedagogy” aspect, those who feel more motivated in the 2 classes presented with
visual information account for 67.1% in opposition to the 32.9% who feel otherwise. The percentage of
those who are motivated is lower, only 54.7% in classes without visual information. 45.3% answer “no”
in these 2 classrooms. From here we see that adding visual information seems to be more beneficial for
enhancing motivation.
It is interesting to find that vast majority of students consider interstellar peace an important
issue (regardless of feasible or not), as 92% of total respondents answer “important” in Q5. In Q6, 45.1%
of total students state that they are satisfied with current global situations, and secondary school student
are more unsatisfied. I received some notable open feedbacks in Q7, such as “The ETs must be annoyed
watching us launching rockets”. Compared with the other 2 classes, the students in the classes
introduced with visual information elaborate more on individual feedbacks and even visualize more
individual imaginations.
Yes No
Age
Secondary school 54% 46%
High School 67.5% 32.5%
Religion
With 59.6% 40.6%
Without 63.2% 36.8%
Pedagogy
With pictures 67.1% 32.9%
Without pictures 54.7% 45.3%
3) Questionnaire and Observation on Social Media
Although most people will not consider observing the social media as the most appropriate
methodology of research, it is a free and convenient platform to gain considerable amount of first-
handed evidences. During USA’s election in 2016, scholars observing the big data on social media were
able to predict the winner more accurately than those done with other means.18
89 responses were collected. Question 1 and 2 are close-ended questions, and the rest are open-
ended questions. There were few respondents who skipped some question.
18
Washington Examiner: “Incredible Facebook statistics about the 2016 election.”, 2016:
http://www.washingtonexaminer.com/incredible-facebook-statistics-about-the-2016- election/article/2606778 (retrieved
May 24, 2018)

23
About one third of respondents have never encountered ETI-related topics in class, and among
those who experienced, elementary school accounts for the largest proportion. 60% (52) of total
respondents consider that mentioning ETI-related topics in class can motivate students' study at school.
It is interesting to find that those who have experienced ETI topics in class seem to be more likely to
consider the effectiveness of that toward enhancing motivation, as around two third of them answer “Yes”
in Question 2.
As for age, 25 of the respondents suggested the age between 5 to 12 years old, that is the age for
primary education. 19 answered “age between 13 to 15” which is equivalent to junior high school age. 7
people responded that the range from 6 to 15 years old (elementary school and junior high school level)
is effective in enhancing learning motivation when being mentioned ETI-related topics in class. 11
respondents consider older students such as those over 16 years old (high school and university) are the
most likely to be motivated. A total of 27 respondents answered “No”, “unsure”, or think that it depends
on student’s individual situation and thus irrelevant to their ages. Since Question 3, 4 and 5 being open-
ended questions, I received many individual opinions. Many agree that younger ages are more likely to
be influenced efficiently, for example: “I think after becoming a certain age, the sense of curiosity of
children will seek after socially admired traits.” Some others who consider older ages the best period
would state “I think an older student is more likely to make the conscious decision to be more open
minded about aliens, because as a child I was more closed minded about UFOs, ETs, etc.” For those who
don’t think age will affect learners’ motivation, their reason is that “as long as they are interested, they
would try to grasp the needed knowledge to fulfill their inquiries” regardless of ages.
Slightly more than half of total respondents (51) agree that learners’ religious background will
affect the extent of motivation. Some answer that “Religion has a lot to do with blocking the mind to
think for itself” or “It will since some religions do not support the idea of UFOs and ETs. It will depend
on how old-fashioned the parents' views are”. The rest think otherwise or believe that it depends on the
way a religion is practiced and the nature of the particular religion the learner practices. Individual
answers appear on this side of opinion such as “Depends on how strongly they accept it but usually no
(since) they will probably warp their beliefs around newer beliefs”.
When it comes to pedagogy, 54 people answer “yes” while 35 disagree or being unsure. I
received more qualitative responses and suggestions in this question. Many consider that documentary,
non-fictional videos of unsolved puzzles can motivate students. Others consider that science fiction
movies and cartoons may be effective. A lot of respondents think that academic approach such as
introducing with verified data, evidences and theories in scientific terms is the best way to motivate
students. Feedbacks such as “To explain how it is possible that there may be life out in the universe,

24
discuss the size of the universe, what is needed for life, the abundance of these elements, the amount of
new habitable planets being discovered every year, etc.” and “I think it's better to keep with verified data
and theories in scientific terms” belongs to this type. One suggests that approaching from archeological
perspective may be effective: “If you tell the class ‘we are talking about aliens today’, they may giggle
and not take it seriously; but if you approach it from an archaeological perspective and discuss things
like the Dropa stones (mysterious discs believed to be 12,000 years old) and why UFOs and astronauts
sometimes appear in ancient art, they may be more motivated.” There are some other feedbacks such as
“Maybe show something to let the students know humans are not alone in the universe”, “The immense
depth of the universe and what is not discovered yet offers opportunities”, “Not only introducing from
cosmological field but also approaching from cultural, anthropological aspects”, “Being skeptical about
it turns on their imagination and thirst for knowledge”, “We cannot say life exists only on Earth. It is
also possible in other parts of the Universe that living things evolved to a level higher than humans in
different ways than the evolution in the World. But we cannot be sure unless the ‘reality’ is proven”.
Some respondents suggest methods such as discussion and students’ self-exploration to enhance
motivation toward learning in general: “Show students some videos and ask them what they think about
it. No matter whether the video is considered as fake or real, just let students say their free opinions”,
“Put it as a debate topic may enable students to search for information by themselves”. A respondent
answers that visual material and multisensory teaching materials can be effective: “Show them pictures
and explain with some material you can touch and show”. One suggests the danger of leading students
indulging in the realm of astronomy solely: “Could start with unrealistic myths, but be sure they don't
look to deep into it and only to trigger interests in astronomy”. I receive an interesting suggestion of
pedagogy: “Open air classrooms - under the skies”.
Q1: “Have you ever encountered mentioning of UFO and ETI in class?
When was it?”
Elementary school 25%
Secondary school 17%
High school 17%
University and higher 9%
Never heard 32%
Q3: “Do you think students' age will affect the extent of motivation (after
hearing contents regarding UFO and ET)? If yes, around what age do you
think is the most effective to be motivated?”
Around 5 – 12 years old 28.1%
Around 13 – 15 years old 21.3%

25
Childhood and early teenage (6 – 15) 7.8%
High school and older (16 – 20+) 12.3%
Depends on individual 4.5%
No / unsure / skipped 25.8%
Q4: “Do you think students’ religious background and beliefs will affect
the extent of motivation?”
Yes 57.3%
Depends on individual and religion 4.5%
No / unsure / skipped 38.2%

26
Chapter 7. Conclusion
With existing theories, suggestions, empirical observations and studies carried out, I conclude
that positive educational effects, especially non-cognitive skills, could be achieved when introducing
ETI-related topic in class. Critical thinking, creativity, group discussion and collaboration which are
essential skill for 21st century could be some examples. Furthermore, awareness toward ETI and
potential interstellar peace may also contribute to discovering meaning in life and provides an
opportunity to review the current situations on earth.
From the findings, the two school texts used in Japan can bring up discussions regarding peace
and possible communication with extraterrestrials. They remind us the tragedy of conflicts and
destructive human behaviors taken place around the world since time immemorial, and by using the
extraterrestrial figures, a third party, it enables us to observe the holistic picture from a neutral
observer’s viewpoint. The English textbooks used in South Korea train learners’ English ability as well
as adaptation in social life. Yongho Kim (2009) suggests the benefit of a virtual avatar in constructing a
student’s “self” during school ages. Kim agrees on philosopher Mikhail Bakhtin’s theory that during the
formation of “self”, one needs to be temporarily freed from the self and be an observer. Kim also points
out the necessity to make stories short and effective: “Instead of attempting to put the contextualized
story into children… we can put the students into the story, cutting away narrative and the inalienable
and often inappropriately complex teacher talk and simply concentrating on alienable, appropriable
dialogue”19
. The case in Taiwan may help enhance communication and thus boost the multilateral
relations among teachers, students and family. Bringing the topic of extraterrestrials to students’ family
can diversify domestic daily dialogues and create critical discussions among family members.
As for the university courses organized in two universities, I have personally participated in the
courses organized by Edinburgh University and find the contents very informative. For example, Cockell
considers that the answer to “whether humans are alone in the universe” is either “yes” or “no”. If “yes”,
they why? What conditions are lacking on other planets? If the answer is “no”, what are the lives like on
other planets? Can we communicate them and what are social consequences if humans manage to
contact? Cockell leads learners to ponder over the definition of life. Ideas and questions of this type are
beneficial to induce critical thinking. On the other hand, the courses opened in Akdeniz University
enables discussions on social dimensions regarding ETI and UFO. From my observation, although
recently themes regarding those start to gain consciousness in educational fields, discussions mainly
19
Yongho Kim: “Virtual Worlds and Avatars for the Development of Primary Foreign Languages and Primary Foreign
Languages for the Development of Real Children” in “Cases on Collaboration in Virtual Learning Environments:
Processes and Interactions” (Donna Russell ed.), Information Science Reference, 2009, p.63.

27
focus on their possible existence and technological aspects. Social dimensions such as possible contacts
and peace-building like in this example, although no less important, are rarely included in mainstream
curricula.
The main purpose of the video produced by UNESCO is to advocate inclusion and respect for
all since each individual has unique values, but it may also be a good material for heightening awareness
of future interstellar peace and integration. Perhaps this can be a daily scene some centuries later, and
peaceful attitude is always essential in any epoch. In the comment section under the video, I observe
mixed reaction from viewers. While many of them agree with the content and consider greater inclusion
of diversities a beneficial idea, some audiences, especially religious ones, seem to oppose the idea by
claiming the aliens as invaders and “demons” which aliens are often portrayed as so in religious
doctrines. In this way, religions might form preconceptions toward extraterrestrial species. The UFO-
themed crop festival held in Taiwan in 2016 aimed to let younger generations familiarize with
agriculture, but the adoption of UFO-centered topic may have attracted considerable interest especially
among the young.
The two self-organized researches carried out by myself show certain correlations between the
extent of educational effect and students’ age, religion and pedagogy. The lack of elementary school data
in the school questionnaire research did not allow a thorough comparison between all age levels, but
high school students may be slightly more motivated. Both results showed that religious backgrounds
and pedagogy can affect motivation. However, it is too quick to conclude that these three are the sole
factors, since it also depends on each individual’s unique background and approach. Taking the example
of religion, it depends on how a religion is practiced, individual religious interpretations, and to what
degree one accepts external theories and philosophies beyond the doctrines. Open-ended questions were
returned with answers and suggestions worth adopting for future classes, such as explaining the targets
by means of academic, scientific approach, and unleashing students’ individual thinking.
Significance and Contribution
This research contributes to the academic field of education by an increment of a new element. I
attempt to shed light on the topic of education from a new, innovative entry point. With new concepts
and research frameworks, an innovation is brought to the academia, providing an opportunity for an
overall review of modern human civilization and development from an objective perspective. A
hypothetical scenario of “interstellar peace” is being introduced, to gain awareness that just as “peace
among states” were unimaginable some centuries ago, “peace among the stars” may not be impossible
even if current societies fail to address.

28
Limitations and Future extensions
Since this research contains a rather new and independent concept, it was not easy to find a
large quantity of literatures related to this topic. There are plenty of academic publications regarding ETI
and UFO, but most of them are not discussed within the field of education. It was also not easy to collect
interviewees’ detailed answers for a rather new concept that not all people are aware about. With regard
to the interview, it was conducted one school of one country and restricted to only formal education, thus
it may lack a global, universal picture. Also, the independent variables are set as “age”, religion” and
“pedagogy” since some literatures reveal the correlation and I also consider these the main factors
affecting the dependent variable, but in reality there might be other factors. For example, the media and
fictional work’s shaping of ETI as benevolent or harmful in nature may influence students’ perceptions
directly or indirectly. There is certainly some space for further discussions regarding different
approaches toward ETI-related topics among different cultural backgrounds, as well as the effects of
approaching from informal and non-formal education. Finally, being conducted within a short time, it
was hardly possible to observe long-time effects.
As a pioneer of this field (discussions regarding ETI in the framework of education), I would
provide some suggestions for future researches. First, informal education and non-formal education may
be good alternative research objects. If time permits, measuring students’ output and outcome after
joining classes mentioning ETI and UFO in longitudinal researches might reveal more direct evidences.
Nevertheless, I consider this research to be meaningful for adding new insights to the field of
education. When scientific and technological breakthroughs are made frequently, knowledge and skills
required in society also faces challenges as new concepts are continually introduced. 👽

29
Appendix
 Figure 1: Drake Equation
N = Number of planets with communicable ETI
R* = Average rate of star formation in this galaxy
fp = Fraction of the stars that form planets
ne = Average number of planets that may have life per star
f1 = Fraction of habitable planets that actually develops life
fi = Fraction of planets developing life that is intelligent
fc = Fraction of planets with intelligent life that is able to communicate through space
L = Time span of those intelligent life’s release of detectable signals
(Source: Sarah Scoles and Sue Ann Heatherly: “The Drake Equation: 50 Years of Giving Direction to the Scientific
Search for Life Beyond Earth”, Astronomical Society of the Pacific, No.77, 2011)
 Figure 2

30
 Figure 3
 Figure 4
 Figure 5
Question 1 Have you ever encountered mentioning of UFO and ET in class? When was it?
Question 2 Do you think mentioning UFO and ET in class can motivate students' study at school?
Question 3
Do you think students' age will affect the extent of motivation (after hearing contents
regarding UFO and ET)? If yes, around what age do you think is the most effective to be
motivated?
Question 4 Do you think students’ religious background and beliefs will affect the extent of motivation?
Question 5
Do you think the pedagogy or ways UFO and ET are introduced to students will affect the
extent of their motivation? If yes, what kind of ways or materials do you think are the most
effective to motivate students?
Source: “grade 3 - Lesson 1 - Hello I'm Minsu - Look
and Listen” on YouTube, (published Apr 8, 2009),
https://www.youtube.com/watch?v=bqgCzOVOsQw,
retrieved Mar 1, 2018.
Source:
https://papilio0204.pixnet.net/blog/post/62923652
(retrieved Mar. 18, 2018)

31
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