The 1969 Ramon Magsaysay Award for Journalism, Literature and Creative Communication Arts

BIOGRAPHY of Mitoji Nishimoto

MITOJI NISHIMOTO was born in Matsubara Village (now Matsubara City) just south of Osaka on January 2, 1899. He was the third son of Sutejiro Nishimoto, a well-to-do farmer with substantial land holdings, and Hisa Nishimoto. Under Japanese law at that time only the eldest son could inherit the family property, so his father planned that MITOJI would become a teacher, a highly honored profession frequently chosen for younger sons.

Following completion of elementary school, which he entered in 1905, MITOJI went on to middle school and then to Tennoji Normal School (now Osaka University of Education) where he was recognized as an outstanding student. He graduated in 1918 at the age of 19.

For the next three years young NISHIMOTO taught at Tezukayama Gakuin Elementary School where he instructed the same students all three years—through fourth, fifth and sixth grades (one of them is now president of a university, several others are company presidents or high officials). This teaching experience heightened NISHIMOTO’s interest in education, and he dreamed of going to the United States where new philosophies and methods were being developed. In preparation he studied English with American and British missionaries. Although it had been planned that he would be only an elementary school teacher, his diligence persuaded his father of the sincerity of his desire to do advanced study abroad. He did not have a scholarship, but felt he could meet his expenses with money he had saved, by working part-time and with some support from his family.

In April 1921 NISHIMOTO sailed to Seattle, where he attended the University of Washington. He next studied for a brief time at the University of Chicago. Finally he arrived at Teachers College, Columbia University, New York City, where he studied full time under William H. Kilpatrick, a follower of John Dewey and a leader in his own right of American progressive education. During his student years in the United States he joined the Presbyterian Church.

NISHIMOTO received his Bachelor of Science degree from Teachers College in July 1923 and his Master of Arts in Education in July 1924. In September he returned to Japan. His years in the United States had not been easy: there were very few Japanese students in America and in 1924 the U.S. government put severe restrictions on the immigration of the Japanese.

When NISHIMOTO returned with his Columbia University degrees, a diploma from a foreign university meant much less than it does today. Degrees from Tokyo or Kyoto Imperial Universities were the most respected and from other imperial universities next. From October 1924 to March 1927 NISHIMOTO again caught at Tezukayama Gakuin and served as Director and as one of the planners for the Girls' High School then being established. While at these posts he introduced a social studies program which was quite innovative for the times. He also designed the school uniforms still worn by the girls of the Tezukayama Gakuin Middle and High Schools.

While he was Director of Tezukayama Gakuin Girls' High School his former professor at Columbia Teachers College, William Kilpatrick, visited Japan for a series of lectures; NISHIMOTO became his guide and translator. When Kilpatrick lectured at Nara Women's Higher Normal School (now Nara Women's University) its president was impressed with NISHIMOTO and offered him the position of professor of education. He began his new duties in April 1927. Concurrently he taught at nearby Tenri University. This move represented a great advance in both rank and prestige. There were then only four higher normal schools—Tokyo and Hiroshima for men, Ochanomizu and Nara for women. The imperial universities did not have courses in education. Each of the higher normal schools had elementary and secondary experimental schools attached to them for research purposes. These were the real centers of innovative educational theory and practice and where Japanese teaching methods developed before World War II.

During NISHIMOTO’s stay at Nara he translated two of Kilpatrick's mainworks: Education for a Changing Civilization and and Foundations of Method. Both are still widely read because, as one Japanese pedagogue puts it, "the Kilpatrick method is very easy for the Japanese educators to understand, much easier than John Dewey."

NISHIMOTO gave his first radio lectures on education in 1925 and it was through his numerous talks from the Osaka radio station while he was at Nara that he became well known, both as an authority on education and as a good radio speaker. As a result he was asked in August 1932 by the Nippon Hoso Kyohi (NHK)—Japan Broadcasting Corporation—Osaka Station to work part-time in planning educational broadcasts to be given on the soon-to-be-established Osaka Second Radio Network. Recalling those pioneering days, NISHIMOTO notes that England was the first country to make use of radio for educational purposes when the BBC (British Broadcasting Corporation), in 1924, began special radio programs for schools. As part of the plans he developed Osaka Station instituted school broadcasts in 1933 which reached 2,500 elementary schools in the Osaka area—the first attempt in Japan to bring radio into the classroom. In September 1933 NISHIMOTO left Nara Women's Higher Normal School to work full time for the Osaka Station as Education Director.

Two years later, when NHK decided to establish Japan's first nationwide school radio, NISHIMOTO began to commute between Osaka and Tokyo to advise and help with these broadcasts. In 1938 he was transferred to NHK headquarters in Tokyo as Program Controller. When he became Education Director of NHK in 1941 one of his first acts was to insure that "use of school broadcasts" was incorporated in the National School Law.

As Japan geared increasingly to war the nationwide school broadcasts, centralized in Tokyo, came readily under the influence of the military; especially the morning address programs. Attacks by American bombers after 1944 destroyed many of the radio facilities throughout Japan and from April 1945 until the end of the war in August school broadcasting was nonexistent.

During the war years NISHIMOTO traveled in Korea, Manchuria and Japanese-occupied areas of China giving lectures and advising on school broadcasting. In May 1943 he became the youngest member of the NHK Board of Directors and was made Director of the Sapporo (Hokkaido, Kurile and South Sakhalin) Regional Station.

Following the Japanese surrender in August 1945 NISHIMOTO was forced to leave NHK under the Allied Occupation's purge directives because of his participation in wartime broadcasting. He was also "purged" from the educational world for a time. Reflecting on those wartime years and their immediate aftermath, one observer stated: "During the war, NISHIMOTO retained his individuality. He preferred Western style suits over the pseudo-uniforms almost everyone else wore. The war and extreme militarism did not seem to touch him as strongly as it did others. . . . He had wanted to make broadcasting his lifework, but the purge prevented this. He has since realized that the purge may have been a blessing in disguise, and he has held no bitterness about it. Being outside NHK has given him more freedom in promoting his ideas than being in it might have permitted."

After his departure from NHK NISHIMOTO worked for Nichiro Fishing Company as an advisor and as liaison officer with Occupation authorities in the company's attempts to gain fishing rights in the Northern Pacific. He continued, however, to be in educational activities. In 1947 he was appointed Director of the Correspondence Education Division of the National Research and Training Institute, and in 1950 he became Director of the Correspondence Material Section withih the Japan Association of Teacher-Training Universities. In 1948 he helped form the Japan Radio-TV Education Association and has served as President since its establishment. Two years later he founded the Association's magazine, Radio-TV Education, which is still the only magazine in its field. In 1952 NISHIMOTO was named a member of the newly formed NHK Audio-Visual Research Committee which later became the TV School Broadcasting Committee. Also in 1952 NISHIMOTO returned to teaching as a professor at Seikei University, Tokyo. The following year he accepted the posts of Professor of Education and Director of the Audio-Visual Department of International Christian University (ICU), Tokyo.

The Occupation drastically reformed the Japanese educational system and new methods of teaching based on audio-visual principles were introduced. Believing that rebuilding and reorientation of education could best be facilitated through school broadcasts, the Civil Information and Education (CIE) section of the Allied Command helped the Japanese Ministry of Education deliver radio receivers and spare parts to many schools. Broadcasts were reinstituted in October 1945, at first to elementary schools. NHK was given responsibility for production, with program content subject to CIE approval. Censorship lessened over the ensuing years, and with the signing of the Peace Treaty in April 1952, formal control by the CIE was eliminated.

School television broadcasts began in l953. At this time, noted a government education official, the highest level of control was the Advisory Committee of NHK for School Broadcasting: "NISHIMOTO was the leader from the beginning, although formally the Committee did not have a head." The Committee had 10 members consisting of professors, leading elementary and secondary school teachers, and representatives from NHK and the Ministry of Education. The NHK Advisory Committee still exercises the highest level of decision making. While another NHK Committee sets the number of hours for broadcast to schools, the Advisory Committee determines what will be presented within these hours, and it may apply for additional time.

From its earliest beginnings NISHIMOTO saw television as the most effective tool for reducing illiteracy, for helping people, especially the younger generation, keep pace with a rapidly changing society; and for adult education. "If we stick to textbooks and traditional school teaching," he has said, "it will require a hundred years to reduce illiteracy in the developing countries, but if we use television effectively we can combat illiteracy in 10 or 20 years. We can use master teachers. . .getting help from experienced planners and producers of television programs, and we can supply them with all kinds of audio-visual aids to make the programs as effective as possible."

Television, NISHIMOTO suggested, is also an attractive medium: "While children like to play outside but do not like to study in the classroom. . . . I think all children will come before the television set. And not only children. Their brothers and sisters or even fathers and mothers or grandmothers and grandfathers will come to watch the television programs. So one TV set can be used not only for education of children but adult education also."

Within the framework of Japan's extensive television network educational programming has expanded rapidly in line with NISHIMOTO's vision and under his constant prodding. By the end of 1967 the public corporation, NHK, had 657 general-purpose TV stations and 646 educational TV stations whose service areas covered about 95 percent of the entire country. Forty-six private companies operated 529 TV stations. As of March of 1968, the number of television sets totaled 20 million, or an estimated one set each, for 89 percent of all Japanese families.

Through its educational television channel NHK offers daily a total of six hours of school programs on weekdays. These are divided into programs for kindergartens, primary, lower secondary and upper secondary schools. Subjects include social studies, science, music, health and gymnastics, drawing and handicraft, foreign languages and morals.

Among the commercial stations, Nippon Educational Television Co. Ltd. (NET), on whose Program Advisory Committee NISHIMOTO sat, devotes over two hours and 10 minutes each weekday, or 12 hours per week, to programs for schools, offering some 42 productions. As an increasing number of other commercial stations relay these NET programs, they are being viewed on a nationwide scale.

As for radio, since national broadcasting for schools began in 1935, school radio programs have grown in number and popularity until today they are one of the most highly utilized audio-visual aids in Japan. From this experience NISHIMOTO notes that developing countries just starting to utilize audio-visual media for education should perhaps first concentrate on development of educational radio: "It's easier than television. It reaches out further. Many Japanese farmers carry their transistors with them while they till the land."

At present NHK has 307 radio broadcasting and relay stations throughout Japan, most of which beam its First and Second Programs to all parts of the country. Four hours between 9:00 a.m. and 1:35 p.m. on the Second Program are devoted to schools. During these hours 72 live programs and 19 repeats, for a total of 91 per week, are broadcast for primary, lower and upper secondary schools. Subjects range from language to social studies, music and morals. Most programs are produced and broadcast by the central station in Tokyo, but some programs originate with local stations to meet the needs of schools in their regions.

NISHIMOTO is quick to stress that educational radio and television should never be thought of as replacing school buildings, teachers and textbooks, but should rather be envisaged as an integral part of the primary and secondary curriculum, with tremendous potential for enriching and extending traditional methods. To this end teachers' manuals are prepared for each grade and distributed in advance of each term so teachers can select programs according to their school curricula and decide how best to use them.

NISHIMOTO speaks frankly of some of the negative aspects of radio and TV as educational media. "The disadvantage most often mentioned is that they're one-way media. Classroom students cannot talk with the studio teacher. They can't ask the broadcasters to clarify questions during the program. The TV teacher can never enjoy a feeling of rapport with his students, a rapport that makes the difference between a one-sided performance and a true interaction of minds engaged in learning. He cannot tell whether he is actually stimulating his students or merely confusing them."

This difficulty can be partially overcome, he suggests, by careful program planning, by distributing teacher and student manuals and by broadcasting from a studio classroom. As an example NISHIMOTO cites Telescoula, the Italian school television system, which has paid special attention to creating a classroom atmosphere during its programs: "Six pupils selected to match the age and cultural level of the TV audience are always present in the studio classroom. This gives to the lesson the feeling of a regular classroom. It gives the viewers the feeling that they are also actually participating in the lesson. At the same time, the TV teacher has immediate feedback as he teaches."

The most crucial problem, in NISHIMOTO’s opinion, is training students to use radio and television programs. "In reading books we think. We can sometimes think slowly because we can always reread a page. We must train children to think, criticize and create ideas quickly as they watch television because the images appear and vanish in a moment. Ideally, 95 percent of the educational process should be completed by the time the picture vanishes. Producers must design lessons in such a way that the appearing and disappearing images induce excited thoughts in the minds of the young viewers. It involves a completely new way of teaching."

As to positive aspects, NISHIMOTO speaks persuasively of ways radio and television can extend and expand the educational system:

"First of all, radio and TV can conquer time and space. Within a second they can transmit messages, in both sound and sight, around the world six and a half times. Apollo 11—man's first landing on the moon—was a feat of almost incomparable stature. But of almost equal importance to mankind was the use of radio and TV to allow people everywhere to join the astronauts in their 300,000 kilometer journey.

"A second thing radio and TV can do for education is bring to it a sense of reality and perception, participation. They can bring the world into the classroom and take the classroom out into the world. Human life and society have grown so complex over the centuries that it has become impossible for anyone to obtain firsthand knowledge of many of the things important to his well-being. This means that instead of direct experience, man has had to fall back more and more on symbols, the written word. Much of his learning has been the memorization of these symbols. Radio and TV can help redress the balance, can help overcome man's overdependence on symbols.

"Another thing, radio and TV can raise the standards of classroom teaching. Few teachers today, regardless of how conscientious they are, can become real experts in every phase of their subject. Radio-TV can bring the most outstanding teachers in the country into every classroom. These teachers, moreover, get expert guidance and help from program planners, directors, producers. The result is a truly excellent lesson and an increased air of authority to the learning situation.

"Still another thing radio-TV can do is develop critically-minded students. Today's classrooms are full of dogmatic teaching and passive learning. How many children are stimulated into questioning their teachers, into evaluating their textbooks or analyzing the prevailing beliefs of their community? TV can teach him to think for himself, to be critical of things he hears. A child may hear a belief he's accepted without question suddenly being debated by eminent authorities who present evidence to the contrary; he learns the meaning of sustained judgment. A child may watch a forum program during which even experts disagree; he learns that truth is not easily found.

"Finally, TV will create healthier attitudes toward learning. People act according to how they feel about what they know rather than according to what they know by itself. Hence radio and TV are far more effective than mere printed matter as a communicator of facts and knowledge. Why? Because they can use music, drama, sounds and visual effects to reach more of the senses, and hence make learning more emotionally pleasant.

"I think I should add one big advantage that I've touched on already. Radio and TV can teach some skills more effectively than any other media. There are cases when a demonstration on TV can be more effective than the actual 'live' scene. A perfect example is a surgical operation. When telecast directly from the operating table, thousands of medical students in far-off viewing rooms can see the operation much more closely—and in greater detail—than they could if they had been sitting in the front row of the operating theater."

From the time of his appointment as Professor of Audio-Visual Education at International Christian University in 1953, NISHIMOTO has worked to promote and expand academic training in the utilization of radio, TV and other visual aids in schools. The audio-visual department he founded at ICU was the first of its kind. Other Japanese universities had audio-visual sections, but this was the first department. It has served as a model for other universities in equipment and laboratories. The language laboratory he set up at ICU was also the first in Japan. He established and was named head of the Audio-Visual Section in the Graduate School of Education at ICU. This was the first graduate program in this field in Japan to offer courses leading to either the M.A. or the Ph.D. in Education.

In 1954 NISHIMOTO organized the first annual conference of the Japan Society for the Study of Audio-Visual Education and in 1955 the first annual conference of the Japan Society for the Study of Educational Radio and TV—both societies are still active. He participated in numerous international conferences in the field of visual education in both Europe and the United States, and in 1962 he presided over a one-week conference at ICU, attended by representatives of 10 Asian countries, that culminated in an 18-month survey of educational media in the Far East. In August 1966 he organized and directed the Audio-Visual Workshop of the World Confederation of Teaching Professions held in Tokyo.

Actively involved in promotion of correspondence education since 1947, NISHIMOTO is given principal credit for getting NHK to enter the correspondence high school field. He was a leading member of the Ministry of Education's Correspondence Education Committee when the Committee on Curriculum Revision gave its report in 1960. The report made two main points: (a) more vocational education was needed in the correspondence high schools; (b) correspondence high schools, therefore, would have to specialize, and since specialized schools would have difficulty securing sufficient students from within a single prefecture, nationwide enrollment should be permitted. NISHIMOTO pointed out the advantage of incorporating radio and television programs, unfettered by prefectural boundaries, with correspondence high school education. Following his suggestion to the Committee that nationwide correspondence high schools using radio and television be developed, regulations to that effect were promulgated in 1963. The NHK Gakuin Correspondence High School enrolled students from that April.

NHK's Radio and Television Correspondence High School offers correspondence instruction based on radio and TV lessons and printed materials. Students also come to actual classrooms two weeks a year—on Saturdays and Sundays—and sometimes a special seminar is held during the summer. At first NISHIMOTO felt that mail contact was sufficient and more efficient. Later, as transportation facilities improved, he came to believe that attending regular school classes for shore periods of time gives students, particularly chose who live in small communities, a chance to "see the world, and to experience group living and discussions."

"NHK started this school," NISHIMOTO recalls, "because only about 75 percent of the junior high school graduates in Japan had been able to enter senior high school. The first four graduating classes totaled about 6,000 young people from all walks of life—young people who would never have had a chance for a high school education if we hadn't united correspondence education with radio and TV education in a home study program."

NISHIMOTO has participated in international conferences on correspondence education held in principal cities around the world, beginning with the 4th Conference held at Pennsylvania State University, in the U.S. During his return from the seventh such meeting in Stockholm in duly 1965 he suffered a ruptured blood vessel in his "good" eye—his right eye was already very weak. He refused to take the prescribed several months of rest and confinement in a darkened room for he was deeply involved in the planning and organization of the First Japan Prize International Educational Program Contest to be held under NHK sponsorship in Tokyo in October. Among his many responsibilities, he was to serve as President of the Jury and had to view or listen to many radio and television programs. He came very close to losing the sight of his injured eye and has had to employ readers and use a magnifying glass in order to continue to lead a fully active life. In May 1969 he attended the Eighth International Conference on Correspondence Education in Paris and enroute to and from the conference toured educational broadcasting and correspondence facilities and organizations in Moscow and London.

In April 1967 NISHIMOTO retired from International Christian University to become President of Tezukayama Gakuin University in Osaka, though he remains as a guest professor at ICU. He and his wife Ayako, whom he married in 1930, live on a "beautiful piece of land" close to Nara Park which he bought when he was teaching at Nara Women's Higher Normal School. They have three children and three grandchildren. Their oldest son, Yoichi, who has an M.A. from Kent State University in Ohio and a Ph.D. from Teachers College, Columbia University, is an assistant professor of education at Tamagawa University in Tokyo. Their other son, Koji, is an assistant professor in French Literature at Tokyo University. He received his Ph.D. from Laval University in Quebec, Canada, and later studied two years in Paris and one in Rome. Their married daughter, Kazuko, studied at Carleton College, Minnesota, where she received her B.A. before taking an M.A. in Education from ICU.

In addition to his positions as university president and guest professor, NISHIMOTO maintains leadership roles in educational associations and organizations. As one interviewer puts it: "I don't think that he himself has an accurate count or rise. He merely attends when called." He serves as President of the Japan Radio-TV Education Association, the Japan Society for the Study of Educational Radio and TV, the Japan Society for the Study of Audio-Visual Education, the Japan Society for the Study of Library Audio-Visual Education and the Japan Council for Correspondence Education. He is Director of the Japan Society for the Study of Educational Sociology; Vice President of the International Council for Correspondence Education; and Member of the Audio-Visual Subcommittee of the World Confederation of Teaching Professions, the Commercial Broadcasters in Japan Advisory Committee on Educational Programs, and NHK advisory committees on Educational Broadcasts, English Language Courses on School Broadcasting, and Correspondence Education Programs.

In 1958 NISHIMOTO received the Broadcasting Culture Award (Hoso Bunka Sho), the first recognition given by NHK for radio and TV educational activities. He used this award money to establish the Educational Broadcasting Award (Hoso Kyoiku Sho). In 1962 he was awarded a Blue Ribbon Medal (Ranju Hosho) from the Japanese Government for his achievements in educational radio and TV. His published writings include numerous articles and books. Particularly noteworthy among the latter are New Theory and Practice of Educational Broadcasting and The Development of Educational Broadcasting in Japan, originally submitted as his Ph.D. dissertation to Tokyo University which awarded him a Doctorate in Education in 1965 based upon this work and his life-time endeavors in radio and TV education. His dissertation was published in Japanese by the Japan Radio-TV Education Association and in an English edition by Sophia University in 1969.

NISHIMOTO’s colleagues refer to him as "the national leader of radio-TV education," and "the father of school broadcasting." He is modest in personal matters, they agree, "but on radio and TV he is a stronghearted man. . . .The Japanese people as a whole do not show outwardly what really is their inner feeling; in this respect NISHIMOTO is most unJapanese. He is upright in his position, and does not like to hide the truth. This has sometimes antagonized. . .people who cannot stand. . .directness. At the same time, he is not a braggart, but is a man of the people. He is sincere and is trusted. . . . "

A fellow educator has noted, "to the amazement of many, he does not slow down with age, but is still very active. He is not about to be defeated by the younger generation." NISHIMOTO’s current project evidences the truth of this statement. He calls it the University of the Air: "It's something I've been dreaming about all my life. In a sense it is the goal of my life's work. I never thought I would see it completed in my lifetime, but now there is a chance I will."

Since the start of television in Japan, there have been educational programs for adults on social education, for women's groups, farmers, white collar workers, etc. "Yet," NISHIMOTO points out, "with very few exceptions, none of these led to any kind of degree, diploma, certificate or other official recognition of successful completion of a course."

The new University of the Air is not designed to be a substitute for traditional universities, NISHIMOTO emphasizes: "They have their vital place, have done a great job for civilization and must continue doing that job."

The differences will be, he says, that the University of the Air "will be open to anyone, regardless of age. The only requirement for the student is a high school diploma or its equivalent. We will have none of the many limitations of the traditional universities. They have so many requirements for entrance that many capable students are refused. Our students can study at their own pace. We just keep the records. What we are really offering is equal opportunity, equal university education, for all."

Looking beyond his dream for his own country, NISHIMOTO sees radio and television as forces for better international understanding and world peace. "The written word," he says, "tends by its very nature to put too much emphasis on local or national events. This, in turn, leads to narrow-minded nationalism that is not conducive to world peace. In contrast, radio and TV, because of their very nature, tend to emphasize events in other nations across oceans and continents. Why? Simply because they are as mobile as cameras and tape recorders—and because they can be more current than the written word. Radio is playing a large part in making people on both sides of existing world 'curtains' know more about each other. Books and other printed materials can be stopped at national borders but it's much harder to stop radio and TV. Canadians living along the border with the U.S. watch American television. South Koreans watch Japanese television. Television in particular can help promote international understanding—the 'global village' perhaps—because images are always more easily understood than words among different cultural and linguistic groups."

"When we couple the potentials of television," he adds, "with the resources of educators, the result can be a powerful instrument to bring peace to the world through better education and a feeling of brotherhood among all peoples. The preamble to the UNESCO charter states that 'war is created in the minds of man.' 'Man' means adults as well as youth, and that is why we must be concerned with adult education as well as youth education. Besides 'youth power,' there is a lot of adult power' in the world. Educational TV needs to reach both adults and youth. Indeed, it may close the gap between them—one of the most serious gaps in the modern world. And if it can close that big gap, one would think it could close gaps between nations and bring permanent peace to the world."

September 1969
Manila

REFERENCES:

The Center for Educational Television, Inc. Quezon City: Ateneo de Manila University. N.d.

Constantino, Josefina D. "Free and Good Education for All on Television," Manila Chronicle. August 8, 1967.

The History of Broadcasting in Japan. Tokyo: Nippon Hoso Kyokai. 1967.

Katagiri, Akinori. Studies in Broadcasting; An International Annual of Broadcasting Science. Tokyo: Theoretical Research Center of the Radio and TV Culture Research Institute. 1963-69.

Larkin, Leo H. "Sharing Classroom Television Know-How," Horizons. Manila. Vol. 18, no. 7, 1969.

______. Towards Educational TV for Greater Manila. June, 1960. (Mimeographed.)

Nippon Hoso Kyokai. Survey and Study of Educational Broadcasts, 1960-1968. Tokyo: Japan Broadcasting Corporation. 1969.

Nishimoto, Miroji. The Development of Educational Broadcasting in Japan. Tokyo: Sophia University. 1969.

______. Presentation made to Group Discussion. Transcript. Ramon Magsaysay Award Foundation, Manila. September 1, 1969.

Philippine Studies. Journal. Manila. Vol. 10, no. 4, October 1962; Vol. 14, no. 3, July 1966.

A Rationale for Edacational Television in the Philippines. Quezon City: Ateneo de Manila University. 1969. (Mimeographed.)

Santos, Lourdes Y. The Public Service Aspect of Radio and Television in the Philippines. May 1, 1971. (Mimeographed.)

Schram, Wilbur. Communication Satellites for Education, Science and Culture. Paris: UNESCO. 1968.

Solidarity. Manila. January 1969.

Torre, Nestor. "TV Documentary, Where are You?" Graphic Magazine. Manila. November 1, 1967.

UNESCO Philippines. Manila. January, 1967.

Interviews with persons acquainted with Mitoji Nishimoto and his work.