38 foreign experts serving as participants as well. (Please see Appendix 1 at the end of the book). Experts from fields like architecture, history, art, archeology, iconography, applied geology, vegetation, the natural environment, rural research, tropical forestry, and conservation science joined in (group organizations), and a global research team was ready that was able to conduct approaches via multiple angles. My philosophy of international cooperation is, “by the Cambodians, for the Cambodians.” The idea was that Cambodians themselves investigate and research the archaeological sites of their nation, as well as conserve and restore them, while the research team would support their efforts in doing so. I have been associated with the Cambodian people and have worked with them at the sites since 1961, and I am convinced they can fulfill the task. Although this might take some time, yet, if we were to train the Cambodians as conservation officers, then aside from special technical guidance the basic work of conservation and restoration on the ruins can be continued by them, even without the assistance of foreign experts. In 1989, the Royal University of Fine Arts in Phnom Penh (hereafter referred to as “RUFA”) reopened, and students of the faculties of Archeology and the Architecture returned. Yet, due to the massacre of intellectuals under the Pol Pot regime and the whereabouts of Cambodian professors and experts being unknown, specialized courses were not offered. Since there arrived a request from Professor Tuy Koeun, president of the RUFA at that time, we requested the Japanese professors and specialists who had come over to Cambodia as members of the study team to extend their residence for approximately a week, and we decided to conduct intensive lectures on specialized subjects at the RUFA. These intensive lectures served as a great stimulus for the Cambodian students. It seemed as though the free question and answer sessions provided them with a feeling for the outside world, since on each occasion the large classrooms were packed with around 300 to 500
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