Humanistic education for the world - Soka Education
Although many people consider themselves to be Soka Educators, there’s no qualification or obvious signifier which identifies an individual pedagogue as a Soka Educator. “Soka” means value creation, and the basic humanistic principle of Soka Education is that human beings always and necessarily have the potential to create value, and that fulfilling our potential to create value in our own way is what makes us happy. The difference in the Soka educator is that we believe in the intrinsic capacity of each child to be themselves better than anyone, and we respect them for who they are in themselves.
The idea of value-creating education was first formed by the Japanese educator Tsunesaburo Makiguchi (1871-1944) as a response to the trend in education at the time to train the children to be war-machines for the fatherland. Makiguchi had already written a (later) influential book “The Geography of Human Life”, showing the need for critical thinking and creativity to enable the individual to fully contribute to a free society. He had been strongly influenced by the American educator John Dewey whom he had seen speak in Tokyo, but the expansion of thought in Japan was seriously arrested by the increasing militarism which came to engulf all society and led to the terrible experience of war in China, and then the World War which culminated in the disaster of Hiroshima and Nagasaki. By this time Makiguchi had died in prison, where he had been taken for refusing to compromise on his pacifist beliefs, by now strengthened by his practice of Nichiren Buddhism.
His beliefs were continued by Josei Toda, also a teacher who had worked for many years alongside with Mr Makiguchi, had become a Buddhist with him, considered him to be his master in faith, and had gone to prison for also standing up against Japanese militarization of religion. Josie Toda went on after the war to reform the lay Buddhist organisation Soka Gakkai, extending its reach beyond only educational philosophy into all walks of life, and helping many people struggling to recover their lives in the devastation of post-war Japan. It was the current President of Soka Gakkai International, Daisaku ikeda, who has established the Soka Universities and encouraged the activities of educators within the Soka Gakkai.
So Soka education is broadly based on the Buddhist belief in the intrinsic value of and respect for all life and for each individual, and the Soka teacher bases his pedagogy on his Buddhist practice, challenging issues which arise by referring back to our Buddhist faith. There is no strict code of practise for the Soka educator, as the style of teaching will depend on the situation faced within the educational environment. The main thing is the unique importance of each individual child, and the refusal to make use of the child’s individuality for an external purpose, such as grades or the needs of employers. Each child is valuable in his or her own right.
Of course the Soka environment is notably happy and relaxed and the children have confidence and highly developed questioning and communication skills. The reputation of the highest achievers in the Soka Universities is beginning to serve as a testimonial to the success of this educational practice. However Soka educators are to be found all around the world, in the Makiguchi Project in Action in Sao Paulo, Brazil*, as well as in Malaysian kindergartens, applying effective solutions to areas with grave social and economic problems.
I first came across Makiguchi when I was training to be a teacher, and studied him in more depth as part of post-graduate research on classroom behaviour. The Soka method has comparisons in the systemic theory of education which is also having dramatic effects in problem classroom areas, and which is gaining respect in many circles at this time. Gregory Bateson (1904 -1980), who started the whole systemic theory, drew on the Buddhist ideas prevalent in Hawaii when he lived there. (G. Bateson “Steps to an Ecology of Mind” New York Chandler 1972; Molnar and Linquist, “Changing Problem Behaviour in Schools” Jossey Bass 1989). By applying his basic principles in the classroom, I was able to solve the problems of motivation, self-esteem and disruptive behaviour exhibited by my classes and lead them to begin to enjoy learning and start to think more as “global citizens”. but the reason I originally liked Makiguchi came when I read that when the poor children arrived from the frosty streets in the morning, Makiguchi had lit the stove and prepared hot soup for his pupils to eat as they dried their socks on the stove. The Soka Educator is first and foremost a caring human being and a fine example to his students.
Since 2005, Soka Educators worldwide have expressed their views and shared their findings on the international forum confernces which you can find through the link below or contact Stephanie at tansey@usa.net at the website http://www.soka.ed.jp/kyoiku/k0004.html or see the latest newsletter below.
Note 1. **Some background (Thank you to Kwabena Siaka from Earth Charter Communities Education Forum) I
‘The MIA effort in Brazil is widely supported by the communities they are involved in. Not because of any directed attempt by the members to spread the word, so to speak, but by the participants and administrators of the schools in which they have or are working with. Schools contact them to ask for the MIA project to come to their schools. This process happens almost exclusively through word of mouth. The MIA program was also helped by a timely government initiative to help develop a more humanistic mode of teaching. It was felt by the new government that the traditional way of teaching was too narrow and that teachers should be reoriented to teach to the whole child. Therefore the government has initiated a requirement for teacher professional development of 2 hours a month, with pay. Furthermore, parents, who were excluded from the process, to a large extent before ( by the educational system) were not seen as a part of the solution. The relationship between teachers and parents could be characterized as quite hostile. This is not the case in MIA schools, today. Parents in the MIA program are welcomed and in fact, are given the same treatment, when possible, as the teachers. Parents involvement is seen as crucial to the long term impact and sustainability of the program. Family involvement (an important community factor) is a key element in Makiguchi’s paradigm.
‘Classroom methods and process
The MIA approach is very subtle and very respectful. And at the same time very direct. During an art class session, for example, teachers are given an art project to work on individually. In one of the classes I visited, the project was to make a drawing, which they had to cut afterwards into a shape. Three to four assistance circulated around the class, encouraging and praising the participants (teachers) at various stages in the process. Parents were also welcomed to join the activity. Throughout the session (treatment) the lead moderator would quote something from the Buddhist perspective on life or teaching. There was no big lecture on teaching or anything of that sort. In fact, I was wondering when that would come. Instead, from time to time, the lead moderator would say something like this, “Every person is precious, each of us has a mission that only we can fulfill.” The content of these messages and the philosophical influences came from a variety of thinking such as Friere, Dewey, Jung, Ikeda, Toda, and Nichiren. The materials that the participants had at their disposal were kept to a minimum to encourage cooperation. The notion of interdependence was introduced in this way and a simple quote or comment was made to reinforce this point. No pressure or dictates were applied or given to the participants.
‘Community involvement of non members
The interaction with the schools and the community is essentially a dialogical process. What I mean by this is that a process of negotiations (dialogue) begins as soon as a school contacts the program. The MIA have found that it is better to have a liaison situated within the school context. This key person helps facilitate the introduction of the program into the school “community”. Which includes the family as well. This person can advise the program on local concerns and customs. That is not to say that there is no resistance to the change. One of the common questions is “are you trying to covert us to Buddhism.” This question is dealt with head on by introducing the organization of SGI and its principles, goals and activities through a short 15 minute video followed by a question and answer session with the school community. This kind of dialogue continues throughout the project, which is conducted in four phases over a two year period, each phase lasts six months.’
Note 2
SOKA EDUCATORS INTERNATIONAL NETWORK
Volume V, Issue 3
Seeking to Build a Community of Life through Humanistic Education
SGI-USA 2007 Culture Department Conference:
Together with our
Reflections by Stephanie Tansey
The members of the SGI-USA Culture Department gathered together with other members of the Culture Department
We understood again how vital it is to produce and become promising, capable and compassionate people equipped with faith and intellect for the development of our country, and towards the development of Buddhist humanism. The Culture Department can help us to help one another become courageous and wise people brimming with hope based on Nichiren Buddhism.
We also recognized that we all need to study Buddhism more deeply and seriously than ever before and to become profoundly capable in our respective professions, so that we can become leaders in our fields. Masao Yokota, former director of the Culture Department and now president of the
We have to become self-reliant and independent but at the same time connected in the depths of our lives. Mr. Yokota gave an example in biomimicry and showed how we can learn from nature. Scientists poured specially treated water on the bark of a tree that was robust and they discovered the water many trees away in a tree that needed it. In this way we can see the lifestate of bodhisattva that all life possesses he said. Humans are a very young and aggressive species but we will learn to be like this. We have many ethnic groups, cultures, ideas, but we are all common mortals and possess the lifestate of bodhisattva and so can develop a harmony among all the different groups. This harmony is the foundation of the just, sustainable and peaceful global civilization we are creating.
We do not have to travel to be a great global citizen. We can have the same influence if we develop awareness in our local community that such a future is possible in this deep and anxious time. It is essential to have the courage to appreciate our differences and engage in open dialogue with an open mind.
There is no need to manipulate dialogue, because then it is not dialogue. Creating the relationship that enables the other person to want to practice by his/her own initiative is real shakubuku and real dialogue. With you as the good friend, this person will learn to practice and study independently, discover his/her mission through the development of faith, and support and benefit from the spread of Buddhist humanism. In this way shakubuku can continue to be a joyful activity and deeply rewarding for everyone. It becomes as natural as waves in the ocean and you will naturally create the meaningful and right words to share with others.
Mr.Yokota went on to explain that Sakyamuni never gave monthly lectures or sermons. No one sent out calendars about lecture dates! People were attracted to him because of the power of his enlightened compassion. He taught one to one and life-to-life. Let’s go back to the life of a Buddha. People are attracted to those who really practice.
A healthy mentor disciple connection is only possible if the disciple is inspired to choose the mentor Mr. Yokota stressed. Nikko Shonin chose the Daishonin. Josei Toda chose Mr. Makiguchi. Daisaku Ikeda chose Mr. Toda. This is a deeply motivated and inspired act of choosing. All of us can develop this deep motivation and inspiration through a natural and correct practice. Then we can be the example for others as well.
Mr. Yokota especially admires President Ikeda’s “go for broke” spirit – the spirit that “I am 32 years old” spirit. Never giving up. Never staying back. After one success he start the plans for the next. The foundation of faith lies in seeing the cause and effect in our lives. The cause comes from your voice, from your encouraging voice. From the deeper awareness of the value of cause in your intent. It is important that you create depth-of-life causes so you enjoy the right and powerful effects. This is how to become capable and a leader in your field.
In this way Buddhist humanism will gradually develop, through our own skill at dialogue and the development of our personal integrity as a human being.
The SOKA EDUCATORS INTERNATIONAL NETWORK is a volunteer project created to inspire educators who are implementing Soka Education in different ways. The Newsletter’s new goal is to create a robust network of Soka educators to support the growing development of humanistic education. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at tansey@usa.net.
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Tags: Art, Book, Buddhism, Classroom, Creative Writing, Family, Friend, Host, Humanism, Humanist, Leader, Mail, Network, News, Ocean, Peace, Philosophy, Practice, Rain, Sea, SGI, Soka, Sun, Theory, Travel, War, Work, Written
