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Sustainable Development as New Contents of Cultivation and Educational Acts Reading Tsunesaburo Makiguchi’s “A Study of Hometown Studies as a School Subject that Integrates All Teaching”
Get PDFWhether in hopes or disgust, it may be said that the works of Tsunesaburo Makiguchi are subject to prejudice.
ESD (Education for Sustainable Development) is a topic of discussion in this essay. It is too optimistic to think that Makiguchi would have any useful suggestions for the practice of ESD. He lived in a time when even the word “Kogai (environmental pollution)” was not used in its present sense. It would be too irrational to look for concrete suggestions for ESD in his work.
Certainly, he was not a scholar in the academic circles of the universities in his day.Moreover, in the later years of his life, he devoted himself to the Lotus Sutra and to religious movements. It must be a mere disgust that his works should be dismissed as unscientific and unworthy of reference because they were written by a religious leader as well as a primary school teacher.
This essay follows the studies of those who have confronted Makiguchi Tsunesaburo, taking out as far as possible the prejudices in both the hopes and disgusts. My core motivation in following these previous studies is, in short, to read what is written carefully and therefore without preconceptions. The subtitle of this essay, “Reading”, intends reading in this sense.
The perspective of “reading” in this essay is ESD. It is therefore necessary to identify what is the point of the problem in ESD before entering into a reading of Makiguchi’s text. The content of the problem to be identified consists in the fact that the anticipation of unsustainability does not go beyond the anticipation to any extent. How should education be designed under the condition of mere anticipation? Modern educational theory has been confronted with this question and we can see that Makiguchi is also in this tradition. In this essay, therefore, the central question is how Makiguchi responds to the anticipation of unsustainability in his “A Study of Hometown Studies as a School Subject that Integrates All Teaching”.departmental bulletin pape
A Study on Land Ethics ―Ethics learned from Tsunesaburo Makiguchi’s “home-land”―
Get PDFAldo Leopold proposed the concept of “The land ethic simply enlarges the boundaries of the community to include soils, waters, plants, animals, or collectively: the Land. His claim denies the traditional anthropocentric view and insists on an ecologically centralized view. However, it is pointed out that there remains a dual conflict between land (environment) and self, and ecosystem and human beings. On the other hand, in the case of Tsunesaburo Makiguchi, human beings as macro cosmos, society as media cosmos, and the universe as macro cosmos are connected in multiple layers.
Makiguchi positioned the life system as “hometown”, where everything is mutually supportive and related , forming a living cosmos there is an individual in the whole and the whole in the individual. He is thought to have laid the grounds for ethics on which his existence is based.
For him, not only the region and the earth, but also the universe was its organic living community. Its ethics includes awareness and a sense of responsibility that it is with a multilayered cosmological life system including the existence of human beings. He sends us an important educational message that “land ethic” for a person grows with meaning to that “home-land” and constitutes the person’s identity.departmental bulletin pape
Peace education from the Fukushima nuclear accident and the current state of nuclear weapons development ― Radiation education practice for liberal arts students to deepen their understanding of the connection between nuclear power plants and nuclear weapons ―
Get PDFThis paper describes the practice of radiation education for students of the Correspondence Education Department “Introduction to Science”. There are many familiar ideas that can be put into practice at school about peace education. However, no idea came out to make children think about the significance of the Treaty on the Prohibition of Nuclear Weapons and Japan’s position. The reason can be considered as follows. Many students did not know until this lecture why Japan, a country that was bombed, could not ratify the treaty.
In addition, according to the summary of student descriptions, it was thought that the continuation of peace education and manifestations of emphathy for others through learning would lead to peaceful behavior. After the situation of the Treaty on the Prohibition of Nuclear Weapons came into effect, it should be taught correctly in science education at universities and high schools.departmental bulletin pape
Proverbs in Japanese ─ Substitution on “suru” and “yaru” ─
Get PDF本稿は代動詞の定義を再検討し，狭義の代動詞を「先行テクストの中にある動詞の代わりとして用いられる動詞」，広義の代動詞を「先行テクストの代わりとして用いられる動詞」とした。そして，「日本語日常会話コーパスCEJC」を用いて「する」と「やる」の代示性を調査した。その結果，両者の代示の範囲は動詞一語，句，節，文と幅広く，前文脈をそのまま代用する場合と前文脈を内容的にまとめたものを代用する場合とが見られた。また，指示語と一語化して用いられることがわかった。一方，両者の相違は指示語を伴う代示の多少（する＞やる）であり，それは各動詞の形式性，意味の希薄性による。また，代動詞の範囲は限定的であることもわかった。departmental bulletin pape
The Potential of Grassroots Approach in Peacemaking and Peacebuilding: Nonviolence and Peace Education in Intractable Conflicts
Get PDFThis research wants to offer an anthropological perspective of peacemaking and peacebuilding. Here will be evaluated the effectiveness of nonviolent movements in conflict transformation, and the success of peace education afterwards in dealing with its destructive heritage, the ‘intractability’.
The paper is going to analyze three intractable conflicts: the genocide of indigenous people during the civil war in Guatemala (1960 - 1996), ‘The Troubles’ in Northern Ireland (1968 - 1998) and the apartheid regime in South Africa (1948 - 1991). This study examines how Rigoberta Menchù, Mairead Corrigan & Betty Williams, and Desmond Tutu effectively lead their respective community in responding with nonviolent strategies to the oppressors.
Here it will be concluded that collective mobilization and nonviolence successfully transformed the conflict from intractable to tractable.
However, despite the formal end of the conflicts through peace agreements, the societies studied here have opened a new chapter, characterized by the need to deal with the collective negative emotional orientation and the ethos
of conflict. The research investigates the contribution of peace education in transforming society on a deeper and meaningful level.
Is grassroots nonviolence an impactful peacemaking strategy in conflicts radically resistant in finding a resolution? How does peace education deal with intractability and contribute to the peacebuilding process?
To answer, the research first analyzes the history and the complex socio-psychological dynamics that led to the eruption of the intractable conflict in Guatemala, Northern Ireland and South Africa. Second, will be confronted how the nonviolent grassroots action provoked a shift - from intractable, to tractable. Third, it will examine the creation of the collective negative emotional orientation and the ethos of conflict. Last, the research explains the effectiveness of peace education in dealing with intractability, taking as case study “Peace Jam”, an international organization.departmental bulletin pape
