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Makiguchi Tsunesaburo (1871-1944) was a Japanese schoolteacher,
principal, educational philosopher, and Buddhist war resister. The
progenitor of the value-creating (soka) pedagogy that inspires
thousands of teachers worldwide and informs the network of 15 Soka
schools, universities, and a women's college across seven countries
in Asia and the Americas, Makiguchi has emerged as an important
figure in international education, curriculum studies, and
instructional practice. Few educators in the global academy,
however, know of Makiguchi's extensive and lifelong work in
language education. This edited volume, including a translation of
an early Makiguchi essay heretofore unavailable in English,
presents theoretical and empirical analyses of Makiguchi's
perspectives and practices relative to language, identity, and
education in historical and contemporary contexts. First published
as a special issue of Journal of Language, Identity and Education,
this volume includes a new preface and three new chapters.
Makiguchi Tsunesaburo in the Context of Language, Identity, and
Education advances the field of Makiguchi studies and is
indispensable for scholars and practitioners engaged in language
and literacy education, international perspectives in education,
and curriculum theorizing.
Daisaku Ikeda (b. 1928) is an international Buddhist leader,
peacebuilder, prolific author, and the founder of the secular Soka
kindergartens, elementary and secondary schools, women's college
and universities in seven countries across Asia and the Americas.
He has emerged as an important educational philosopher and
practitioner whose perspectives on dialogue, value-creation (soka),
global citizenship, and the deep inner transformation he calls
"human revolution" have informed the curriculum and instruction of
thousands of teachers not only at the Soka schools, but also at
numerous non-Soka schools and universities around the world. This
volume brings together, for the first time in English,
international scholars' empirical and theoretical analyses of
Ikeda's contributions to language and education in a global
context. This book was originally published as a special issue of
Critical Inquiry in Language Studies.
Daisaku Ikeda (b. 1928) is an international Buddhist leader,
peacebuilder, prolific author, and the founder of the secular Soka
kindergartens, elementary and secondary schools, women's college
and universities in seven countries across Asia and the Americas.
He has emerged as an important educational philosopher and
practitioner whose perspectives on dialogue, value-creation (soka),
global citizenship, and the deep inner transformation he calls
"human revolution" have informed the curriculum and instruction of
thousands of teachers not only at the Soka schools, but also at
numerous non-Soka schools and universities around the world. This
volume brings together, for the first time in English,
international scholars' empirical and theoretical analyses of
Ikeda's contributions to language and education in a global
context. This book was awarded the Critics Choice Book Award by the
American Educational Studies Association in 2015. This book was
originally published as a special issue of Critical Inquiry in
Language Studies.
This edited volume focuses on the life and work of Makiguchi
Tsunesaburo (1871-1944), a Japanese elementary schoolteacher,
principal, educational philosopher, author, activist, and Buddhist
war resister who has emerged as an important figure in
international education. Makiguchi is the progenitor of
value-creating (soka) pedagogy that informs practice in the Soka
schools network, which includes two universities (in Japan and the
U.S.), a women's college (Japan), two secondary schools (Japan),
three elementary schools (Brazil and Japan), and six Kindergartens
(Brazil, Hong Kong, Japan, Korea, Malaysia, and Singapore), as well
as one of Japan's largest correspondence education programs. In
addition, thousands of educators worldwide incorporate Makiguchi's
ideas in their own curriculum and instruction, and Brazil has
instituted the Makiguchi in Action Project, which has provided
literacy training and teacher development for nearly a million
people. This edited volume is the first in the Anglophone
literature to theoretically and empirically examine the nature and
global application of Makiguchi's influential educational ideas.
The book was originally published as a special issue of American
Educational Studies.
Students, parents, and educators at all levels are increasingly
frustrated, demoralized, burned out, and discontented with
education and schooling today. At no previous time has it been more
necessary to revitalize hope in the promise of education or to
reestablish joy in teaching and learning than the current moment.
In this timely and inspirational volume, authors from diverse
disciplines consider and affirm the many places across curriculum
and context where hope and joy are or can be strong and vibrant.
Drawing on the life-affirming ideals of renowned education
philosopher and school founder Daisaku Ikeda, Hope and Joy in
Education will reenergize educational research, theory, and
practice. Featuring contributions from such luminaries as Theodorea
Berry, Cynthia Dillard, Walter Gershon, Francyne Huckaby, Johnny
Lupinacci, and Anita Patterson, this book reminds readers that the
classroom is still a magical space, brimming with the brilliant and
creative energy of young people.Book Features: Illustrates the
power of Daisaku Ikeda's ideas to confront the challenging societal
contexts and conditions that schools and educators face day in and
day out. Shares narratives that employ critical and antiracist
lenses to examine the authors' own activist work with different
populations across multiple contexts. Considers Daisaku Ikeda's
contributions relative to established and emerging trends in
education, including the Deweyan tradition, ecojustice education,
critical race feminism, and others. Provides cross-cultural
examples and insights bolstering the current resurgence of
humanistic, qualitative aspects of teaching and learning. Shows how
the essential qualities of hope and joy fortify fields and themes
that have been squeezed out by political agendas and standardized
testing.
Makiguchi Tsunesaburo (1871-1944) was a Japanese schoolteacher,
principal, educational philosopher, and Buddhist war resister. The
progenitor of the value-creating (soka) pedagogy that inspires
thousands of teachers worldwide and informs the network of 15 Soka
schools, universities, and a women's college across seven countries
in Asia and the Americas, Makiguchi has emerged as an important
figure in international education, curriculum studies, and
instructional practice. Few educators in the global academy,
however, know of Makiguchi's extensive and lifelong work in
language education. This edited volume, including a translation of
an early Makiguchi essay heretofore unavailable in English,
presents theoretical and empirical analyses of Makiguchi's
perspectives and practices relative to language, identity, and
education in historical and contemporary contexts. First published
as a special issue of Journal of Language, Identity and Education,
this volume includes a new preface and three new chapters.
Makiguchi Tsunesaburo in the Context of Language, Identity, and
Education advances the field of Makiguchi studies and is
indispensable for scholars and practitioners engaged in language
and literacy education, international perspectives in education,
and curriculum theorizing.
In the burgeoning field of ecolinguistics, little attention has
been given to the ways in which English language teaching is and
has become implicated in global ecological crises. This book begins
a dialogue about the opportunities and responsibilities presented
to the TESOL field to re-orient professional practice in ways that
drive cultural change and engender alternate language practices and
metaphors. Covering a diverse range of topics, including
anthropogenic climate change, habitat loss, food insecurity and
mass migration, chapters argue that such crises require not only
technological innovation, but also cultural changes in how human
beings relate to each other and their environment. Arguing that it
is incumbent upon the field of English language teaching to reckon
with such cultural changes in how and what we teach, TESOL and
Sustainability addresses the ways in which discourses such as
eco-pedagogy, the critique of neo-liberalism, non-Western
philosophy and post-humanist thought can and must inform how and
what is taught in ESL and EFL classrooms.
Students, parents, and educators at all levels are increasingly
frustrated, demoralized, burned out, and discontented with
education and schooling today. At no previous time has it been more
necessary to revitalize hope in the promise of education or to
reestablish joy in teaching and learning than the current moment.
In this timely and inspirational volume, authors from diverse
disciplines consider and affirm the many places across curriculum
and context where hope and joy are or can be strong and vibrant.
Drawing on the life-affirming ideals of renowned education
philosopher and school founder Daisaku Ikeda, Hope and Joy in
Education will reenergize educational research, theory, and
practice. Featuring contributions from such luminaries as Theodorea
Berry, Cynthia Dillard, Walter Gershon, Francyne Huckaby, Johnny
Lupinacci, and Anita Patterson, this book reminds readers that the
classroom is still a magical space, brimming with the brilliant and
creative energy of young people.Book Features: Illustrates the
power of Daisaku Ikeda's ideas to confront the challenging societal
contexts and conditions that schools and educators face day in and
day out. Shares narratives that employ critical and antiracist
lenses to examine the authors' own activist work with different
populations across multiple contexts. Considers Daisaku Ikeda's
contributions relative to established and emerging trends in
education, including the Deweyan tradition, ecojustice education,
critical race feminism, and others. Provides cross-cultural
examples and insights bolstering the current resurgence of
humanistic, qualitative aspects of teaching and learning. Shows how
the essential qualities of hope and joy fortify fields and themes
that have been squeezed out by political agendas and standardized
testing.
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