Tsunesaburo Makiguchi: Introduction to the Man and His Ideas

2016 ◽  
pp. 15-32
Keyword(s):  
Tsunesaburo Makiguchi

From Buddha to Tagore and Gandhi: Value-Creating Curricula in India

2021 ◽  
Author(s):  
Namrata Sharma
Keyword(s):  
Value Creation ◽  
Indian Subcontinent ◽  
Integrated Approach ◽  
Well Being ◽  
Theoretical Frameworks ◽  
Rabindranath Tagore ◽  
Tsunesaburo Makiguchi ◽  
The Many ◽  
The Individual ◽  
The Buddha

It is common practice to use theoretical frameworks developed in the West for education worldwide, but important contributions come as well from non-Western education perspectives that shed light on the emergence of ideas within given regional diasporas. Value creation serves as a valuable lens through which to examine the ideas and relevance of three thinkers from the Indian subcontinent—the Buddha (6th or 5th century bce), Rabindranath Tagore (1861–1941), and Mahatma Gandhi (1869–1948). The term “value creation” encompasses a Japanese approach to curriculum (based on the work of Tsunesaburo Makiguchi, 1871–1944) that is founded on an interdependent view of life and aimed at developing learners’ capacity to enhance their own existence and contribute to the well-being of others. Using value creation as a lens to examine the contributions of the Buddha, Tagore, and Gandhi can allow for a discourse on the indigenous nature of their respective ideas that are rooted in Eastern philosophies based on similar interdependent worldviews. The emergence of alternative curricular in the Indian diaspora that are based on such interdependent worldviews, offer an integrated approach to education. A value-creating framework can be useful to examine the Indian educational scene and the many attempts that have been made for the individual learner to be the focus of education.

scholarly journals Exploring InTASC Standards and Principals from the Perspectives of Soka (Value-Creating) Education

2018 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Nai-Cheng Kuo ◽  
Loretta Aniezue
Keyword(s):  
United States ◽  
Teacher Education ◽  
Content Knowledge ◽  
Educational Philosophy ◽  
The United States ◽  
Education Standards ◽  
Learning Content ◽  
International Attention ◽  
Tsunesaburo Makiguchi ◽  
The U.S

Value-creating education, developed by Tsunesaburo Makiguchi (1871-1944), Josei Toda (1900-1958), and Daisaku Ikeda (1928-present), is a relatively new educational philosophy based on compassion and love for humanity. Originating in Japan, this philosophy has gradually gained international attention through scholarly research, particularly in the United States (Sherman, 2016). In this paper, we discuss how value-creating education can maximize the use of the U.S. national teacher education standards, InTASC, across four categories: the learner and learning, content knowledge, instructional practice, and professional responsibility. By using value-creating education, we hope to cultivate teachers whose role is not merely to deliver knowledge but to nurture the next generation who will uphold the dignity of each individual’s life.

The Role of Value Creating Education and Ubuntu Philosophy in Fostering Humanism in Africa

2020 ◽  
Vol 9 (SI) ◽  
pp. 56-68
Author(s):  
Masumi H. Odari
Keyword(s):  
Education System ◽  
Educational Philosophy ◽  
Well Being ◽  
African Philosophy ◽  
Global Citizens ◽  
Agents Of Change ◽  
Tsunesaburo Makiguchi ◽  
The Individual

Soka (value creating) education is a Japanese concept propounded by Tsunesaburo Makiguchi and further developed by Josei Toda and Daisaku Ikeda. This educational philosophy aims to foster individuals who can find meaning in their lives and contribute to the well-being of others to better society. Ubuntu, an African philosophy, espouses togetherness and collectivism. Like value creating education, Ubuntu promotes working for the good of all not solely the individual. Examining these two philosophies, this paper explored their role in promoting humanism. Focusing on the education system in Kenya, this paper investigated how the institutionalization of both philosophies can foster global citizens and realize a more humane Kenya. Furthermore, this paper illustrated the importance of educators as agents of change, aiding students to become global citizens who work towards building a more humanistic society. This paper concluded that integrating both value creating education and Ubuntu in the education system can serve as a tool to nurture individuals who will not only improve their quality of life but also contribute positively to promote a more just and prosperous world.    

Tsunesaburo Makiguchi: Teacher, Philosopher, Value Creator

1993 ◽  
Vol 5 (2) ◽  
pp. 101-105 ◽  
Author(s):  
Christopher Jaffe
Keyword(s):  
Tsunesaburo Makiguchi
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