International Conference on Lifelong Learning 2011, 14-15 November at Kuala Lumpur, Malaysia

1. The Significance of Lifelong Learning in the Pursuit of Human Well-Being: Perspectives of Human Need Theory and Philosophy of Value CreationｂｙIsao TakagiSoka University, Japan International Conference on Lifelong Learning 2011, 14-15 November at Kuala Lumpur, Malaysia

2. Introduction • Lifelong learning in the age of Knowledge-based and ICT-driven global economy • Lifelong learning as a concept and a practice tends to be subordinate to the national economic policy and strategy. An economically effective lifelong learningpolicy is pursued • An “economic reductionist approach” to lifelong learning • Lifelong learning should be conceived and envisioned on the broader basis of human well-being and cultivation of global citizenship in learners. International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

3. Lifelong learning and Human well-being • Developmentas “the organized pursuit of Human well-being” • Human well-being: an achievement of participation in chosen form of life and human liberationon the basis of securing basic needs of physical health and autonomy • Lifelong learning and human well-being • An indispensable means for achievement of human well-being • A universal constituent of human well-being International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

4. A Theory of Human Need in Outline (Doyal & Gough 1991) PARTICIPATION LIBERATION UNIVERSAL GOAL Avoidance of serious harm： Minimally disabled social participation Critical participation in chosen form of life BASIC NEEDS： An ‘optimum’ level of Physical health Autonomy of agency Critical autonomy Adequate nutrition food and water Adequate protective housing A non-hazardous work environment A non-hazardous physical environment Appropriate health care Safe birth control and child-bearing Security in childhood Significant primary relationships Physical security Economic security Basic / Appropriate education INTERMEDIATE NEEDS： A ‘minopt’ level of Cross-cultural education SPECIFIC SATISFIRES SOCIETAL PRECONDITIONS: FOR NEED SATISFACTION Universal preconditions: Production Reproduction Cultural transmission Political authority • Preconditions for optimization: • Negative freedom: Civil/political rights • Positive freedom: rights of access to need satisfiers • Political participation International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

5. Autonomy and Life long learning • How to realize autonomy as well as physical health could be regarded as a most crucial task in order to realize human well-being. • Autonomy cannot be achieved without lifelong learning. • To be autonomous is to “have the ability to make informed choices about what should be done and how to go about doing it (Doyal and Gough 1991:53).” International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

6. The determinant variables of autonomy • The level of personal autonomy is determined by three key variables (Gough 2003: 10): • (1) cognitive and emotional capacity(mental health)which is a necessary pre-requisite for a person to initiate an action • (2) “level of self and cultural understanding” • (3) “a range of opportunities to undertake socially significant activities” or “some minimum freedom of agency.” • These variables decisive in the minimum level of autonomy are enhanced and sustained through lifelong learning International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

7. Critical Autonomy • A higher order level of autonomy • Critical autonomy(CA) entails the capacity to compare cultural rules, to reflect upon the rules of one’s own culture, to work with others to change them and, in extremis, to move to another culture if all else fails (Doyal and Gough 1992:187-8) • CA is very significant in the age of globalized society. • critical autonomy could be defined as “the possession of freedom of agency and political freedom (Gough 2003:10) • Such an “enlightened capacity” must be achieved through higher education and critical learning. International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

8. Dual role of learning in enhancing autonomy • A dual role of learning in enhancing autonomy (Doyal and Gough 1992:188): • (1) learning provides “the linguistic and practical skills and the appropriate knowledge to enable individuals to participate successfully within their culture,” • (2) Learning can begin “to release individuals from the confines of that culture and provide them with the conceptual wherewithal to evaluate it in the light of knowledge about the other cultural practices.” International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

9. Cross-cultural education and contradiction between the two concepts of autonomy • Cross-cultural education has an independent significance in securing critical autonomy. • a learner is expected, on one hand, to achieve internal autonomy to participate in her own community and, on the other hand, to get critical autonomy which enables her to evaluate the other different cultures and change her own culture, in which the conflict and contradiction will be potentially taken place between the two autonomies ( Doyal and Gough 1992: 89). • Nevertheless we must establish both internal and critical autonomy in learners and society. This is a very crucial mission of lifelong learning in the age of globalization. • We should deepen our understanding of required qualities of lifelong learners and explore the way how to contribute to achieve autonomous participation and liberation of learners in the globalized society. International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

10. Soka pedagogy and philosophy • Soka(creation of value) pedagogy and philosophy can contribute to this task while sharing an ethical and comprehensive approach on human well-being by Doyal and Gough. • Several strands of Soka education philosophy • (1) Buddhist philosophy based upon Nichiren Buddhism • (2) Soka pedagogy formulated by the first president of SokaGakkai, TsunesaburoMakiguchi(1871-1944) • (3) the beliefs, practices, and actions toward the creation of peace and a social and human revolution advocated by the second president of SokaGakkai, Josei Toda(1900-1958) • (4) the philosophy and thoughts of the founder of Soka University and the third president of SokaGakkai, Daisaku Ikeda(1928-), who has realized all of the aspirations of the first and second presidents, and has further developed the Soka philosophy and movement. International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

11. Philosophy of value creation • The founder of SokaGakkai, Makiguchi(1871-1944) • believed that the purpose of life is the creation of value • which enables the individual to attain happiness. • the purpose of education for Makiguchi must be • “the lifelong happiness of learners”. • Makiguchi further believed that • “true happiness is to be found in a life of value creation (Ikeda 1996).” • Value creation is “the capacity to find meaning, to enhance one’s own existence and to contribute to well-being of others, under any circumstance (Ikeda 1996).” • Ikeda (1996) notes that “Makiguchi looked beyond the limits of the nation-state to new horizons of human community, and had a vision of global citizenship, people capable of value-creation on a global scale.” International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

12. Qualities of a global citizen(by D. Ikeda) • Ikeda points out the essential elements of • “global citizenship”: • The wisdom to perceive the interconnectedness • of all life and living. • The courage not to fear or deny difference; but to respect and strive to understand people of different cultures and to grow from encounters with them. • The compassionto maintain an imaginative empathy that reaches beyond one’s immediate surroundings and extends to those suffering in distant places • In Buddhist teachings, a person who embodies these three qualities is called a bodhisattva. International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

13. Creative coexistence and a bodhisattva • Ikeda proposed creative coexistenceas a key concept on international society in the global age: • “While enmity, contradiction, and discord may seem to be an unavoidable aspect of relations between humans, our individuality and character will shine with a brighter beauty to the extent we persevere and transform these conflicts. It is through this process of forging our own character that the bonds between people can be restored and rejuvenated (Ikeda 2001).” International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

14. Experiences & Activities of Soka University, Japan • Established on April 2, 1971 • Student population: 8,500 • Teaching staffs: 400 • 6 faculties and 9 departments • Correspondence Course • : 3 faculties and 21,000 students International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

15. The Founding Principles • D. Ikeda, the founder, put forth the three founding principles: • “Be the highest seat of learning for humanistic education” • “Be the cradle of a new culture” • “Be the fortress for the peace of humankind.” International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

16. Lifelong learning and cross-cultural learning in Soka University • Soka University as a higher learning has been developing the program and curriculum of lifelong and cross-cultural learning. • correspondence education • summer seminar • non-degree student program. International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

17. Soka U International exchanges:128 University, 45 countries/territories Asia India:6 Nepal:2 Sri Lanka:1 China:31 HK:2 Macau:1 Taiwan:4 Korea:7 Thailand:2 Cambodia:1 Laos:1 Vietnam:1 Malaysia:4 Indonesia:3 Singapore:1 Philippines:6 Brunei:1 Mongolia:1 75 North America Canada:3 USA:10 13 Russia & Eastern Europe Russia:4 Bulgaria:1 Ukraine:1 6 Europe UK:3 Italy:2 Austria:1 Spain:1 Germany:1 France:1 Denmarl:1 10 Central & South America Argentina:3 Cuba:1 Brazil:2 Bolivia:1 Dominica:1 Mexico:2 Peru:1 Paraguay:1 12 SokaUniversity Middle East & Africa Egypt:2 Israel:1 Turkey:1 Ghana:1 Kenya:1 Senegal:1 South Africa:1 8 Oceania Australia:3 New Zealand:1 4 International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

18. Soka school system International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

19. International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia

20. International Conference on Lifelong Learning 2011, 14-15November at Kuala Lumpur, Malaysia