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promoting peace through education

promoting peace through education. “Peace Education: a Pathway for the Culture of Peace ”. Peace as Global Language 2013 Nov. 17 th , at Rikkyou Univ. Naok Kakuta , ERIC. What “ fukushima ” have revealed ?-Episode.

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promoting peace through education

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  1. promoting peace through education “Peace Education: a Pathway for the Culture of Peace” Peace as Global Language 2013 Nov. 17th, at Rikkyou Univ. NaokKakuta, ERIC

  2. What “fukushima” have revealed?-Episode • A woman with her little children fled to her parents’ home in Kansai after the accident, but returned to Fukushima, because her turn of “GomiToban” is coming around. • Elders got information through their formal network of local JICHIKAI, top-down from the Government, but younger generations got theirs through Internet and other sources. Frictions between elders and young occurred, but communication was difficult, breaking the families apart. • House-wives and mothers were torn between care-taker of the elders and responsibility for the future generations.

  3. What “fukushima” have revealed? • Influenceof “KINSEI=early modern period=Edo Period” is still strong in rural area. • “YAKU=social role” was forced labor in middle age, but became something voluntarily performed with greater degree of intrinsic motivation, in Edo Era. • Being in a “YAKU” is regarded as favorable thing, such as men working outside and earning, women taking care of house-hold managements. • Personality developments in Japanese society is to fit into some “YAKU” somewhere. • Fukushima disaster revealed the strength of these “YAKU” roles to be followed even at the time of social turbulences.

  4. Social stability comes before individual • Although frictions are becoming bigger, such as role models of men and women, but still people act up to their roles, “KATAGAKI status” , attributions to one’s company or social status. They tend to act in the benefits of their affiliated organization rather than universal humanity or values.

  5. mille-feuilleof japanese value system • Personal level: “SEISHINRON” (mental effort overcomes everything) • Will power wins over everything. • Personal relationship level: “KANJIN-SHUGI(everything are between people.) • Attitudes and deeds are variant of TPO+relationship. • Society level: “JaapeneseGroupism” • Love and sense of security in homogeniousness. • Power distance in hierarchy

  6. mille-feuilleof educational values • Layers of cultures, by Tamotsu Aoki • Animism • Something Asian, influences from Buddhism and Confucius • Something Christian • Something Scientific! • Layers of values existing in school cultures • Something Asian, influences from Buddhism and Confucius • Something Scientific ans Western • Something global

  7. Dilemma of values for Esd at school • University first • Subjects for entrance exam first • Discipline first • SEMPAI-KOUHAI hierarchy disciple first • Commercialized sports, various competitions, and events fringing school life • First comes first ism at school • To be first is equaled with “development of individual=KOSEI WO NOBASU”.

  8. developing values for peace educators? • How can we? • What are the barriers? • Instead of Christianity, what works? • Education for society? Or for individual? • Most discussion is based on “immediate” social needs.

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