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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.

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Presentation on theme: "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."— Presentation transcript:

1 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

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 “Gomi Toban” 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? Influence of “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-FEUILLE OF 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: “Jaapenese Groupism” Love and sense of security in homogeniousness. Power distance in hierarchy

6 MILLE-FEUILLE OF 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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