Special Issue: Soka Approaches in EducationVol 9 No SI (2020)

Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) is aimed at those in the academic world who are dedicated to advancing the field of education through their research. JISE provides a range of articles that speak to the major issues in education across all content areas and disciplines. The Journal is peer edited through a blind review process that utilizes a national and international editorial board and peer reviewers. JISE aspires to advance research in the field of education through a collection of quality, relevant, and advanced interdisciplinary articles in the field of education.

From the Japanese word meaning "to create value," this book presents a fresh perspective on the question of the ultimate purpose of education. Mixing American pragmatism and the Buddhist philosophy of respect for all life, the goal of Soka education is the lifelong happiness of the learner. Rather than offering practical classroom techniques, this book speaks to the emotional heart of both the teacher and the student. With input from philosophers and activists from several cultures, it advances the conviction that the true purpose of education is to create a peaceful world and to develop the individual character of each student in order to achieve that goal. This revised edition contains four new chapters that further elaborate on how to unlock self-motivated learning and how to empower the learner to make a difference in their communities and the world.

This volume uses case studies and students' lived experiences to document the impacts of coronavirus (COVID-19) on international students and explore future challenges and opportunities for student mobility within higher education. Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students’ experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another. This timely volume will benefit researchers, academics, and educators with an interest in online teaching and e-learning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume.

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.

This book presents a broad discussion on sustainable development, rethinking and improving its effectiveness as a paradigm of today and tomorrow. Outstanding visionary thinkers and scientists offer their timely assessment on the future prospects of mankind: In what direction are we heading? How can the world become more just and equitable, and how can future development be sustained to adequately address economic, social, and – perhaps most important – environmental issues?

Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written by a leading P4C expert and provides an introduction to the relationship between P4C and the subject area, lesson stimuli and activities for extending and deepening students' thinking. The book includes: • guidance on how to embed P4C in curriculum subjects in a crowded and demanding secondary curriculum timetable • troubleshooting advice for the teacher-turned-facilitator • a companion website containing useful links, downloadable resources and material to display on your interactive whiteboard. Edited and collated by the UK's leading P4C organisation, this book introduces a rationale for using and adapting P4C in the secondary curriculum.