Education for a New Global Civilization
Insights from Daisaku Ikeda’s Commemorative Annual Proposals
Abstract
Grounded in Daisaku Ikeda’s philosophy of ningen kyōiku, or human education, alongside his lifelong commitment to fostering a society serving the essential needs of education, this article interrogates his annual commemorative proposals in light of current European political and pedagogical trends. The aim is to elucidate Ikeda’s vision of a new global civilization, and clarify the role of education in achieving this vision. Ikeda’s distinctive approach is characterized by a focus on inner change as the catalyst for societal, gradualist, non-violent change. Throughout the four decades during which Ikeda submitted his proposals (1983-2022), Ikeda articulated a coherent framework geared towards supporting the development of a pluralistic and peaceful society, based on reverence for the inherent dignity of life, in which individuals can thrive and dialogic relationships are cultivated across linguistic, cultural, and national boundaries. Intertextual discourse unfolding through Ikeda’s proposals brings together pressing geopolitical and social issues, recent and ancient philosophical and literary stimuli, nuclear weapons and the environmental crisis, and introduces concepts from the Mahayana Buddhist tradition, often articulated as concrete educational proposals and practices. This article retraces key concepts and arguments as leads for a dialogic reflection on what scholars, researchers, and practitioners of education can do to bring society “from a culture of war characterized by conflict and confrontation, to a culture of peace based on cooperation and creative coexistence”. After examining Ikeda’s critique of modern civilization with specific attention to implications for education, the article presents open questions and interim conclusions, considered in terms of the different facets of curriculum. In light of the cogency, timeliness, and relevance of Ikeda’s proposals, the article invites further research and suggests to include Ikeda’s proposals in higher education curricula pertaining to pedagogy, political science, sociology, geography, history, and philosophy.
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References
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Goulah, J. (2012). Daisaku Ikeda and value-creative dialogue: A new current in interculturalism and educational philosophy. Educational Philosophy and Theory, 44(9): 997–1009.
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Goulah, J. (2013). Daisaku Ikeda, language, and education. Routledge.
Goulah, J. (2017). Value-creating education and the Dewey-Soka her-itage in the context of the Trump phenomenon. Soka Kyoiku (Soka Education), 10: 49–57.
Goulah, J. (2017b). Climate change and TESOL: Language, literacies, and the creation of eco-ethical consciousness. TESOL Quarterly, 51(1): 90–114.
Goulah, J. (2018). The presence and role of dialogue in Soka educa-tion. In P.N. Stearns (Ed.), Peacebuilding through dialogue. Educa-tion, human transformation, and conflict resolution. Fairfax, VA: George Mason University Press, pp. 55–70.
Goulah, J. (2019). Language education into the anthropocene: Possi-bilities and perspectives from Soka humanism at the posthumanist turn. Professing Education, 17(1-2): 6–16.
Goulah, J. (2020). Daisaku Ikeda and the Soka movement for global citizenship. Asia Pacific Journal of Education, 40(1): 35–48.
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Goulah, J., & Ito, T. (2012). Daisaku Ikeda’s curriculum of Soka edu-cation: Creating value through dialogue, global citizenship, and “Hu-man education” in the mentor-disciple relationship. Curriculum In-quiry, 42(1): 56–79.
Goulah, J., & Urbain, O. (2013). Daisaku Ikeda's philosophy of peace, education proposals, and Soka education: convergences and diver-gences in peace education. Journal of Peace Education, 10(3): 303–322.
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Published
2024-07-28
How to Cite
Pellizzato, G. (2024). Education for a New Global Civilization. Critical Hermeneutics, 8(1), 333-367. https://doi.org/10.13125/CH/6314
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Copyright (c) 2024 Giulia Pellizzato
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