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The Meaning of Relationships for Student Agency in Soka Education: Exploring the Lived Experiences and Application of Daisaku I

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The Meaning of Relationships for Student Agency in Soka Education: Exploring the Lived Experiences and Application of Daisaku I View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by D-Scholarship@Pitt THE MEANING OF RELATIONSHIPS FOR STUDENT AGENCY IN SOKA EDUCATION: EXPLORING THE LIVED EXPERIENCES AND APPLICATION OF DAISAKU IKEDA’S VALUE-CREATING PHILOSOPHY THROUGH NARRATIVE INQUIRY by Julie Takako Nagashima Bachelor of Arts, Soka University of America, 2005 Masters of Arts, University of Pittsburgh, 2008 Submitted to the Graduate Faculty of The School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2016 UNIVERSITY OF PITTSBURGH School of Education This dissertation was presented by Julie Nagashima It was defended on December 5, 2016 and approved by Jason Goulah, Associate Professor, DePaul University Noreen Garman, Professor, Administrative and Policy Studies Clark Chilson, Associate Professor, Religious Studies Dissertation Advisor: Michael G. Gunzenhauser, Associate Professor, Administrative and Policy Studies ii Copyright © by Julie Nagashima 2016 iii THE MEANING OF RELATIONSHIPS FOR STUDENT AGENCY IN SOKA EDUCATION: EXPLORING THE LIVED EXPERIENCES AND APPLICATION OF DAISAKU IKEDA’S VALUE-CREATING PHILOSOPHY THROUGH NARRATIVE INQUIRY Julie Nagashima, PhD University of Pittsburgh, 2016 This dissertation examines a pedagogy called Soka education that was founded in early 20th century Japan. Specifically, this dissertation offers an empirical and conceptual study that examines the application of Soka education in present day. After examining the historical and political context of Soka education, I explicate on Ikeda’s (1928 - ) interpretations of Makiguchi’s (1871-1944) Soka pedagogy and formulate a conceptual framework based on Ikeda’s philosophy of education. This study uses narrative inquiry as method of research to examine the lived-experiences of four graduates who have attended Ikeda’s Soka schools and who have become teachers. The stories, represented in biographical narrative vignettes, focus on the graduates’ experiences when they were students at the Soka schools and their experiences as teachers. This dissertation theorizes from the narratives and shows how students developed an epistemological agency. Students graduated with a strong sense of self and commitment to contribute to society. The narratives also reveal that graduates experienced a prepared environment at the Soka schools that included upperclassmen and underclassmen bonding, iv strong peer relationships, mentor and disciple relationship, teachers’ encouragement and support, school mottos, after school activities, school songs embedded with a distinct Soka value, and reading the founder’s speeches and messages. This environment formed a safe space where students willingly participated in a culturally specific phenomenon including persevering under any circumstance and aiming to live a contributive life. The environment was permeated with an ethos, specifically Ikeda’s philosophy of education, that emphasized a culture of care that was passed down and instilled through relationships. The graduates’ current classroom experiences reveal a sharp contrast between what their students experience and what the graduates experienced at the Soka schools. This difference further motivated the graduates to pass on the ethos they embraced at the Soka schools. Although the graduates experienced Ikeda’s philosophy through various relationships at the school, they valued the one-to-one teacher and student relationship as the underlying factor by which they can instill this ethos to their students. After a thorough discussion of the findings identified from the autobiographical narrative vignettes, implications are offered for future research, theory, and educational practice. v TABLE OF CONTENTS ACKNOWLEDGEMENTS ...................................................................................................... XV 1.0 INTRODUCTION ........................................................................................................ 1 1.1 PROLOGUE ........................................................................................................ 1 1.2 INTRODUCTION TO THE STUDY................................................................. 3 1.3 RESEARCH PUZZLE ........................................................................................ 4 1.4 SIGNIFICANCE – PERSONAL, PRACTICAL, CONCEPTUAL, AND SOCIAL JUSTIFICATIONS .............................................................................................. 6 1.5 OUTLINE FOR DISSERTATION .................................................................... 8 2.0 INTRODUCTION TO SOKA EDUCATION ......................................................... 11 2.1 THE FOUNDING OF SOKA EDUCATION .................................................. 12 2.1.1 Makiguchi’s learner-centered view and conflict with the educational policies ......................................................................................................................... 14 2.1.2 Formation of Soka education – happiness as an act of creating value ..... 16 2.1.3 Formation of Soka education – Makiguchi’s teaching method ................. 19 2.1.4 Analysis of Makiguchi’s teaching method ................................................... 24 2.1.5 Makiguchi’s relational-theoretical perspective........................................... 25 2.1.6 Publication process and passing down of Makiguchi’s ideas .................... 26 2.2 DAISAKU IKEDA’S APPLICATION OF SOKA EDUCATION ................ 30 vi 2.2.1 Makiguchi’s philosophy in current context................................................. 32 2.2.2 Introduction to Ikeda’s human education concept ..................................... 34 2.3 CHAPTER CONCLUSION .............................................................................. 39 3.0 ANALYSIS OF IKEDA’S EDUCATIONAL PHILOSOPHY ............................... 42 3.1 IKEDA’S PHILOSOPHY OF LIFE ................................................................ 42 3.1.1 Dependent origination ................................................................................... 44 3.1.2 Creative coexistence and dignity of life ....................................................... 45 3.2 GLOBAL CITIZENSHIP ................................................................................. 47 3.3 HUMAN REVOLUTION ................................................................................. 50 3.3.1 Human revolution through engagement with others ................................. 55 3.4 MENTOR AND DISCIPLE RELATIONSHIP .............................................. 58 3.4.1 Fostering wisdom and knowledge ................................................................ 59 3.4.2 Mentor and disciple relationship.................................................................. 60 3.5 TEACHER AND STUDENT RELATIONSHIP ............................................ 65 3.5.1 Childhood memories of Hiyama-sensei ....................................................... 65 3.5.2 Examining teacher and student relationship through caring theory........ 69 3.5.3 Summary of Ikeda’s conceptual framework ............................................... 73 3.6 RESEARCH ON SOKA EDUCATION .......................................................... 74 3.6.1 Conceptual studies on Soka education......................................................... 74 3.6.2 Case study of a school informed by Soka education .................................. 76 3.6.3 Case study of students’ perceptions at Soka University of America ........ 79 3.7 CHAPTER CONCLUSION .............................................................................. 81 4.0 METHODOLOGY AND METHODS...................................................................... 83 vii 4.1 RELATIONAL EPISTEMOLOGY ................................................................. 83 4.1.1 Introduction to relational ways of knowing ................................................ 84 4.1.2 A qualified relativist perspective .................................................................. 86 4.1.3 Transactional theory ..................................................................................... 87 4.1.4 Caring reasoning............................................................................................ 87 4.1.5 Buddhist concepts of dependent co-origination and compassion .............. 88 4.2 NARRATIVE WAYS OF KNOWING AND NARRATIVE INQUIRY ...... 90 4.2.1 Teacher’s knowledge and their ways of knowing ....................................... 92 4.2.2 Narrative knowing and narrative inquiry ................................................... 95 4.2.3 How relational knowing informs method of research ................................ 99 4.3 DATA COLLECTION PROCESS ................................................................ 100 4.3.1 Sample........................................................................................................... 101 4.3.2 Participants .................................................................................................. 102 4.3.3 Setting ........................................................................................................... 102 4.3.4 Research intention and process .................................................................. 103 4.3.5 Ethical considerations – Relational cultivation......................................... 104 4.4 DESIGNING NARRATIVE REPRESENTATIONS: BIOGRAPHICAL NARRATIVE VIGNETTES...........................................................................................
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