Actualizing hope and joy in K-12 curricula through Daisaku Ikeda’s human education

https://doi.org/10.35912/jshe.v2i1.745
Published: Nov 12, 2021

Abstract:

Purpose: Our study aims to create a framework grounded in Daisaku Ikeda’s philosophy of education for educators and researchers to implement and evaluate human education in the classroom.

Research Methodology: We first synthesized the eighteen chapters by scholars involved in Ikeda studies, published in the book entitled: Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context to discover the main themes in Ikeda’s human education. Based on these themes, we selected six children’s stories developed by Ikeda to design lessons. We then conducted surveys with ten K-12 teachers across disciplines and school districts to explore their perspectives toward humanity and their feedback on our lesson design.

Results: Our finding indicates that creating hope and joy in education is inseparable from human revolution, value creation, happiness, the greater self, global citizens, as well as life and death. In addition, the participant’s responses to the survey questions help educators and researchers understand what K-12 teachers look for in order to implement lessons on humanity more efficiently and effectively.

Limitations: By no means would we consider our lesson design exemplary or applicable in all different contexts. Instead, we consider these lessons a starting point to continue exploring a better way to teach humanity in school.

Contribution: Seeing examples of lesson plans on humanity and learning from K-12 teachers’ perspectives provide an aspect for educators and researchers to use, extend, or expand the present study to bring hope and joy to students in their local contexts.

Keywords:
1. Humanity
2. K-12 Curricula
3. Human education
4. Daisaku Ikeda
Authors:
1 . Nai-Cheng Kuo
Department of Teaching and Leading, Augusta University, Georgia
2 . Amy Wood
Department of Teaching and Leading, Augusta University, Georgia
3 . Kyra Williams
Department of Teaching and Leading, Augusta University, Georgia
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How to Cite
Kuo, N.-C., Wood, A. ., & Williams, K. (2021). Actualizing hope and joy in K-12 curricula through Daisaku Ikeda’s human education. Journal of Social, Humanity, and Education, 2(1), 19–34. https://doi.org/10.35912/jshe.v2i1.745
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Issue & Section
Vol. 2 No. 1 (2021): November
Articles
References

    Berry, T.R. (2021). Finding hope and joy in curriculum theory through critical race feminism. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 80-91). Teachers College Press.

    Bogen, M. (2021). Hope, joy, and the greater self at the Ikeda Center for Peace, Learning, and Dialogue. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 145-156). Teachers College Press.

    Bradford, M. R. (2018). Friends in the orchid room: An inquiry into value-creative dialogue (Unpublished doctoral dissertation). DePaul University, Chicago, IL.

    Bradford, M. R. (2021). Imparting hope and inspiring joy: Practicing value-creative dialogue in educational leadership. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 54-65). Teachers College Press.

    Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward design. Teaching Exceptional Children, 41(5), 6-14.

    Donahue-Keegan, D. (2021). Social-emotional learning and value-creating education: Synergistic possibilities of cultivating hope and joy in higher education. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 104-112). Teachers College Press.

    Garrison, J., Hickman, L. & Ikeda, D. (2014). Living as learning: John Dewey in the 21st century. Dialogue Path Press.

    Goulah, J. (2021). Introduction: Daisaku Ikeda, and hope and joy in education. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (xiii-xxxiv). Teachers College Press.

    Hall, C., Krueger-Henney, P., Kunimoto, N. M., & Zakharia, Z. (2021). “Hope is a decision”: Pedagogical acts toward the collective commitment to remake the world. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 21-33). Teachers College Press.

    Huckaby, M. F. (2021). A fundamental force at the edges of the formation of society. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 34-44). Teachers College Press.

    Ikeda, D. (2002). The wisdom of the Lotus Sutra (Volume IV). World Tribune Press.

    Ikeda, D. (2009). The flowering of the greater self: Message to the Ikeda Center on the occasion of the publication of Creating Waldens. Retrieved from http://www.ikedacenter.org/20th-anniversary/ikeda-messages

    Ikeda, D. (1997). Learning from the Gosho, happiness in this world. Living Buddhism, 1(12), 7-15.

    Ikeda, D. (2009). The flowering of the greater self. Retrieved from https://www.ikedacenter.org/20th-anniversary/ikeda-messages/2009

    Ikeda, D. (2010a). A New Humanism. I.B. Tauris.

    Ikeda, D. (2010b). Soka education: For the happiness of the individuals. Middleway Press.

    Ikeda, D. (2014). Value creation for global change: Building resilient and sustainable societies. Retrieved from https://www.daisakuikeda.org/assets/files/peaceproposal2014.pdf

    Ikeda, D. (2017). Hope is a decision. Middleway Press.

    Ikeda, D. (2018). Foreword. In P. Stearns (Ed.), Peacebuilding through dialogue: Education, human transformation, and conflict resolution (pp. vii-xi). George Mason University Press.

    Ikeda, D. (2021). Value creation in a time of crisis. 2021 peace proposal to the United Nations (Synopsis). Retrieved from https://www.daisakuikeda.org/sub/resources/works/props/2021-peace-proposal.html

    Ikeda, D. (n.d). On writing children’s stories. Retrieved from https://www.daisakuikeda.org/main/culture/essays-on-culture/kwong-wah-daily-malaysia-childrens-stories.html

    Inukai, N. & Okaura, M. (2021). Determining to be hopeful in hopeless times. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 10-20). Teachers College Press.

    Kuckartz, U. (2013). Three basic methods of qualitative text analysis. SAGE Publications.

    Kuo, N. C. (2020). Daisaku Ikeda’s philosophical dialogues on education. FIRE: Forum for International Research in Education, 6(2), 89-102.

    Lifshitz, A. (1997). The human, humanistic, humanist, and humanitarian in medicine. Gac Med Mex, 133(3), 237-243.

    Lupinacci, J. (2021). Value creation and the revitalization of dependency as a core goal of ecocritical education. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 157-167). Teachers College Press.

    Mattheis, A. (2021). Building a change-focused community with practitioners as a source of hope. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 45-53). Teachers College Press.

    Nunez, I. & Goulah, J. (2021). Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context. Teachers College Press.

    Patterson, A. (2021). Restoring hope for the humanities: Daisaku Ikeda, intercultural study, and college classroom experience. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 69-78). Teachers College Press.

    SGI Quarterly (2015). Life and death. Retrieved from https://www.sokaglobal.org/resources/study-materials/buddhist-concepts/life-and-death.html

    The Gosho Translation Committee (2006). The Writings of Nichiren Daishonin, Vol. 2, p. 759. Tokyo: Soka Gakkai.

    Wiggins, G., & McTighe, J. (1998). Understanding by design. Association for Supervision & Curriculum Development.

    World Tribune (2001, October 12). Fostering global citizens. p. 7.

  1. Berry, T.R. (2021). Finding hope and joy in curriculum theory through critical race feminism. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 80-91). Teachers College Press.
  2. Bogen, M. (2021). Hope, joy, and the greater self at the Ikeda Center for Peace, Learning, and Dialogue. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 145-156). Teachers College Press.
  3. Bradford, M. R. (2018). Friends in the orchid room: An inquiry into value-creative dialogue (Unpublished doctoral dissertation). DePaul University, Chicago, IL.
  4. Bradford, M. R. (2021). Imparting hope and inspiring joy: Practicing value-creative dialogue in educational leadership. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 54-65). Teachers College Press.
  5. Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward design. Teaching Exceptional Children, 41(5), 6-14.
  6. Donahue-Keegan, D. (2021). Social-emotional learning and value-creating education: Synergistic possibilities of cultivating hope and joy in higher education. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 104-112). Teachers College Press.
  7. Garrison, J., Hickman, L. & Ikeda, D. (2014). Living as learning: John Dewey in the 21st century. Dialogue Path Press.
  8. Goulah, J. (2021). Introduction: Daisaku Ikeda, and hope and joy in education. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (xiii-xxxiv). Teachers College Press.
  9. Hall, C., Krueger-Henney, P., Kunimoto, N. M., & Zakharia, Z. (2021). “Hope is a decision”: Pedagogical acts toward the collective commitment to remake the world. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 21-33). Teachers College Press.
  10. Huckaby, M. F. (2021). A fundamental force at the edges of the formation of society. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 34-44). Teachers College Press.
  11. Ikeda, D. (2002). The wisdom of the Lotus Sutra (Volume IV). World Tribune Press.
  12. Ikeda, D. (2009). The flowering of the greater self: Message to the Ikeda Center on the occasion of the publication of Creating Waldens. Retrieved from http://www.ikedacenter.org/20th-anniversary/ikeda-messages
  13. Ikeda, D. (1997). Learning from the Gosho, happiness in this world. Living Buddhism, 1(12), 7-15.
  14. Ikeda, D. (2009). The flowering of the greater self. Retrieved from https://www.ikedacenter.org/20th-anniversary/ikeda-messages/2009
  15. Ikeda, D. (2010a). A New Humanism. I.B. Tauris.
  16. Ikeda, D. (2010b). Soka education: For the happiness of the individuals. Middleway Press.
  17. Ikeda, D. (2014). Value creation for global change: Building resilient and sustainable societies. Retrieved from https://www.daisakuikeda.org/assets/files/peaceproposal2014.pdf
  18. Ikeda, D. (2017). Hope is a decision. Middleway Press.
  19. Ikeda, D. (2018). Foreword. In P. Stearns (Ed.), Peacebuilding through dialogue: Education, human transformation, and conflict resolution (pp. vii-xi). George Mason University Press.
  20. Ikeda, D. (2021). Value creation in a time of crisis. 2021 peace proposal to the United Nations (Synopsis). Retrieved from https://www.daisakuikeda.org/sub/resources/works/props/2021-peace-proposal.html
  21. Ikeda, D. (n.d). On writing children’s stories. Retrieved from https://www.daisakuikeda.org/main/culture/essays-on-culture/kwong-wah-daily-malaysia-childrens-stories.html
  22. Inukai, N. & Okaura, M. (2021). Determining to be hopeful in hopeless times. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 10-20). Teachers College Press.
  23. Kuckartz, U. (2013). Three basic methods of qualitative text analysis. SAGE Publications.
  24. Kuo, N. C. (2020). Daisaku Ikeda’s philosophical dialogues on education. FIRE: Forum for International Research in Education, 6(2), 89-102.
  25. Lifshitz, A. (1997). The human, humanistic, humanist, and humanitarian in medicine. Gac Med Mex, 133(3), 237-243.
  26. Lupinacci, J. (2021). Value creation and the revitalization of dependency as a core goal of ecocritical education. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 157-167). Teachers College Press.
  27. Mattheis, A. (2021). Building a change-focused community with practitioners as a source of hope. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 45-53). Teachers College Press.
  28. Nunez, I. & Goulah, J. (2021). Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context. Teachers College Press.
  29. Patterson, A. (2021). Restoring hope for the humanities: Daisaku Ikeda, intercultural study, and college classroom experience. In I. Nunez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context (pp. 69-78). Teachers College Press.
  30. SGI Quarterly (2015). Life and death. Retrieved from https://www.sokaglobal.org/resources/study-materials/buddhist-concepts/life-and-death.html
  31. The Gosho Translation Committee (2006). The Writings of Nichiren Daishonin, Vol. 2, p. 759. Tokyo: Soka Gakkai.
  32. Wiggins, G., & McTighe, J. (1998). Understanding by design. Association for Supervision & Curriculum Development.
  33. World Tribune (2001, October 12). Fostering global citizens. p. 7.