Two Philosophies of Education in Dialogue: Daisaku Ikeda and John Dewey

• In Event: 52.063 - The Dewey–Soka Heritage: Dialogue, Reconstruction, and Value-Creative Democracy as Justice

Abstract

Reviewing John Dewey’s pragmatic educational philosophy and Soka education as conceived and practiced by Daisaku Ikeda, the importance of context appears in various forms as a common thread running through their publications and practice. In both there is emphasis on the context of the learner's prior experiences; the context of environing institutions; the context of received cultural norms; the context of what we today would call ecological realities; the context of evolving pedagogical methods; the context of the learner's peers; and the context of geography and history.
In Dewey’s pragmatic pedagogy, for example, there is emphasis on the context of social life; the context of home and neighborhood; and the context of the child’s quotidian activities and those of his or her peers, to name but a few. Already in kindergarten and early primary work the child should be introduced to the various ways in which the fundamental agencies and tools of social life affect his consciousness. This includes the “geography” of home and neighborhood environment as that affects his or her life. It includes the “physics” of the tools and machines which affect his or her conduct.
In the Soka pedagogy of Ikeda, education that creates value is education that embraces all of the elements that I have so far discussed: prior experiences; environing institutions; received cultural norms; ecological realities; evolving pedagogical methods; the learner’s peers; and geography and history. At Soka University of America, for example, every student and faculty member participates in courses focusing on contexts: the context of what it means to be a human being; the context of the physical environment in which we live; the context of our cultural, built environment; and the context of global issues such as peace and educational opportunities.
In practice as well as theory, Ikeda has been an ardent proponent of context-driven service learning or work-study opportunities. This goes beyond occasional field trips and “edu-tourism” and involves ongoing activities that are designed to achieve tangible results. Work within the community, such as recycling, planting trees and flowers, and conservation activities, contributes to society and provides a sense of fulfillment.

AERA Template:
Objective: To present and discuss elements common to John Dewey's pragmatic pedagogy and the Soka pedagogy of Daisaku Ikeda

Perspective: Analysis by observer of both educational policies and practices

Methods: Examination of publications and practices of the two educational philosophies

Data Sources: Publications of Dewey and Ikeda, secondary sources, and empirical observations

Conclusion: The two pedagogies have important elements in common and offer robust tools for humanistic education for democratic life

Scholarly significance: Conclusion provides opportunity to open up further understanding of relative merits of two pedagogies originating on different continents and under different circumstances but sharing core humanistic values and commitments to the growth of democratic practice.

Author

• Larry A. Hickman, Southern Illinois University - Carbondale