Understanding a "Good Teacher" From a Soka Perspective

• In Event: 64.028 - Transational Cartographies of Place, Space, and Desire

Abstract

Ikeda/Soka studies in education is a growing field over the past decade, and the philosophies and practices of Japanese educators Tsunesaburo Makiguchi, Josei Toda, and Daisaku Ikeda can provide a new framework for rethinking the aim of education and what it means to be a “good teacher.” This qualitative single-site instrumental case study explored Soka University of America’s faculty’s perspective based Schwab’s four curriculum commonplaces. A well-read understanding of the primary literature in Japanese relative to the secondary literature, and the contextualization and consideration of both of these relative to the practices and perspectives of faculty (i.e., teachers) can help us derive a more articulate and comprehensive explanation of “good teacher,” thus shaping the curriculum for teacher education.

Author

• Nozomi Inukai, DePaul University