Vygotsky meets the needs of social firms in Japan: Learning for autonomy

• In Event: A cross-context discussion about shadow education and non-traditional education

Proposal

Abstract

Social firms and educational institutions are not usually connected in our minds. Ordinary social firms are usually considered as organizations that provide opportunities to work for those who are disadvantaged in the existing labor market. However, certain social firms also involve collaborative informal learning, redefining individual identities, and opportunities for autonomy. The purpose of this research is to investigate how collaborative learning takes place at such social firms as well as the role of the social firms as educational institutions outside the formal education system in Japan.

Functionalists claim that role differentiation and social solidarity are the two primary requirements of social life, and the school system plays an essential role in cultural assimilation, political socialization, and modernization. For functionalists, schools are the essential transformation mechanism between childhood and adulthood in a modern, urban, industrial society, where their members perform different tasks. For instance, according to Feinberg and Soltis (1992), Selection, socialization, and training processes are needed to assure that all kinds of jobs get done. The idea is that the development of the educational system should be guided and be functionally related to the overall requirements of the workforce.

In the ideal functionally organized society, individuals with equal talent and motivation to work would be rewarded equally. This is the principle of equal opportunity in functionalist theory. However, equality of opportunity requires equality of educational opportunity. Advocates of the historical, intellectual, and cultural impediments argue that existing inequalities in a society cannot be explained by the functionalist theory because it ignores the diversity within the society. Every person needs a place to be, learn and acquire skills to live in the world. Social firms that function as educational institutions can provide disadvantaged people with opportunities for autonomy.

Vygotsky (1978) considered learning as a collaborative process. In his view, the level of potential development, or the “zone of proximal development,” is where learning takes place, which can only mature under the guidance of or in collaboration with others. In other words, knowledge is co-constructed, and it is a social phenomenon. Collaborative learning requires people to work as a team and aim for success as a group.

This research investigates a social firm in Japan in depth. The firm was chosen as a site of investigation because of its successful outcome and its roles as a business and an educational institution. This research used an ethnographic approach to obtain relevant data through observation and interviewing. The literature regarding this specific social firm was also reviewed so as to fully understand the philosophy behind the establishment and management of the firm. The data were analyzed based on the theory of social learning.

The findings indicate that the philosophy and guidance of the founder influence the activities of those who work and learn at the firm. Furthermore, the work involves collaborative learning, elevates both extrinsic and intrinsic motivations of the workers/learners, and activates group discussions; all of which are effective methods of learning. As a group, the ideal learning and working environment culminated in winning the gold medals at the Mountain Cheese Olympics twice.

This study focused on a small group of people who work at a social firm in Japan. However, it is possible that a larger sample or multiple case studies might produce more general results. In addition, other groups of people might find this sort of organization as a place to work and learn, redefine individual identities, and gain opportunities for autonomy.

Author

• Mie Shigemitsu, Osaka University of Economics