Kwabena Siaka and Michel Nader have graciously agreed to answer questions you may have about the education activities of BSGI.
Michel Nader is a Brazilian Soka educator and lives in Sao Paolo. He studied administration at university and has been working for 24 years in Information Technology, He has been with the Educational Center for 5 year as a voluntary collaborator. The Educational Center has 3 departments. Makiguchi in Action, Literacy for Youths and Adults, and the Department of Research and Development of the Education Sciences. His special area is to lead discussions and lectures on Daisaku Ikeda's peace proposals in schools. He most recently has been presenting the proposal "Education, the Fourth Power" for students and professors. He is seeking ways to support Ikeda's proposal.
Kwabena Siaka is an American Soka scholar whose focus is on designing and conducting research and evaluations of Soka education programs. Currently, he is completing my PhD in Education Policy and Administration at the University of Minnesota, Twin Cities campus. His focus is higher education reform but he is also interested in exploring the effectiveness of the Soka model in all educational settings. He visited the Makiguchi in Action Project, which operates in Sao Paolo, Brazil and will be going back in a few weeks. The Project is a wonderful success story of how to implement Makiguchi's ideas and concepts in real life educational situations. While there he also visited two Soka elementary schools (one public and one private) and the Adult Literacy program.
18 comments:
Hi guys,
I'm just excited about the idea of exching information on succesful experiences in the aplication of soka education.
Congratulations for taking the initiative of creating this meaningful channel.
Love,
Claudio - Brazil
HI Michel,
I just found out it was YOU one of the collaborators. I'm really glad about that.
Remember we exchanged some thoughts on soka education a while ago? I still have your e-mail saved on my archives and will read it through again
Sincerely,
Claudio Simoes - Mato Grosso Brazil
Greetings Claudio - we are happy to have you joining our discussion!
Sincerely,
C.
can you tell me more about the educational research you do?
Stephanie
Olá Claudio, lembro-me perfeitamente daquele momento em que trocamos várias idéias inclusive com a Magda da California. Como você pode perceber este primeiro tema é sobre o projeto Makiguti, sendo que o Kwabena, que escreveu este artigo, é um grande pesquisador do projeto, vindo de Minesota a São Paulo por algumas vezes. Por favor fique a vontade para fazer seus comentários e perguntas. Espero ter sua ajuda no idioma inglês. Que bom contar com sua participação!!! Um forte abraço,
Michel Nader
pode você dizer-me mais sobre a pesquisa educacional MIA ?
Stephanie
HI dear Soka educators!
this experience encourages me a lot. It's so important to apply our buddhism in society! For me it's really an example. thank you so much. Now my challenge is to do the same where I am.
Ariane, London
Ariane - we are so happy to hear from you! Thank you for your comment.
Constance
Regarding MIA and educational research, I was able to to talk with Kwabena offline and he explained that MIA researches current educational methods and theory and studies how to connect Soka education to modern education.
SEIN is planning to have a Teachers Database on our website, where we can put lesson plans and other material so that we can all help each other become better teachers.
One problem is translation so we are actively seeking people who are willing to be a bridge between cultures. Let Constance Haig know if you'd like to help -- on our Forums or on the database!
Welcome Klaudius and Ariane! It's wonderful to hear your voices! Mucho Obrigado! Thank you very much! Klaudius, where are you located in Brasil?
Kwabena - I am interested in pursuing my doctorate in Education - specifically my dream is to further the development of Soka elementary education in the US. How did you decide on/find your doctoral program?
Hello!
I'm just logging on for the first time and testing the blog.
By way of introduction...
-Susan Tan
-SGI member USA; Columbus, Ohio 30+ years.
-I'm an Art teacher; certified K-12
-I work at Columbus Public Schools
-2 schools; 11 years certified teacher; 11 years substitute
-I've been at FNCC every year since 2000 or 2001 (except '04) educators/culture dept conference
-'04 I received my Masters from Ohio State Univ. 1st online course for art educators!
-I am very grateful to Stephanie Tansey for all of her work in SGI with regards to Soka Ed and her consistent emails to me despite my busy schedule and difficulty in responding. This forum works so much for me and I want to find out more about international issues. Thanks, Steph!
-As of last week my world has been turned upside down with new methods of recycling art teachers in my district. The current situation in our district is(my opinion)to try and "shake the teacher-tree" and get rid of as many teachers as possible. (I'm currently at 2 schools)
-Surfice to say, when I called my union, she said: "The numbers are more important then the people." I honestly don't think she realized what she was saying, but this is my current world and the reason I want to know more about MIA; how the program works and how one starts it.
- My first challenge however, is to find a new "home" (set of schools or school) within the district to teach art for '07-'08.
- I am open to any and all responses and suggestions...and, of course, I'm chanting ;-)
Hugs,
Susan (Tan)
Hi Melanie,
Your dream of furthering Soka elementary school is admirable. Deciding on a particular program depends on a few things such available financial support, the quality of the program, mission of the educational college, faculty support in your area of interest, and your individual situation (e.g., willingness to relocate, determination, etc.) And most importantly your daimoku.
The first step I would think is to decide what your individual situation is. If you can't relocate, for example then you must select a school in your area. The next step would be to find a mentor. You do this by looking at the programs in the colleges you are interested in that offer the doctorate. Go to the website and read very carefully their webpage. What you are looking for is there mission statement and general philosophy. That will tell you a lot if they are humanisticly oriented or not. Look at the faculty bios and see if one fits your particular point of view. This is very important. Read some of their published articles to make sure.Faculty members generally support students that are interested in the same things they are. If you find one call them and set up an appointment to speak with them. It is better to have someone in the department who knows you personally and who supports your application. Education departments are basically divided into two areas Higher Education and k12 education or Educational Administration.
There is usually some essays to complete and the GRE to take. Take your time and do these with great care. They are critiquing your writing and your thinking processes. Have someone who is good at editing look them over carefully, hopefully someone who has written these kind of essays before. Here is where the person you connected with in the department will be very helpful.Aks them about the process and what is considered acceptable. The application is sent to the graduate school first and then to the department or program you are applying to. The department or prgram will probably be the one to decide. Your contact inside will be helpful here as well especially if they are senior faculty members. I could go on but time is limited. Feel free to contact me by phone if you like. My phone number is 651-366-7115. I 'll help in any way I can. K
Hi Susan,
I wrote a report on the Makiguchi Project for the SEIN Newsletter in the last issue I believe. Stephanie can send you a copy if you don't have it. In it I shared some observations of the MIA methods and its origins. Please read it and then we can talk more about specifics.
I can say that art is a big part of the MIA program. The arts department includes crafts, theatre and more. The "art" is used in a interdisciplinary way. Social as well as subject matter is trasferred through this medium. Collaboration and cooperation are two social skills that come to mind. Mostly discarded materials are used things you would find in the trash. Origami and other craft art are subjects for consideration. However the product is not the main outcome desired. Supplies are limited which require collabration and cooperation. Affirmations are freely distributed quietly and directly to each student/teacher.
The MIA project wisely works with a liason in the school they enter. This liason is someone who lives in the community of the school. This person probably has or did have a child that goes/went to the school.
The story of the founder of the MIa project Dirce Ivamoto is instructive. She started with just trying to convert her classroom into the kind of school she envisioned Mr. Makiguchi outlined in his book on Soka Education. Reading that book throughly and trying to apply some of the ideas would be a good start. I'm sure if yuo chant about it afterwards somehting creative would emerge within you that fits your particular situation. Susan, I hope this helps. If you have anymore questions feel free to ask away. K
just trying it
Hi everyone! Thanks for all your comments over the weeks. I've had trouble getting on up to now!
I've been a teacher of languages for 8 years and up to last year was a leading teacher in a middle school 9-13 yrs. I started attending Soka Education seminars at Taplow Court Buddhist Centre in UK and read Sensei's Soka Education, then did part of an MA in the Systemic Theory. Two great books are: Molnar and Lindquist "Changing Problem Behaviour In Schools" and Gregory Bateson "Steps to an Ecology of Mind". Bateson developed a theory of society based on the idea that everything is interdependant, so to change a situation you can change any aspect of it, which then changes the rest of course, like a fisherman's net when you tweak one part of it it all moves. His theory is more known in the US, but is used increasingly in Social Work here. It runs well with Buddhism as you can see.
I began applying this and the Soka ideas in my classes and have gradually become more confident and more skilled. In a school system where numbers are indeed more important than people, my lessons have become conflict free (largely) and the children themselves notice the difference and tell me their appreciation in the human way they feel they are treated. I was forced out of my job last year because of the noticeable changes in my classes, and when my average results were (as predicted in my report) two levels above the average I was accused of forging the results.
Since then I have had the good fortune to be employed as a substitute in my local school. Even going in as a sub, my classes are beginning to be noticeably more peaceful, positive and productive than expected. sometimes this is misread - the students are often fairly casual in class and we talk - a lot! However they settle well and do loads of work, feeding back to me in a very positive way.
At first I felt very upset at losing my job, and very self-questioning. Then I realised that Makiguchi himself was pushed out of his schools, and it is not a disgrace to have difficulties on behalf of the Lotus Sutra. Recently, I have dedicated my life to establishing soka education in Europe. When I did this, and wrote to Sensei, things started to really move. I have been invited to Africa and will visit schools there (Mali) and hopefully begin some links with them. I have started to get contacted by small schools of English and hope to teach EFL over the summer, and later in other countries, and recently met someone in my school who runs a "Forest School" nearby and who feels similar about how children are treated, although we haven't yet got talking about Soka.
I feel now that this is a faith activity, and by determining in our hearts to establish soka education, the best way for myself as an individual will become apparent. Meanwhile, I'm really benefiting from this period where I can hone my skills and widen my knowledge. So when difficulties arise in our personal lives because of this, it is the universe opening things up and changing things for us. Throughout this time I have had unwavering faith and a strong practise and haven't doubted for a moment that I am on the right track for my mission, though I can't for the life of me understand how I will achieve my ridiculously ambitious determination!
However in Buddhism no effort is wasted and every cause has an effect, so I really try to create value every day, and to be ready when the opportunity arises. Ultimately, every child has the right to humanistic education and we will definitely find our friends and allies in this endeavor. The SEIN forum is for me an important part of making these causes. I look forward to staying in touch and hearing of everyone's great victories in the years to come.
Jill, UK
Thank you Kwabena, for your comments.
I read the article in the SEIN newsletter. My daughter goes to an Arts H.S., which is very wonderful and amazing. The students at her H.S. are engaged, not only in the arts, but also in the academics.
However, what I find distressing, in our case, is the way teachers are undervalued and in my opinion, professionally abused by a system (or districts) that, as one individual here put it, “The administrators do not approach solutions for problems creatively, but mismanage funds and then make cuts in human resources; qualified teachers.”
President Ikeda said in his last speech video (paraphrased); “A society that disrespects teachers is in trouble.” This small, but important insight has become embedded into my mind. The only ones (perhaps a gross generalization) that really nurture the young are parents and teachers. But in the U.S., the teaching “industry” is now being “controlled by legislatures in a similar way that the health industry is being controlled by insurance companies. Neither one of these industries have the “human condition” as their main focus. Instead, financial “bottom-lines” become the focus of concern. Where this is important, in a non-profit organization (I include schools and governments in this category), the mission statement (i.e. Governments – Constitutions) should be where the “buck goes… or stops”; not the budget or bottom-lines before mission statements. Thus, good mission statements, good facilitators, and good teaching/parenting (human nurturing) become the order of priorities.
When greed/hunger overtakes a society, then there’s a disparity. Therefore, President Ikeda says, “We need to have an educable society.” A Common Mortal is one who is ignorant and a Buddha is a “common mortal who is aware”. This is where the MIA program is brilliant because our parents (“Moms”- mainly) are the “real educators”. As long as society looks at “Teachers” taking that position, then we become confused. Teachers provide opportunities and facilitate education; parents are the ones who are the primary educators, along with “The Village” or society.
Parents in the U.S. have been duped (my opinion) by the legislatures into thinking that teachers are the “culprits” to their children’s educational failures. Because of this, there is a schism and breakdown of trust between parents, the child’s teachers, and the public system. This kind of blatant disrespect is the poison in the schools today. I believe that it was brought about by a particular political agenda to bring confusion and disruption to U.S. public schools and cause disharmony between parents, teachers, and administrators of school districts. In addition, U.S. schools have become the “new market” for “educational vendors” to “fix” the problem. In 1999, there was "no problem" or if there were educational problems, they were “fixed” from within through callaborate efforts between districts, teachers, and parents. “Fixing the problem now” is to bring back this confidence to public schools, by revisiting creative leadership, and programs that implement harmony and respect to the two forces of education; parents and teachers. It also means that administrators need to have less intervention into the system from legislatures and address the needs of the clients (the students) themselves; “People centered” systems, not “Priest (authority) centered” systems. I found that when I read the MIA experience, that this was its mission and function and for this reason wanted to know more.
I still have specific questions, but will include them in a later writing; however, my deepest appreciation for addressing my first enquiry.
Hugs,
Susan
Dear Jill,
Your comments are greatly appreciated. I am in a district that is shuffling and disposing art teachers like bits of random unimportant papers. I was deeply encouraged by your enlarging yourself beyond your problem:
“I was forced out of my job last year because of the noticeable changes in my classes, and when my average results were (as predicted in my report) two levels above the average I was accused of forging the results.”
By focusing on:
“At first I felt very upset at losing my job, and very self-questioning. Then I realized that Makiguchi himself was pushed out of his schools, and it is not a disgrace to have difficulties on behalf of the Lotus Sutra. Recently, I have dedicated my life to establishing soka education in Europe. When I did this, and wrote to Sensei, things started to really move.”
I was wondering what to do next in my own situation, because I’ve been staff reduced from my present postition, and do not know how to move forward and show actual proof. Being “staff-reduced” means; I have a job in the district, but not the one I was anticipating. I was looking forward to applying at one of the schools where I am, but was told I was not allowed because of student population allocations (numbers). As a result, I really got discouraged because it means that I have to restart my program, “prove myself” again, and facing the possibility of getting a job that does not include the supportive staff and principal that I have now. This is aggravating especially for a teacher, not in the prime of life.
I see where I have to refresh my determination and am currently working on it, but your experience allows for me to feel less isolated, hopeful and recognize that Makiguchi also was not in the “prime of life” when they moved him around. I love Mr. Makiguchi!
Thank you again,
Susan
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