No.4 Thoughts on "Dialogue"

(Lifelong Learning Newsletter 'Hiroba' January 15 Issue)

Thoughts on "Dialogue"

On November 22, 2023, a research presentation was held at Inagi Dai 4 Elementary School as a research encouragement school of the Inagi City Board of Education. Our school has been engaged in research aimed at realizing "classes that deepen thinking through dialogue" with the research theme of "cultivating children who can have and express their own thoughts" over the two years since Fiscal Year 2022. Many people visited the research presentation, just like before the COVID-19 pandemic, to see the results of this research.

On that day, there was first a public lesson by all classes, where various language activities were conducted, including interview activities among students, group activities using cards for word classification, and group storytelling creation activities. There were also moments where "one tablet per person" was utilized, allowing individuals to instantly share and evaluate their thoughts with the whole group. The children engaged in dialogue with others, refining their thoughts through language manipulation, empathizing with others' language expressions, deepening their understanding from others' perspectives, and carefully conveying their own ideas. From observing the children, I was reminded of the significance of "dialogue" and the power it holds. I was particularly impressed by the children’s attitude of trying to communicate clearly to others based on evidence.

Following the open class, there was a research report from the school faculty and staff in the gymnasium, discussing the process that led to such outcomes. It was reported that they have been working on "visualizing dialogue using whiteboards and ICT" and "emphasizing the importance of clarifying evidence and examining validity." While listening to these reports, I reflected on how the children at our school engage in dialogue in a way that is easy for the audience to understand, and I realized that this practice process underlies their efforts. I also thought about the creativity and dedication of our school faculty and staff. I believe this research is very valuable in terms of nurturing children who will thrive in an era where collaboration with diverse others is increasingly necessary. At the same time, memories of my own experiences from a few years ago came back to me.

In the summer of 2019, I participated in fieldwork for an educational facility inspection in the United States, based in Nashville, Tennessee. I exchanged information and held discussions with education professionals, and visited kindergartens, elementary schools, and teacher training facilities. On the first day, during the meeting, our group was given the task of introducing ourselves and sharing what we particularly wanted to learn. I confidently stated, "I want to know about ESD in America." However, I was asked, "ESD? What is that?" I awkwardly explained, "Um... it's Education for Sustainable Development, which is... to cultivate the creators of a sustainable society..." After everyone introduced themselves, the professor leading our delegation advised us, "This is not Japan. Educational terms that are valid in Japan may be understood differently abroad. Especially regarding the educational issues you want to convey, you must communicate the 'concept' clearly." From that day onward, during my week in the United States, I repeatedly reminded myself, "I must articulate the 'concept.'" I made an effort to verbalize the fundamental meanings, significance, and underlying ideas of the terms I used, especially in education. Not everything went smoothly, but from this experience, I learned that by articulating 'concepts' with evidence, background, and definitions, I could stand on the same field as diverse people in dialogue. In the era of 'globalization,' the ability to engage in meaningful dialogue with diverse individuals is an essential quality. To achieve this, it is important to have the power to convey the essence of things in a clear and precise manner. I would like to express my gratitude once again for the initiatives taken by Inagi Dai 4 Elementary School, which challenge us to enhance such qualities.

Not only at our school, but also at various schools in the city, we have been continuously working on enhancing "language activities" for the past ten years. You can see words that evoke the seasons displayed throughout the campus, and in classes, there are many scenes where students actively express their own thoughts. Moving forward, I hope that each school will continue to devise ways to improve language skills and enrich various opportunities for dialogue. With this wish in mind, I also intend to increase opportunities for the children of Inagi to meet a more diverse range of people as we approach the 6th year of Reiwa. This includes exchanges with local community members who have traditionally supported us, interactions with children, students, and adults from our Sister Friendship Cities, guidance from external specialists, collaborative learning among students from other schools in the city, and communication activities with foreigners such as international students and ALTs. I hope that by engaging in dialogue with a more diverse range of people, the children of Inagi will enhance their ability to express their thoughts appropriately while considering others.

Director of Inagi City Board of Education, Makiko Sugimoto