No.2 As a “shaper” of society

(Published in the July 15, 2023 issue of Lifelong Learning Newsletter “Hiroba”)

As a “former” of society
Last May, the leaders of seven developed countries gathered for the G7 Hiroshima Summit. I was especially fascinated by the TV screen reporting on the face-to-face participation of Ukrainian President Zelenskiy, which attracted the attention of people around the world. Then, a Ukrainian woman living in Hiroshima was interviewed and made the following appeal. ``I want Ukraine to be as peaceful as Japan.'' At that moment, an incident I experienced ten years ago with my junior high school students came back to my mind.　
　

“Japan is a land of miracles.” These are the words I received directly from Yoichi Watanabe, a battlefield photographer and journalist, in July 2013. On that day, at Inagi Municipal Junior High School, where I was the principal at the time, we welcomed Mr. Watanabe to the gymnasium and held a lecture. On the day of the event, the venue was filled to capacity with all the students, parents, and local residents who participated, and we were all reminded of the heavy and serious reality of the world that Mr. Watanabe's slow and gentle speaking style informed us, and we all felt a sense of commitment to the earth. I was thinking about what is important as a living person. At the end of the lecture, one student asked Mr. Watanabe a question. "What do you think of Japan after seeing so many countries?" Mr. Watabe's answer to that question was, "Japan is a 'country of miracles.' It's a 'miracle' that we can live in such a safe and secure country. ."That's how it was. In the ``School Newsletter'' published a few days later, I expressed my impressions of the lecture and wrote, ``I hope that the students will connect the direct messages they received from Mr. Watanabe to their future lives.'' ” he concluded. 10 years later, we hear Mr. Watanabe's tearful appeal, ``I want Ukraine to be as peaceful as Japan.'' Looking back, I wondered what Japanese people would think about the unchanging world situation now that they are adults.
　

Throughout the year, the junior high school in question has been learning about the actual conditions in developing countries around the world through facility tours and research, as well as deepening consideration of environmental issues and human rights issues. These activities are part of the ESD (Education for Sustainable Development) initiative promoted by Inagi City. In this way, all municipal elementary and junior high schools in Inagi City have been promoting ESD with the guidance and support of local people and external experts. Since the adoption of the ``Development Goals (SDGs),'' we have been working on the idea of ​​``implementing ESD from the perspective of aiming to achieve the SDGs.'' Given this background, I have always said, ``I hope that the elementary and junior high school students who worked on ESD in Inagi City will go on to participate in the world and society as adults who will contribute to the achievement of the SDGs.'' I was thinking about it and came up with the same thoughts as mentioned above.
　

On a different note, a few years ago I entered graduate school and completed my master's degree after two years of research. Recently, I gathered in Kobe with my former classmates and met with my former teacher for the first time in a while, a specially appointed professor at the Hyogo University of Education Graduate School. Day ( fire ) Watari ( I ) circle ( Madoka ) I received a lecture from the teacher. During the fulfilling learning time where I received a wide range of deep lessons, I was particularly impressed by the words, ``What we teach children at school can be broadly divided into two things: knowledge and values.'' The teacher's point stayed with me. For example, if ``knowing about various situations and issues in the world'' is ``acquiring knowledge,'' then based on this, we should ask ourselves ``What should society and the world be like?'' and ``What should we do ourselves?'' What forms the basis of ideas about ``values'' can be called ``values''. In addition, the 17 "goals" and 169 "targets" of the SDGs, such as "eradicate poverty" and "zero hunger," are set based on the common philosophy of "leaving no one behind." I think this is one of the best learning materials for developing children's sense of values. We believe that in order to foster these values, it is necessary for all adults involved with children, not just schools, to have a common understanding and to cooperate and collaborate.
　

Summer vacation is coming soon. We hope that during the time children spend in their local communities and at home, they will explore the world and society together with adults, consider what they can and should do, and put this into practice.
　

Furthermore, Article 1 of the Fundamental Law on Education stipulates that the purpose of education is to develop people who are healthy in mind and body, with the aim of perfecting their character and possessing the qualities necessary to form a peaceful and democratic nation and society. This must be done in due course." I always keep in mind the phrase "as a formator" in this article. The mission of education is to develop the ``shapers'' of society. In addition, we as adults must continue to learn to become "formers of a peaceful society" as we think about the various harsh situations that exist today, such as ongoing fighting, poverty, environmental issues, economic instability due to the coronavirus pandemic, and the occurrence of severe disasters. I am once again deeply aware of the need for this.
　
Postscript: This manuscript was written on June 9, 2020, but I received the news yesterday that Mr. En Hiwato passed away on June 8.
　
Makiko Sugimoto, Superintendent of Inagi City Board of Education