Daisaku Ikeda's Educational Philosophy in the Context of English Education Policy in Japan

Autor/in	Hatano, Kazuma
Titel	Daisaku Ikeda's Educational Philosophy in the Context of English Education Policy in Japan
Quelle	In: Critical Inquiry in Language Studies, 9 (2012) 1-2, S.118-131 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2012.648071
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education; Educational Philosophy; Foreign Countries; Educational Policy; Neoliberalism; Personality; Life Satisfaction; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Personalität; Lebensvollendung
Abstract	In this article, the author considers Daisaku Ikeda's (1928-) educational philosophy in the context of English education policies in Japan. The author begins by explicating Ikeda's concepts of wisdom versus knowledge and "society for education" (e.g., Ikeda, 2000; Sadovnichy & Ikeda, 2002). He then suggests consideration of these concepts, if not implementation, can improve English education policies in Japan, which he problematizes because of their neoliberal purpose and goal. The author concludes that Ikeda's philosophies provide a theoretical framework for using English education to cultivate students' personality, happiness, and wisdom, which is absent in the current policies. (Contains 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10