Makiguchi published Jinsei Chirigaku (The Geography of Human Life) in October 1903. He had been encouraged by some respected scholars in Tokyo who agreed to look at his manuscript. The book was well received and became a standard reference in geography. However, the success of the book did not increase his social standing (since he had not graduated from a university, he was not accepted by high level scholars) or his financial resources. He worked a number of jobs in the publishing field but he continued to suffer hardship and deprivation.
Beginning in 1910, Makiguchi served as an elementary school teacher and principal in a number of schools in the Tokyo area. His research in the are of community studies led to the publication of Kyodoka Kenkyu (Research Studies in Folk Culture) in 1912). Makiguchi was considered an effective teacher and educator but his disregard for nearly sacred aspects of Japanese culture led to conflict with authorities, teachers and parents. Such conflicts eventually led to his being forced into retirement from active school work in 1929.
In 1928, Makiguchi was transferred to Niibori Primary School. This school was scheduled to be closed in the following year, thus the transfer amounted to a dismissal with a year’s notice. During this year, Makiguchi prepared his educational ideas and methods that he had developed during his years of teaching for publication. Ably assisted by Josei Toda, he published the first of four volumes of Soka Kyoikugaku Taikei (The System of Value-Creating Pedagogy) in 1930, The work Kachiron (The Philosophy of Value), a reissue of volume two edited and enlarged by Josei Toda. was published after Makiguchi’s death. An English translation was published by the Seikyo Press in 1964.
Makiguchi held that creation of value is part and parcel of of what it means to be a human being. He wrote, “The highest and ultimate object of life is happiness, and the goal of life is none but the attainment and creation of value, which is in itself happiness…. A happy life signifies nothing but the state of existence in which one can gain and create value in full.”
Friday, November 16, 2007
Tuesday, November 06, 2007
Makiguchi in Sapporo
Information about Makiguchi’s years of teaching in Sapporo is limited. He appears to have been popular with the student teachers he supervised because he was always easy to approach with questions and problems. Makiguchi thought that Japanese education was stifling and destroying the creative potential of children rather than releasing and developing that potential. His writings of this time show a sense of mission and personal responsibility to question the educational practices of his day.
Early in his teaching career Makiguchi became interested in geography. His concept of geography included the study of people and their relationship with the environment. He believed that it could be used as a means of organizing the elementary school curriculum. Accordingly, he spent his spare time for nearly ten years collecting material and working on a geography book for use by elementary school teachers.
The government wanted to produce teachers who would follow unquestioningly. Thus the students at Sapporo Normal School endured rigid discipline. A serious breakdown in discipline occurred in the spring of 1901. Makiguchi shouldered the blame for the student’s defiance and was asked to resign. Although he regretted the situation, Makiguchi was now free to move to Tokyo with his wife and children and with his precious manuscript.
Early in his teaching career Makiguchi became interested in geography. His concept of geography included the study of people and their relationship with the environment. He believed that it could be used as a means of organizing the elementary school curriculum. Accordingly, he spent his spare time for nearly ten years collecting material and working on a geography book for use by elementary school teachers.
The government wanted to produce teachers who would follow unquestioningly. Thus the students at Sapporo Normal School endured rigid discipline. A serious breakdown in discipline occurred in the spring of 1901. Makiguchi shouldered the blame for the student’s defiance and was asked to resign. Although he regretted the situation, Makiguchi was now free to move to Tokyo with his wife and children and with his precious manuscript.
Wednesday, October 31, 2007
Makiguchi's Politcal Environment
During the early years of the Meiji era, there was intense debate among Japanese leaders and intellectuals. One side wanted to build loyal subjects who could be depended upon to support government programs. The other side wanted to build citizens who could be depended upon to be independent and self-assured. The final answer was to build subjects. This decision became part of in the Constitution of 1889 and the Imperial Rescript on Education of 1890.
Makiguchi’s entire educational career was a protest against the production of subjects. Although he didn’t challenge government policy directly, he criticized Japanese teachers and educators for their tendency to accept popular educational ideas. But it wasn’t his educational philosophies and activities that led to his imprisonment. In the end, it was his religious convictions and refusal to accept the military government’s declaration of Shinto as the state religion that led to his arrest in 1943.
Makiguchi’s entire educational career was a protest against the production of subjects. Although he didn’t challenge government policy directly, he criticized Japanese teachers and educators for their tendency to accept popular educational ideas. But it wasn’t his educational philosophies and activities that led to his imprisonment. In the end, it was his religious convictions and refusal to accept the military government’s declaration of Shinto as the state religion that led to his arrest in 1943.