After presentation of my opinion of the definition of “Kyosei Studies”, how to realize “No More War Society”, trans-disciplinary approach to relate the works of Luria, Skinner, and even Freud through the recent progress of brain science, then, the“hypothesis of passive consciousness”and“voluntary behavior”were discussed

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The act which destroys the information network which connects the whole world is called a Cyber assault. The cyber assault to an information network may bring serious influence to people’s life, and cyber security has become one of the important issues on the security for each country. When a vulnerable network receives an attack and people’s computer systems receive a damage via a network, it causes that the influence attains to the social wide range. To such a cyber assault and a risk, this paper considers about those subjects whether kyosei networked society is built.

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National Institute for Educational Policy Research (NIER) implemented the project research “Research of Education for Sustainable Development (ESD) at School” from April in 2009 to March in 2012. This research was advanced to clarify what requirements make ESD unique, aiming to introduce ESD to schools in an easy-to-understand way and to let teachers develop ESD curricular and practice ESD. The research clarified the framework of ESD as follows; the six concepts of sustainable society-building and of ESD, the seven abilities and attitudes emphasized by the learning instructions for ESD, and three points to note to pursue learning instructions from ESD viewpoints at school. The six concepts, i.e. variety, interdependence, limitation, fairness, cooperation and responsibility, were used for the analysis of record of the participants’ impression on KODOMO Ramsar Activities, and identified four concepts, i.e. variety, interdependence, cooperation and responsibility, were well acquired from the activities, however, two concepts, i.e. limitation and fairness were not well acquired from the activities. Further, each ratio of the concepts of ‘interdependence’, ‘fairness’ and ‘cooperation’ is gradually increased in accordance with the educational stage and frequency of participation of the activities.

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Since 2010, the author has designed and implemented the workshop named “Life-History Mandala” for different type groups of people. The “Life-History Mandala-chart” was developed for describing a person’s history and finding his/her keywords for their lives. Form my previous studies, it is suggested that it is important to know other’s personal history to understand others. In this study, two different types of people (teachers (age range: 20-50s) and college-age students (sophomore and junior level) who attended the workshop were asked to answer reflective questionnaires. Their results were compared and analyzed to evaluate the meaning and value of the workshop for participants. Results showed that most participants of two groups valued to attend the workshop and, particularly the college student group showed a higher percentage of valuing to listening to others’ story than the teacher group. The results also showed that it is useful for most participants to use the Life-History Mandala-chart for describing their stories. However, it seemed difficult for some participants to find their keywords of their lives. The author discussed several possibilities of this workshop to apply for additional purposes in the future.

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In classroom,teachers often keep teaching even though their children cannot understand their lessons. The researcher considers this is a serious problem in school education. The same may be said, no doubt, of undergraduates. If teachers do not improve their lessons,the scholastic ability of children naturally decline. Therefore teachers have to understand children’s experiences, learning strategies, interests, and have to evaluate their activity. If children cannot understand the lesson, the teacher must improve their lesson. It is important that the teachers show the children aims, strategies, and goals. Also, they encourage the children to teach each other, so that they can gain confident. We called this process “school clinical”. This paper shows two case studies of school clinical. The first case is an activity to have children reflect their own learning. The second case is an outdoor activiy. The results imply significant influence on children’s development.

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SEISA Group’s educational philosophy is founded on “education through empathic understanding,” and our final goal is to create a KYOSEI society, a society in which all people can live together in harmony. “Empathic Understanding” is one of the most significant elements in communicating with each other, which is an important factor that affects our lives, yet the terminology is still not widely recognized. SEISA’s “education through empathic understanding,” originates from the experience I had with some eccentric children 40 years ago. “Education through emphatic understanding,” which is one of SEISA Group’s core philosophy, can also be described as the “mind and heart required by the students and the teachers to understand each other with empathy and to learn through interactions.” With the aim of further developing SEISA’s education, I examined our “education through empathic education” that we’ve been practicing for over 40 years, and found out the importance of providing emotional and environmental supports that work together in an effective way. These supports are completely different from the social support provided by the government, and their objectives are to revitalize the school environment and to get the students involved with their school life. In order to train teachers who could provide such desirable environment, I found out it is essential that the teachers always keep Seisa’s philosophy in their mind, cooperate with each other to resolve issues, and that they keep getting various types of appropriate training. “Education through empathic understanding,” which embodies SEISA’s philosophy, is the key for the materialization of a KYOSEI society.

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