Preventing Conflicts--Exploring the Alternatives
January 2000
Banner photo: ©Yasuharu Kitamura/amana images
Implementing Value-Creating Education in Brazil
A gardening class at Caetano de Campos School
Brazil SGI (BSGI) is contributing in several ways to a 10-year education reform plan initiated in 1995 by the government of the state of Sao Paulo--a plan that aims "to bring education to all." One of these ways is BSGI's Makiguchi Education Project. The project is based on the principles of Soka kyoikugaku taikei (The System of Value-Creating Pedagogy), a work published in 1930 by Tsunesaburo Makiguchi (1871-1944), the founding president of the Soka Gakkai. Based on Makiguchi's assertion that the purpose of education must be one with the purpose of life, which means that it should enable children to attain a life of happiness, the project emphasizes the dynamic relationships between schools, parents and students, and focuses attention on developing the inner strength of each child.
The Portuguese translation of The System of Value-Creating Pedagogy, published in April 1994, struck a chord amongst educators at the Caetano de Campos School, a public school (elementary and junior high school) in the state of São Paulo. They were so impressed with the principles of value-creating education set forth in the book that in September 1994 the school designated one class to serve as a model for implementing Makiguchi's ideas. The program, known as the Primavera ("Spring") Project, centered on a gardening class that relied on the active involvement of the school, the students and their parents. After creating a detailed plan--from seed selection to end use of the vegetables--and meticulously dividing the work responsibilities among the students, the project was launched. Astonishingly, the results were better than anyone had predicted--the class achieved all of its schedule one month early.
Parents join in making flower beds at Caetano de Campos School
Building on the success of the Primavera Project, in 1995 the BSGI education division devised a plan for the Makiguchi Education Project, tailoring the project to the unique educational circumstances and needs in Brazil. With the aim of creating enjoyable learning environments for children, BSGI put together a number of classes focused on topics such as paper folding, drawing, creating and acting out one's own drama, and making gardens for vegetable or flower cultivation. The São Paulo Education Department joined in the project, and participation soared to approximately 1,500 students in 41 classes, ranging from kindergarten and first grade through sixth grade.
Prior to the inception of this project, aesthetic education had been almost entirely lacking in Brazil. The educational system is quite traditional, sometimes with an element of inflexibility, and students have few opportunities to come into contact with the world of culture. To make matters worse, approximately four million children are still unable to receive even the minimum compulsory education (four years each at elementary and junior high school). For this reason, educators continue to try a number of different approaches to education in search of a methodology or philosophical foundation that will lead to the kind of concrete actions capable of addressing the tough problems Brazil is facing in this field.
Fostering creativity through handicrafts at Marlene Rondelli School
Given these conditions, it was extremely difficult for teachers participating in this project to formulate a clear statement of how to develop courses that would excite and appeal to students. Since the project could not succeed without the cooperation of the students' families, parents were asked to attend meetings on child psychology and other topics. A concerted effort was made to encourage parents to focus more attention on school. At first, reactions were unexpectedly cynical, as evidenced by comments such as "Are you trying to convert us to your religion?" or "Are you gathering votes for some politician?" But these doubts were eventually dispelled, and suspicion gave way to expressions of surprise and amazement.
At the Caetano de Campos School, after the fruit and vegetables had been planted, the students began to take a strong interest in protecting their crops from harmful insects and birds. They voluntarily took turns guarding the seed and flower beds, even coming to school during the year-end vacation to do so. The effect on parents was similarly positive. One mother had always been absent from the parental study meetings because the long workday forced her to return home at a late hour, minimizing opportunities to communicate with her son. She felt that it was her role to support the family financially, and that education should be entrusted entirely to schools. When her son pleaded with her to attend the meetings, however, she finally relented. Seeing how happy her presence made him, she reawakened to the importance of her role in his life. Not only did their communication improve, but they were also able to renew their bond as mother and son. There are countless other examples of how the lives of the children in the project were enriched and enlivened by their classes.
SGI members prepare for the Makiguchi Education Project
Prof. Dilma de Mello Silva of the University of São Paulo, who is contributing to the project, commented: "One may think it an oversimplification to suppose that by doing paper folding one may contribute to the formation of a happy human being. This simple activity, however, results in closer parent-child and grandparent-grandchild bonds. In this chaotic world, where these relationships tend to become strained, this activity stimulates the development of strong ties from which love and affection deepen. It is exciting for a child when an adult takes time out of his or her busy schedule to do something with the child, and this helps the child feel happiness and a sense of achievement." She went on to say: "We feel that The System of Value-Creating Pedagogy is a valuable work not only with respect to the history of education. We also feel that its principles should be appreciated and adopted by all educators who are working on innovative philosophical proposals intended to reform the Brazilian education system and who are distressed by the problems existing in the current system."
Performing a drama at Marlene Rondelli School
Each Makiguchi Project begins with a meeting of those responsible within the BSGI education division and representatives from the schools implementing the program. At this meeting, course content is examined and guidance teams are formed. Next, a team of volunteers for each theme is formed around each of the teachers in charge of the programs at each school. These teams then visit the schools to explain the contents of the project in detail.
Education based on cramming knowledge into a student exhausts both the student and the teacher and renders the school unhealthy as well. For this reason, BSGI's calls for efforts not based on memory capacity but on creativity, and for a renewed focus on the cultivation of children's natural thirst for learning, have met with widespread acceptance among teachers and are having extensive repercussions throughout the education field. There are now 38 schools participating in the Makiguchi Project. Twenty thousand students and 797 teachers are eagerly engaged in the process of learning under its auspices. Fourteen additional schools have also expressed a desire to join the project.
At the graduation ceremony of a literacy class held at BSGI's Interlagos Community Center
In a related activity, the BSGI education division is offering literacy education for SGI members over the age of 14 who are unable to read or write. A literacy classroom was opened at the Caetano de Campos School in 1987, and the program has now expanded to 14 regions through the use of BSGI culture centers around the country. Standard literacy education guidelines require that people study for 1,440 hours over a two-year period to master the skills normally gained in four years of elementary school education. BSGI's own extensive research has shown, however, that effective results can be attained with only 40 hours of instruction. Since 1987, more than 1,000 people who participated in BSGI's classes have passed the state exam and received certificates of elementary school completion equivalency.
Through the programs outlined here and a variety of other endeavors, the BSGI education division is seeking to contribute to the positive development and prosperity of Brazilian society.
