Education for a New Global Civilization

Abstract

Grounded in Daisaku Ikeda’s philosophy of ningen kyōiku, or human education, alongside his lifelong commitment to fostering a society serving the essential needs of education, this article interrogates his annual commemorative proposals in light of current European political and pedagogical trends. The aim is to elucidate Ikeda’s vision of a new global civilization, and clarify the role of education in achieving this vision. Ikeda’s distinctive approach is characterized by a focus on inner change as the catalyst for societal, gradualist, non-violent change. Throughout the four decades during which Ikeda submitted his proposals (1983-2022), Ikeda articulated a coherent framework geared towards supporting the development of a pluralistic and peaceful society, based on reverence for the inherent dignity of life, in which individuals can thrive and dialogic relationships are cultivated across linguistic, cultural, and national boundaries. Intertextual discourse unfolding through Ikeda’s proposals brings together pressing geopolitical and social issues, recent and ancient philosophical and literary stimuli, nuclear weapons and the environmental crisis, and introduces concepts from the Mahayana Buddhist tradition, often articulated as concrete educational proposals and practices. This article retraces key concepts and arguments as leads for a dialogic reflection on what scholars, researchers, and practitioners of education can do to bring society “from a culture of war characterized by conflict and confrontation, to a culture of peace based on cooperation and creative coexistence”. After examining Ikeda’s critique of modern civilization with specific attention to implications for education, the article presents open questions and interim conclusions, considered in terms of the different facets of curriculum. In light of the cogency, timeliness, and relevance of Ikeda’s proposals, the article invites further research and suggests to include Ikeda’s proposals in higher education curricula pertaining to pedagogy, political science, sociology, geography, history, and philosophy.