Tsunesaburo Makiguchi
Encyclopedia
Tsunesaburō Makiguchi (牧口 常三郎, Makiguchi Tsunesaburō 1871–1944) was a Japanese educator who founded and became the first president of Sōka Gakkai.
He was born in Kashiwazaki, a small village in Niigata Prefecture
, Japan, on June 6, 1871. Adopted by the Makiguchi family, he moved to Hokkaidō
, Japan's northernmost island, at the age of 14. Working his way through school, he graduated from Sapporo Normal School (today's Hokkaidō University of Education
). First employed as an assistant teacher at a primary school affiliated with his alma mater, he later taught high school and served as a dormitory superintendent.
Although he was recognized as an able teacher, Makiguchi’s uncompromising attitude toward the authorities created problems. His clashes with officials of the Ministry of Education, school inspectors, ward assemblymen, city councilmen, and top officials of the city of Tokyo were frequent and resulted in his frequent transfers from one school to another. After moving to Tokyo, he served as principal in a succession of six primary schools, from 1913 to 1932.
During those years, he devoted much consideration to the relationship between life and education, developing his theories on soka or the creation of value, the happiness of the individual, the prosperity of society at large, and their interrelationships in practice.
Typical of his work is his first book, Jinsei Chirigaku ('A Geography
of Human Life'), published in 1903. In it, he developed unique and progressive ideas on the relationship between people's lives and their geographic location. Makiguchi’s work on geography was remarkable in that he was interested primarily in the relationship between nature and man. Japanese geographers of the time were chiefly concerned with describing the physical features of the earth. In Makiguchi’s words, “it is through our spiritual interaction with the earth that the characteristics that we think of as human are ignited and nurtured within us.” In this work, Makiguchi also formulated the concept of humanitarian competition as an approach to international relations, writing that: “The important thing is the setting of a goal of well being and protection of all people, including oneself but not at the increase of self interest alone. In other words, the aim is the betterment of others and in doing so, one chooses ways that will yield personal benefit as well as benefits to others. It is a conscious effort to create a more harmonious community life.”
In response to problems throughout the education system that resulted from the Meiji government’s adoption of the Imperial Rescript
, Makiguchi published the first volume of Sōka Kyōikugaku Taikei (The System of Value-Creation Pedagogy) together with his close friend and disciple Jōsei Toda
on November 18, 1930. The date was later adopted as the Founding Day of Sōka Gakkai. The four-volume work, published over a period of five years, sets forth his thoughts on education and proposals for systemic reform. Rather than education serving the state, as embodied in the Imperial Rescript on Education
, Makiguchi proposed a student-centered education with the purpose of ensuring the happiness of the learner.
He also proposed the creation of an educational system comprising a partnership of school, home and community. In this system, a child would spend half a day in school and the other half in apprenticeships and other types of work activities at home and in the community befitting the nature and needs of the child. Makiguchi felt that implementing such a system would change bored, apathetic learners into eager, self-directed students.
"Makiguchi developed a theory of value that combined the idea of happiness as the goal of life with that of value as something that can be created. ... In value-creating pedagogy the main point of education is to aim for a happy life and develop the ability and attitude required to create value."
His value-creating system of education, which aims to instill in an individual an appreciation for the highest values, has attracted the attention of educators outside Japan as well. The Sōka Kyōikugaku Taikei has been translated now into English, Portuguese, French and Vietnamese. In Brazil, Makiguchi’s theory of education based on value-creation has been sponsored in 55 schools and introduced in 1,103 classrooms to more than 34,0000 students.
In 1928, Makiguchi and Jōsei Toda
, converted to Nichiren Buddhism. Mr. Makiguchi's encounter with this school of Buddhist thought took his life into an even deeper and broader dimension, resulting in the establishment of the Sōka Kyōiku Gakkai (Value-Creation Education Society), the predecessor to today's Sōka Gakkai. It can be said that Mr. Makiguchi created and developed a grassroots movement as the foundation of a lasting peace, an objective he perceived at the very heart of Nichiren Buddhism
.
During World War II, he opposed Japan's military government's attempts to impose the doctrine of State Shintō
through strict control of religions and thoughts inimical to its war effort. While there is some debate as to whether Makiguchi’s actions were in direct opposition to the war, it is clear that “his outspoken criticism of the prevailing belief system represents an implicit and explicit protest against an extreme abuse of the educational process for militarist purposes.”
In 1943, due to his refusal to accept the talisman and support the war, he was arrested and imprisoned as a "thought criminal" for violating the Peace Preservation Law
revised in 1941 and under which tens of thousands were arrested. Yet, in spite of being subjected to harsh interrogations, he never retreated from his beliefs; the 72-year-old former principal continued to assert the value of freedom of religion
as a fundamental human rights
. On November 18, 1944, he died in prison of extreme malnutrition.
Mr. Makiguchi is remembered by members of Soka Gakkai International to this day. During morning and evening gongyō members take a moment to remember the first three presidents of Sōka Gakkai: Tsunesaburō Makiguchi (President from 1930 to 1944), Jōsei Toda (1951–1958), and Daisaku Ikeda (1960–present).
A system of Soka schools in Japan, several independent secondary schools elsewhere in the world, as well as two universities (Soka University of Japan and Soka University of America
) have been established based on Makiguchi's pedagogy.
He was born in Kashiwazaki, a small village in Niigata Prefecture
Niigata Prefecture
is a prefecture of Japan located on the island of Honshū on the coast of the Sea of Japan. The capital is the city of Niigata. The name "Niigata" literally means "new lagoon".- History :...
, Japan, on June 6, 1871. Adopted by the Makiguchi family, he moved to Hokkaidō
Hokkaido
, formerly known as Ezo, Yezo, Yeso, or Yesso, is Japan's second largest island; it is also the largest and northernmost of Japan's 47 prefectural-level subdivisions. The Tsugaru Strait separates Hokkaido from Honshu, although the two islands are connected by the underwater railway Seikan Tunnel...
, Japan's northernmost island, at the age of 14. Working his way through school, he graduated from Sapporo Normal School (today's Hokkaidō University of Education
Education
Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts...
). First employed as an assistant teacher at a primary school affiliated with his alma mater, he later taught high school and served as a dormitory superintendent.
Although he was recognized as an able teacher, Makiguchi’s uncompromising attitude toward the authorities created problems. His clashes with officials of the Ministry of Education, school inspectors, ward assemblymen, city councilmen, and top officials of the city of Tokyo were frequent and resulted in his frequent transfers from one school to another. After moving to Tokyo, he served as principal in a succession of six primary schools, from 1913 to 1932.
During those years, he devoted much consideration to the relationship between life and education, developing his theories on soka or the creation of value, the happiness of the individual, the prosperity of society at large, and their interrelationships in practice.
Typical of his work is his first book, Jinsei Chirigaku ('A Geography
Geography
Geography is the science that studies the lands, features, inhabitants, and phenomena of Earth. A literal translation would be "to describe or write about the Earth". The first person to use the word "geography" was Eratosthenes...
of Human Life'), published in 1903. In it, he developed unique and progressive ideas on the relationship between people's lives and their geographic location. Makiguchi’s work on geography was remarkable in that he was interested primarily in the relationship between nature and man. Japanese geographers of the time were chiefly concerned with describing the physical features of the earth. In Makiguchi’s words, “it is through our spiritual interaction with the earth that the characteristics that we think of as human are ignited and nurtured within us.” In this work, Makiguchi also formulated the concept of humanitarian competition as an approach to international relations, writing that: “The important thing is the setting of a goal of well being and protection of all people, including oneself but not at the increase of self interest alone. In other words, the aim is the betterment of others and in doing so, one chooses ways that will yield personal benefit as well as benefits to others. It is a conscious effort to create a more harmonious community life.”
In response to problems throughout the education system that resulted from the Meiji government’s adoption of the Imperial Rescript
Imperial Rescript
An Imperial Rescript is a major political edict issued from an imperial authority. In each culture where practiced there are specific traditions, normally associated with the written form the statement takes .Examples:...
, Makiguchi published the first volume of Sōka Kyōikugaku Taikei (The System of Value-Creation Pedagogy) together with his close friend and disciple Jōsei Toda
Josei Toda
was an educator, peace activist and second president of Sōka Gakkai from 1951 to 1958. Like his mentor, Tsunesaburō Makiguchi, he was an innovative educator disillusioned with the Japanese educational system—which he thought of as suppressive of individual thought and as geared toward the interests...
on November 18, 1930. The date was later adopted as the Founding Day of Sōka Gakkai. The four-volume work, published over a period of five years, sets forth his thoughts on education and proposals for systemic reform. Rather than education serving the state, as embodied in the Imperial Rescript on Education
Imperial Rescript on Education
The ' was signed by Emperor Meiji of Japan on 30 October 1890 to articulate government policy on the guiding principles of education on the Empire of Japan...
, Makiguchi proposed a student-centered education with the purpose of ensuring the happiness of the learner.
He also proposed the creation of an educational system comprising a partnership of school, home and community. In this system, a child would spend half a day in school and the other half in apprenticeships and other types of work activities at home and in the community befitting the nature and needs of the child. Makiguchi felt that implementing such a system would change bored, apathetic learners into eager, self-directed students.
"Makiguchi developed a theory of value that combined the idea of happiness as the goal of life with that of value as something that can be created. ... In value-creating pedagogy the main point of education is to aim for a happy life and develop the ability and attitude required to create value."
His value-creating system of education, which aims to instill in an individual an appreciation for the highest values, has attracted the attention of educators outside Japan as well. The Sōka Kyōikugaku Taikei has been translated now into English, Portuguese, French and Vietnamese. In Brazil, Makiguchi’s theory of education based on value-creation has been sponsored in 55 schools and introduced in 1,103 classrooms to more than 34,0000 students.
In 1928, Makiguchi and Jōsei Toda
Josei Toda
was an educator, peace activist and second president of Sōka Gakkai from 1951 to 1958. Like his mentor, Tsunesaburō Makiguchi, he was an innovative educator disillusioned with the Japanese educational system—which he thought of as suppressive of individual thought and as geared toward the interests...
, converted to Nichiren Buddhism. Mr. Makiguchi's encounter with this school of Buddhist thought took his life into an even deeper and broader dimension, resulting in the establishment of the Sōka Kyōiku Gakkai (Value-Creation Education Society), the predecessor to today's Sōka Gakkai. It can be said that Mr. Makiguchi created and developed a grassroots movement as the foundation of a lasting peace, an objective he perceived at the very heart of Nichiren Buddhism
Nichiren Buddhism
Nichiren Buddhism is a branch of Mahāyāna Buddhism based on the teachings of the 13th century Japanese monk Nichiren...
.
During World War II, he opposed Japan's military government's attempts to impose the doctrine of State Shintō
Shinto
or Shintoism, also kami-no-michi, is the indigenous spirituality of Japan and the Japanese people. It is a set of practices, to be carried out diligently, to establish a connection between present day Japan and its ancient past. Shinto practices were first recorded and codified in the written...
through strict control of religions and thoughts inimical to its war effort. While there is some debate as to whether Makiguchi’s actions were in direct opposition to the war, it is clear that “his outspoken criticism of the prevailing belief system represents an implicit and explicit protest against an extreme abuse of the educational process for militarist purposes.”
In 1943, due to his refusal to accept the talisman and support the war, he was arrested and imprisoned as a "thought criminal" for violating the Peace Preservation Law
Peace Preservation Law
The Public Security Preservation Laws were a series of laws enacted during the Empire of Japan. Collectively, the laws were designed to suppress political dissent.-the Safety Preservation Law of 1894:...
revised in 1941 and under which tens of thousands were arrested. Yet, in spite of being subjected to harsh interrogations, he never retreated from his beliefs; the 72-year-old former principal continued to assert the value of freedom of religion
Religion
Religion is a collection of cultural systems, belief systems, and worldviews that establishes symbols that relate humanity to spirituality and, sometimes, to moral values. Many religions have narratives, symbols, traditions and sacred histories that are intended to give meaning to life or to...
as a fundamental human rights
Human rights
Human rights are "commonly understood as inalienable fundamental rights to which a person is inherently entitled simply because she or he is a human being." Human rights are thus conceived as universal and egalitarian . These rights may exist as natural rights or as legal rights, in both national...
. On November 18, 1944, he died in prison of extreme malnutrition.
Mr. Makiguchi is remembered by members of Soka Gakkai International to this day. During morning and evening gongyō members take a moment to remember the first three presidents of Sōka Gakkai: Tsunesaburō Makiguchi (President from 1930 to 1944), Jōsei Toda (1951–1958), and Daisaku Ikeda (1960–present).
A system of Soka schools in Japan, several independent secondary schools elsewhere in the world, as well as two universities (Soka University of Japan and Soka University of America
Soka University of America
Soka University of America is a university located in Aliso Viejo, California, United States. It describes its mission as the fostering of a steady stream of global citizens committed to living a contributive life—with an emphasis on principles of pacifism, human rights, and the creative...
) have been established based on Makiguchi's pedagogy.
Books
- Education for Creative Living: Ideas and Proposals of Tsunesaburo Makiguchi, Iowa State University Press, 1989
- A Geography of Human Life, Caddo Gap Pr, 2002
- Philosophy of Value, Seikyo Press, 1964