Makiguchi Tsunesaburo (1871-1944) was a Japanese schoolteacher, principal, educational philosopher, and Buddhist war resister. The progenitor of the value-creating (soka) pedagogy that inspires thousands of teachers worldwide and informs the network of 15 Soka schools, universities, and a women’s college across seven countries in Asia and the Americas, Makiguchi has emerged as an important figure in international education, curriculum studies, and instructional practice. Few educators in the global academy, however, know of Makiguchi’s extensive and lifelong work in language education.
This edited volume, including a translation of an early Makiguchi essay heretofore unavailable in English, presents theoretical and empirical analyses of Makiguchi’s perspectives and practices relative to language, identity, and education in historical and contemporary contexts. First published as a special issue of Journal of Language, Identity and Education, this volume includes a new preface and three new chapters. Makiguchi Tsunesaburo in the Context of Language, Identity, and Education advances the field of Makiguchi studies and is indispensable for scholars and practitioners engaged in language and literacy education, international perspectives in education, and curriculum theorizing.
Table of Contents
Preface Jason Goulah
On the Substance and Application of Makiguchi Tsunesaburo’s Perspectives on Language, Identity, and Education: An Introduction Jason Goulah
1. How Should Reading and Composition Be Brought Into [Clearer] Connection?  Makiguchi Tsunesaburo
2. The Writing Subject: Makiguchi Tsunesaburo and the Teaching of Composition Andrew Gebert
3. Makiguchi Tsunesaburo and Language, Value-Creative Composition Instruction, and the Geography of Identity in Community Studies: A Response to Politicized Imagining and Ineffective Critical Approaches Jason Goulah
4. Soka Kyoikugaku Taikei Versus Education for Creative Living: How Makiguchi Tsunesaburo’s Educational Ideas Are Presented in English Nozomi Inukai
5. Makiguchian Perspectives in Language Policy and Planning Kazuma Hatano
6. East∼West Epistemological Convergence of Humanism in Language, Identity, and Education: Confucius∼Makiguchi∼Dewey Ming Fang He
7. Makiguchi Tsunesaburo’s Knowledge Cultivation Model and Its Application to Foreign Language Education Michio Okamura
8. The Ability to Write, the Ability to Think: Tsunesaburo Makiguchi’s Composition Teaching Method Takao Ito
9. Coda: Translating Makiguchi Andrew Gebert and Jason Goulah
Jason Goulah is Associate Professor of Bilingual-Bicultural Education and Director of the Institute for Daisaku Ikeda Studies at DePaul University, Chicago, IL, USA. He is the editor of Daisaku Ikeda, Language and Education (2013), which won the 2015 AESA Critics Choice Book Award, and Makiguchi Tsunesaburo (1871-1944): Philosophy in Context (with Andrew Gebert, 2013).