Open AccessExploring InTASC Standards and Principals from the Perspectives of Soka (Value-Creating) Education
Author(s) -
NaiCheng Kuo,
Loretta Aniezue
Publication year - 2018
Publication title -
international journal of education
Language(s) - English
Resource type - Journals
ISSN - 1948-5476
DOI - 10.5296/ije.v10i1.12754
Subject(s) - dignity , compassion , humanity , nature versus nurture , value (mathematics) , pedagogy , sociology , philosophy of education , psychology , social science , political science , higher education , law , machine learning , anthropology , computer science
Value-creating education, developed by Tsunesaburo Makiguchi (1871-1944), Josei Toda (1900-1958), and Daisaku Ikeda (1928-present), is a relatively new educational philosophy based on compassion and love for humanity. Originating in Japan, this philosophy has gradually gained international attention through scholarly research, particularly in the United States (Sherman, 2016). In this paper, we discuss how value-creating education can maximize the use of the U.S. national teacher education standards, InTASC, across four categories: the learner and learning, content knowledge, instructional practice, and professional responsibility. By using value-creating education, we hope to cultivate teachers whose role is not merely to deliver knowledge but to nurture the next generation who will uphold the dignity of each individual’s life.