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This edited volume presents theoretical and empirical analyses of the Japanese educational philosopher Makiguchi Tsunesaburo's perspectives and practices relative to language, identity, and education in historical and contemporary contexts. This book was originally published as a special issue of the Journal of Language, Identity and Education.
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).
Preface On the Substance and Application of Makiguchi Tsunesaburo's Perspectives on Language, Identity, and Education: An Introduction 1. How Should Reading and Composition Be Brought Into [Clearer] Connection? [1898] 2. The Writing Subject: Makiguchi Tsunesaburo and the Teaching of Composition 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 4. Soka Kyoikugaku Taikei Versus Education for Creative Living: How Makiguchi Tsunesaburo's Educational Ideas Are Presented in English 5. Makiguchian Perspectives in Language Policy and Planning 6. East~West Epistemological Convergence of Humanism in Language, Identity, and Education: Confucius~Makiguchi~Dewey 7. Makiguchi Tsunesaburo's Knowledge Cultivation Model and Its Application to Foreign Language Education 8. The Ability to Write, the Ability to Think: Tsunesaburo Makiguchi's Composition Teaching Method 9. Coda: Translating Makiguchi
