Intellect, Emotion, and Will

A Duoethnography on Human Education

Bibliographic Data

ID8924675
AuthorsMelissa Riley Bradford (0000-0003-4014-8723, DePaul University), Nozomi Inukai (0000-0002-9068-4041, DePaul University, corresponding author)
Year2024
Volume60
Issue5
Pages495-510
Publication date2024-08-19
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2024.2390924
OpenAlexW4401695019
LanguageEN
References cited23

We engaged in duoethnographic research to deepen our understanding of Japanese educator Daisaku Ikeda's notion of ningen kyōiku, or "human education," a lifelong process of transformation based on commitments to dialogue, value creation, global citizenship and creative coexistence. In particular, we examine the cultivation of intellect, emotion, and will from Ikeda's human education perspective, focusing on our experiences both as students and as teachers in K-12 schools. Data sources included notes and transcriptions of video conferences and past conference presentation scripts. We found that our own education neglected some aspects of human education. Our student experiences propelled us as teachers toward creating educational experiences that support the development of intellect, emotion, and will through building trusting and caring relationships and creating structure to support student autonomy. Further, we realized that when one becomes aware of the interconnectedness of all life, the three aspects of human education—intellect, emotion, and will—transform into wisdom to use knowledge, compassion to maintain an imaginative empathy, and courage to take action. In our explorations, we worked to articulate an alternative to the current culture of schooling, and the study has helped us imagine future possibilities by explicating the lived curriculum, or currere, of human education. We hope that this study might encourage more educators to focus on guiding their students' holistic growth as human beings in their unique contexts

Developmental psychology · Epistemology · Intellect · Pedagogy · Sociology · Communication in Education and Healthcare · Critical Race Theory in Education · Philosophy · Psychology

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