5.6.1 Social and cultural setting prior to attending the Soka schools
Before examining the social and cultural factors at the Soka school, it is important to note the unique social settings in which Miyata lived both at home and at school. First, from a young age, the most influential people surrounding him shared their confidence toward him. At home, his parents were the first to show trust and confidence in him. They continually trusted his decisions
and actions without judging or reprimanding him. At school, his friends showed confidence and faith in his ability to breakthrough from his struggles. He also witnessed teachers at the Soka school who cared and never gave up on the students even years after graduating the school. Throughout the course of his life, Miyata consistently experienced people showing care and confidence in him and believing in his potential. Normally one might experience one or two, or none, of these groups showing trust and confidence in the individual. Yet, for Miyata, he experienced a consistency in almost every relation that mattered in his early childhood and adolescent years – family, friends, and teachers. This was a distinct social setting, a relational one that Miyata lived in that not only fostered his self-esteem and self-efficacy, but also cultivated and validated his viewpoint and values about the dignity of life.
Furthermore, Miyata’s Buddhist philosophy reflects his values as well as his parents’ values. His account regarding his Buddhist philosophy and how it applies to his educational values reflects Goulah and Ito’s argument (2012) regarding Ikeda’s Buddhist humanism and its influence. They suggest that, “While Ikeda’s educational efforts do not lie in Buddhist proselytization, just as Christianity cannot be separate from Paulo Friere’s educational philosophy, Buddhism cannot be separated from Ikeda’s educational philosophy” (p. 61). In the same way, Miyata’s philosophy on life and education are also inseparable with his Buddhist philosophy. However, like Goulah and Ito’s argument, Miyata’s virtues are in no way meant to proselytize or convert anybody into Buddhism; it purely represents and supports the principles and values he stands by.
The second unique social setting interesting to highlight is the teachers that he interacted with. The first being his mother who was passionate about teaching and the following teachers being predominantly male teachers who became good role models. These two factors contributed
to his positive characterization about teachers and teaching. Thus, we can already examine how these unique social settings influenced Miyata’s beliefs, way of being, and career choice.
5.6.2 Cultural ethos behind Soka Tennis
At Tokyo Soka high school, even in an extra-curricular activity such as the tennis club, where some may overlook the influence of Soka education due to its non-academic and non-school hour setting, Miyata described a distinct cultural norm, unique to Soka schools. Embedded in the students’ actions and beliefs, there was a prescribed term called Soka Tennis, which highlights two principles that echo Ikeda’s notion of human revolution (2010b) and human education (2012): 1) the importance of winning in their lives as human beings; and 2) the view that even unskillful players shine. The two principles focus on cultivating and fostering human beings. Therefore, the focus was not on how skillful one can be in playing tennis, but on building character and challenging to improve oneself. That is why even the unskillful players were shining. The term Soka Tennis provided a sense of purpose and direction for the students concerning how to see oneself as well as others.
5.6.3 Peer relationships
The relationships he created with his teammates developed into lifelong friendships and his friends played a crucial role in reminding and encouraging him to believe in his potential when he was struggling. Suzuki’s narrative revealed that though his teachers played a significant role in his life, it was his peers who made an impression on his life during hardships. However, what was significant about this relationship was the ethos, the culture of care, learned at the Soka
schools and passed on through the interactions in the tennis team (that was then further shared to him from his peers). Ikeda’s philosophy, which permeated the schools, was passed down through the interactions. Miyata asserts this event made him realize that there was something unique that only he can contribute. His eagerness to share this ethos describes the mentor and disciple relationship and also describes an individual’s process of becoming fully human; it describes a process of an epistemological agency.
5.6.4 Dilemma and finding ways to create value
Miyata expressed his frustrations in the first two interviews about the limitations the schools place on how teachers can show their care for students or create relationships with students. However, he also shared in the latter, more recent, interview that he found ways to still share what he wanted to share with his students. The story about the girl and the pretty pen demonstrates how the limitation did not stop him from creating value (Ikeda, 2006, 2010b) with the opportunities provided to convey what he wants to convey. Miyata’s actions highlight Ikeda’s (2006) description of a teacher creatively using “various means and methods to inspire and awaken in the learner the wisdom and power” (p.181) realized by the teacher. This experience illustrates how Miyata sought to find ways to improve himself, the qualities of human revolution (Ikeda, 2012) and human education (Ikeda, 2007, 2012), so that he could still share the meaningful experiences, beliefs, and ethos he learned to his students. He wanted to empower them to believe that they are important and valuable individuals.
5.6.5 Soka education in practice
The pen case is a clear example that reflects his interpretation and understanding of his experience at the Soka school and his application of Soka education in his own teaching. From the personal narrative, I identify several steps that Miyata takes in order to make this seemingly troublesome situation into the most value creating moment for the student who stole a couple pens.
He showed care in both students. We see this through his first approach of listening and making sure each student (both the victim and student at fault) was heard (Noddings; Thayer- Bacon). His motive was not to scold from a morally right or wrong stance but to form a dialogue with the student to understand her and to share with her a valuable lesson about relationships and life. We see this from his decision to step back and collect his thoughts. He took time to wrestle with the issue to understand and figure the best outcome for the students. Miyata carefully and consciously prepared for the conversation so that the student would not leave the conversation feeling regretful or ashamed. Instead, he chose to create a constructive outcome for the student. In this way, Miyata made the effort to create the most meaningful learning opportunity, as well as a positive memory of a time when a teacher cared for her. She likewise responds to Miyata’s relational caring.
In order to do this, Miyata also works through his own inner struggle to make this the most value creating moment. This is evident in the section where he describes about his own emotional turmoil as he collects his thoughts to figure out the best outcome. Rather than taking the easier route by scolding the student and dismissing her, he steps back, takes some time, and personally challenges with this problem. This act describes Ikeda’s notion of human revolution.
As a result of his conscious efforts for relational caring (Thayer-Bacon, 2008) and human revolution (Ikeda, 2012), he concluded the meeting with the following actions: 1) conveyed his confidence in her ability to improve; 2) shared about consequences to breaking someone’s trust and about the importance of relationships; 3) showed his support in helping the student restore her relationship with the student she stole from; 4) showed his trust in her by stating that this conversation ends now; finally, 5) concluded with a positive atmosphere.
From this short narrative, Miyata illustrates how he applies his understanding of human education in his teaching. Because relationships were an essential part of his education at Soka high school and Soka university, he, in turn, also begins his teaching from a relational approach. By sharing the importance of valuing relationships, Miyata conveyed to the student important life skills. Throughout the interview, Miyata echoed Ikeda’s beliefs on the dignity of life, the inherent potential in each individual, and the importance of believing in the student’s potential. He used these words in the narrative but they were also reflected in specific examples with his students.