The educational discourse around what children need to flourish in future society emphasizes the importance of experiencing conflicts and clashes of values. Speaking on this topic, Seiryu Academy Principal Seiji Kudo posed the question, "What happens when ice melts?" Most students, he notes, would likely respond with, "Water." While that's undeniably correct, Kudo highlights the beauty of creativity when students suggest more imaginative answers, such as "Spring arrives." That kind of unique thinking is what he believes education should cultivate.
It’s reminiscent of Japan's past, where conformity was often preferred. Kudo explained, "After the post-war economy boom, uniformity was the norm. Everyone answering 'water' was considered the ideal. But as we progressed, the world began valuing innovation, especially with advancements seen today with electric cars and smartphones. These rely on diverse perspectives and teamwork to innovate. Creativity can’t thrive if everyone thinks the same way; it simply doesn’t work anymore."
Kudo's sentiments resonate deeply, particularly when he underlines the need to recognize each child as unique. He believes educational frameworks must evolve to honor individuality. Highschool graduates from Seiryu Academy enjoy impressive outcomes, with about one-third gaining acceptance to the University of Tokyo, underlining the school's ethos of nurturing diversity.
Supporting this view, it becomes urgent to address how students currently engage with technology and relate to one another. Iyo Takigawa, Principal of Shibuya Gakuen Shibuya Junior and Senior High School, discussed how today’s students sometimes prioritize tools like AI for quick answers, often neglecting the advantages of engaging deeply with their surroundings. He stated, "Students today may hold discussions but often shy away from meaningful conflicts, relying on technology to provide easy solutions instead of exploring challenging questions themselves."
Takigawa points out the contradiction seen among students. While some thrive on active engagement and expressing opinions, others lean toward being passive, waiting for guidance rather than taking the initiative. This dichotomy can contribute to misunderstandings when interacting digitally versus face-to-face. “A 'Like’ may suggest agreement online, but it risks being misinterpreted. It's only through direct experience where true sentiments are exchanged,” he nuanced.
This reliance on social media platforms is accompanied by growing numbers of students who choose to attend correspondence high schools, where they celebrate personal independence but simultaneously risk missing out on forming those necessary interpersonal skills. Kudo notes, “The convenience of learning only what one wishes to learn may seem easy, but true reality and society often demand additional layers of interactions.”
Encouragement for children to freely express their confusion, emotions, and ideas is something both Kudo and Takigawa agree upon. Through experiencing conflict—be it from debates about school rules to life decisions—students develop self-awareness and validation of their thoughts. But the challenge lies within the structure set by many educational institutions. Are they creating spaces for this development? Or are traditional systems stifling those explorative discussions? Kudo insists, “We must give students the time they need to form their conclusions without direct supervision.”
The two educators encapsulated the very essence of emotional intelligence—a concept not often taught within the typical curriculum. Both men advocate for the necessity of sensitivity and individual expression. Takigawa elaborated, stating, “The ability to feel and recognize emotions can’t be relayed through textbooks. Real-world experiences need to drive this elemental growth. Some students might cry when experiencing beauty or heartbreak long after they’ve left the classroom.”
With the modification of social environments and preferences for digital communication, creating varied learning spaces becomes increasingly important. The concept of safely experimenting with diverse viewpoints—wading through discussions on disagreements—will shape how children adapt to future challenges.
There’s hope, nonetheless, for broadening educational perspectives; Kudo highlighted, “Innovation leads from recognizing diversity as each child will possess unique abilities. Our job is to encourage and support them as they navigate their path.”
This belief ties back to the purpose of educational institutions; to cultivate and provide incentives for exploration rather than resistance. If children grow feeling their views are valid and appreciated, their eventual roles as leaders will prove far more effective.
The dynamics compared to yesterday's pupils, who were schooled just to give the right answer, versus tomorrow's generations, who will reconnect through expressed individuality, could be staggering—if educators are brave enough to embrace and adapt to those changes.
It’s much like Kudo's question to his students; perhaps, standing together they can achieve more than just producing the expected 'water.' Perhaps they’ll learn to celebrate the delightful arrival of ‘spring.’
Higher education institutions and parental roles echo loudly through this dialogue, urging to allow students to discover their skills and feel valued as individuals. Enriching their educational experiences beyond the confines of academia will become as important as any curriculum taught; shaping emotionally astute, creative thinkers for society at large.
