The Ideology and Practices of 'Seikatsu-Tsuzurikata': Education by Teaching of Expressive Writing

Seikatsu-Tsuzurikata is an educational method related to teaching of written expression for children that was pioneered in elementary school education settings throughout the 1920s and 1930s, and which was widely adopted in Japan in the 1930s. It is a unique method developed in Japan that uses both school and non-school resources, not only in written expression education, but also as a foundation for intellectual training and character building. Using this method, children and young people craft written compositions using material from their own lives, which they then share with others. From an international perspective, it has been noted that the Seikatsu-Tsuzurikata movement shares features with the type of pragmatism advocated by Charles Sanders Peirce in the USA beginning in the 1870s. It is also relevant to note there are similarities between the literacy education practices of Paulo Freire, who developed critical pedagogy in Brazil, and aspects of the "living, working academic ability" found in Seikatsu-Tsuzurikata. The aim of this paper is to clarify the ideology of Seikatsu-Tsuzurikata and identify the features of its practice. In this process, a number of points will be examined. These are (1) the relationship with Japan's education system; (2) the establishment and sphere of pedagogic action of Seikatsu-Tsuzurikata; (3) the realism of Seikatsu-Tsuzurikata; (4) the collectivism of Seikatsu-Tsuzurikata; and (5) whether or not Seikatsu-Tsuzurikata can be classified as education. In particular, the ideology of Seikatsu-Tsuzurikata and the features related to its practice will be highlighted through an examination of the background leading to its establishment, facts regarding the realism of the thoughts and actions of one of the primary originators Tadayoshi Sasaoka (1897-1937), and collectivism as practiced by Tsuzurikata teachers. (Contains 1 note.)