Geography Reference
In-Depth Information
• Participation learning offers a venue for children to learn about citizenship.
In the process of using community problems as the object of study, student inter-
action with adults and different exchanges will foster their abilities and skills to
reach self-realization as autonomous citizens.
• By investigating the local area surrounding the school, students gain direct per-
sonal experience to their surrounding region. A lack of exposure to authentic
learning is an obstacle for children's development, leading to adverse effects on
their interpersonal relationships and social skills (Sumida 2001 ). Participation
learning provides abundant experiences for students to learn about nature and
society in their local area.
• Children's social participation learning may become a catalyst for local area
improvement. This type of learning is supported by many different actors in the
local area. As study becomes more advanced, a social network is naturally
formed between students and adults who support their work.
9.3.2
Creation of Social Participation Learning in Schools
When creating social participation learning courses, educators should be mindful
that while actions are public, value judgments and decision-making processes are
personal (Takeuchi 2010 ). Teachers should recognize that social participation is
voluntary. With voluntary participation being fundamental to participation learning,
the following perspectives underpin the creation of materials and curriculum:
1. It is necessary to organize high-quality and meaningful experiences in the local
area, such as survey activities and exchanges with different stakeholders in
society.
2. Ultimately, educators must respect children's personal autonomy and indepen-
dence, and create classes with a free atmosphere. Social participation should be
self-motivated and that students voluntarily participate in their community.
3. Students should be encouraged to focus on deep personal refl ection as they
advance through the learning process. In a research study, the author analyzed
the process of voluntary social participation activities of senior high school stu-
dents. It became clear that when students encountered diffi cult situations, they
overcame problems through a dialogue with themselves (Takeuchi and Sakuma
1996 ). In the context of social participation, deep personal refl ection is important
to problem solving, thus the value of time dedicated to this activity.
4. Comparison of community issues across different areas sheds light on similar
problems in Japan and in the world. In other words, local issues should not be nar-
rowly associated with a particular area, rather, there should be opportunities for
students to discover that local problems have implications in the broader society.
5. Social participation is not simply an end point in geography education. Social
participation engages students, who are encouraged to investigate solutions to
societal problems and foster an ongoing dialog with oneself and with society.
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