Holistic Education: From Dewey to Tokkatsu

Abstract

The educational philosophy of John Dewey is used as a conceptual framework through which to analyze the pedagogical goals and practices of the Japanese ‘tokubetsu katsudou’ system of holistic education. The insight into the Japanese system garnered through its philosophical connection to Dewey is then used to elucidate potential limitations to current attempts to adapt Japanese lesson study to western educational contexts. Lesson study, as a teacher-led method of educational reform, provides a strong alternative to the disconnected reform efforts presently employed in the west. However, the application of lesson study in isolation of its vital connections to the wider context of Japanese pedagogical practices threatens to remove from such an application its positive educative force. This paper draws inspiration and insight from recently published English literature from Japanese educational researchers, as well as the author’s experience teaching in Japanese elementary and junior high school between 2018 and 2020.