The prominent Buddhist religious leader and advocate for peace, Daisaku Ikeda, has placed dialogue at the centre of his efforts towards securing global justice and conflict resolution. However, far from constituting abstract plans for the future of the world, Ikeda's dialogues represent very concrete and focused activity. He concentrates on one significant individual (such as Joseph Rotblat, Linus Pauling and Mikhail Gorbachev) at a time, or sometimes small groups, in order to attempt the transformation of thinking and society through intense discussion. This book offers detailed exploration of this crucial aspect of Ikeda's philosophy of peace. Contributors examine topics such as: the background to Ikeda's dialogic thinking as found in the Lotus Sutra; Buddhism as a practical philosophy of dialogue; Ikeda's use of dialogue, specifically in the field of education; and dialogue in relation to the abolition of nuclear weapons. Ikeda's concept of dialogue emerges as a paradoxical movement towards common ground based on respectful difference. This study will appeal to students of peace, politics and modern Buddhism.

Who is Daisaku Ikeda? At one level, he is the leader of a religious movement - Soka Gakkai - which began in Japan, where it still has its headquarters, but which now claims 12 million adherents around the world. At another level, he is a globetrotting figure whose formal conversations with diverse writers, thinkers and diplomats - including Arnold Toynbee, Joseph Rotblat and Mikhail Gorbachev - have garnered him an international profile, as well as academic recognition. Perhaps above all else, Daisaku Ikeda is viewed as a campaigner for peace. And it is Ikeda's specific contribution to peacebuilding, notably through the central emphasis he has placed on the significance of dialogue, that this book explores: the first to do so in a concerted way. Olivier Urbain shows that while Soka Gakkai (the 'value society') may stem from the medieval principles of Nichiren Buddhism, under Ikeda's leadership it has taken these classic wisdoms and transformed them. Now essentially classless and secularised, as well as adaptable and sensitive to modern challenges like resource shortages and climate change, this - argues the author - is a pragmatic approach to peace which has proved both popular and eminently transportable.

This book introduces readers to the Buddhist-based philosophy of education of Daisaku Ikeda. Ikeda's philosophy of education offers human revolution, value creation, and dialogue as counterweights to the violence lurking in today's classrooms. Where education becomes wisdom-based, it transforms learners into keen assessors of their inner lives and establishes a foundation for global citizenship.

Globalization has brought different civilizations and peoples into new and closer contact. But this novel intimacy has not always led to greater understanding. There is an urgent need to work towards a global civilization based on principles of peace, mutual respect and tolerance. It is precisely that goal which the participants attempt in this classic dialogue. Inspired by the encounters between Buddhism and Islam as they exchanged ideas and goods along the Silk Road, it brings together a Sufi Muslim from Iran and one of the world's most influential lay Buddhist leaders to explore the vibrant areas of common ground between the Islamic and Buddhist traditions. Coloured by Sufi philosophy and by Buddhist thought and practice, and drawing on a diverse selection of thinkers - including Rumi and Hafez, Rabindranath Tagore, Jurgen Habermas and Antonio Gramsci - Reflections on the Global Civilization offers a profound meditation on conflict, loss and injustice, as well as the vitality of interfaith discussion. It shows that Islam and Buddhism have much to offer, not only to each other, but also to the world as a whole.

Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalisation that many educational institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of VCE, a forward-looking framework, and an ethical and educational imperative that can be understood in different ways, from diverse theoretical orientations. The chapters written by experienced international educators explore the following questions: How do educators understand the role of VCE? What pedagogical approaches to VCE do educators employ in their classes? How do educators support the values and knowledge of VCE in all curricular areas? What do educators see as the key essential values and knowledge that students should develop through VCE? It offers valuable insights and applied pedagogical practices for postgraduate students, researchers, educational policy makers, curriculum developers, and decision-makers in higher education institutions and non-governmental organizations (e.g., UNESCO, OXFAM).

The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.

How far do cultures affect the future of the planet? Can the debate on the environment and global warming be influenced by the cultures of East and West understanding each other better? In this consistently provocative dialogue, two of the most influential thinkers of recent times propose that only a 'human revolution' - a shift in the hearts and minds of individuals - can stimulate a revolution in humanity's relationship with the planet. Such a planetary revolution first requires a transformation of moral and political leadership, and an orientation towards the future rather than a preoccupation with the short-termist policies of the present.Responding to humanity's ills from the Buddhist perspective, and with all the accumulated wisdom of the eastern philosophical tradition, Daisaku Ikeda calls for politicians to take as their mainstays a respect for the dignity of life and an eloquence to inspire in people a sense of community and courage. Correspondingly, renowned western economist and scholar of education Ricardo Diez-Hochleitner stresses the importance of proper educational planning and development in addressing the challenges posed by poverty, inequality and climate change. While acknowledging the scale of the task that lies ahead, both men offer an inspiring and hopeful vision for the future.

Daisaku Ikeda (b. 1928) is an international Buddhist leader, peacebuilder, prolific author, and the founder of the secular Soka kindergartens, elementary and secondary schools, women’s college and universities in seven countries across Asia and the Americas. He has emerged as an important educational philosopher and practitioner whose perspectives on dialogue, value-creation (soka), global citizenship, and the deep inner transformation he calls "human revolution" have informed the curriculum and instruction of thousands of teachers not only at the Soka schools, but also at numerous non-Soka schools and universities around the world. This volume brings together, for the first time in English, international scholars’ empirical and theoretical analyses of Ikeda’s contributions to language and education in a global context. This book was awarded the Critics Choice Book Award by the American Educational Studies Association in 2015. This book was originally published as a special issue of Critical Inquiry in Language Studies.