On Saturday, August 2nd and Sunday, August 3rd, 2025,Research, development and dissemination of educational approaches that overcome the cycle of poverty, inequality and abuseThe fifth "Living Education" training session was held as part of the "Living Education" project.
In this article, we will tell you about the contents and details of the training session.
Day 1
opening
First, project representative Professor Kanae Nishioka gave an overview of "Living Education" and the project at SMBC Kyoto University Studio.
Lecture 1: The mind of abused children
Professor Kazuaki Hashimoto, of the Akasaka School of Psychology and Healthcare and Welfare Management at International University of Health and Welfare, gave a lecture on the impact of abuse on children.
Painful experiences like abuse remain in children as traumatic experiences. Trauma refers to the emotional scars caused by near-death experiences, such as nearly dying or suffering serious injuries. Trauma can make it difficult for children to control their emotions, or conversely, can make them emotionally numb.
In recent years, the relationship between abuse and delinquency has also been attracting attention. In some cases, the actions of abused children to escape the abuse or to show signs of need can lead to delinquency. Dr. Hashimoto had a message for those in a position to support children, asking them to understand the mechanisms behind delinquency and provide support accordingly.
Lecture 2: How to listen to the voices of hurt children
Dr. Hashimoto also spoke about how to approach children who have experienced difficult times. Dr. Hashimoto himself is involved in supporting children who have been hurt. He spoke about the importance of being considerate of the children's pain and pursuing the facts without stepping on the other person's shoes.
The "Living Education" taught at Tajima Minami Elementary and Junior High School includes content that may touch on children's trauma, so teachers teach with the utmost care. Mr. Hashimoto said, "Even though we may be opening the Pandora's box that children have, we still need to be prepared to teach. In order to be prepared, it is important to acquire knowledge and go through trial and error."
Workshop 1: "The precious mind and body"
Ms. Misako Bessho and Ms. Azusa Tanaka from Tajima Minami Elementary and Junior High School gave a workshop for their first grade class. The theme of this class was "Private Zone."
The lesson begins with students looking at illustrations of two children posted on the blackboard and identifying dangerous areas and areas that need to be fixed. Through dialogue, students identify problems such as injuries, dirty bodies, and improper clothing and shoes, and teach the children the importance of "safety," "security," and "cleanliness."
Next, the children are asked how they stay clean, and the teacher draws out "taking a bath," and then tries to take the clothes from a child that the teacher has posted on the blackboard. At this point, the children will shout "No!" or "It's embarrassing!" The teacher discusses with the children why they feel embarrassed, and explains that the area covered by a swimsuit is the private zone. There are four rules for the private zone: "Don't look," "Don't show," "Don't touch," and "Don't let others touch." The teacher reviews the rules for the private zone by looking at specific examples, and teaches the children the importance of telling the other person or talking to someone if they feel uncomfortable.
During the training workshop, participants put themselves in the shoes of first graders and worked through dialogue with teachers Bessho and Tanaka.
Day 2
Workshop 2: "Brain, Mind, Body and Me - Adolescent Trauma and Attachment"
The second day began with a workshop for first-year students at Tajima Junior High School. As with the first day, the instructors were Mr. Bessho and Mr. Tanaka.
At the beginning of the workshop, Professor Tanaka asked, "Where do you think the mind is located?" While many people pointed to their chests, Professor Tanaka explained that the head, or brain, is closely related to emotions and behavior. He asked the children the same question in class, and gave them a simple explanation of the parts of the brain and their functions.
In class, children compare MRI images of brains that have been injured, such as from a hard blow to the head, with those of healthy brains, and learn that brain injury can affect the body, including limbs and language. From here, the class moves on to the topic of "trauma," which describes how a brain can appear injured even though it looks no different from a healthy brain on an MRI.
Just like in real classes, the workshop involved group work in which children classified difficult experiences they might have as traumatic or not. Examples of difficult experiences include "being verbally or physically abused by family members" or "getting a bad grade on a test." Some members of the group considered some experiences to be traumatic while others did not, and the children learned that similar experiences can be traumatic or not for different people. They also confirmed that "stress" refers to things that are not traumatic but can be painful, and discussed in groups what they can do to overcome stress. The lesson concluded with the keywords "resilience" and "safe base," and the children learned the importance of having the ability to bounce back from difficulties and relying on those around them.
Lecture 3: Future student guidance: The direction the "Student Guidance Summary" aims for
The lecture on the second day was given by Professor Kazuo Takeuchi, a professor at the Faculty of Environmental and Human Studies at the University of Hyogo who specializes in student guidance. Professor Takeuchi is one of the authors of the "Student Guidance Guidelines," which were revised in 2022. The "Student Guidance Guidelines" summarizes theories, concepts, and teaching methods of student guidance and was first compiled in 2010. Over the past decade, children's lives have changed dramatically. In response to various changes, such as the spread of the internet and smartphones, a revised definition of bullying, and rising rates of school absenteeism, the content of the "Student Guidance Guidelines" has also changed. According to Professor Takeuchi, the biggest change in the 2022 revision is the shift from teacher-centered "guidance" to child-centered "support." Professor Takeuchi spoke about the need for support, drawing on his own experience.
Throughout the lecture, Professor Takeuchi emphasized the importance of encouraging participants to exchange opinions. By listening to each other's opinions and thoughts, participants were able to deepen their understanding of the realities and values of children today.
During the question and answer session, there was a discussion about how to build a school system, given that many teachers are interested in "education for living" but find it difficult to put it into practice. Mr. Takeuchi said that the first thing to do is to "make three, and preferably six, friends within the school."
SMBC Kyoto University Studio will continue to hold training sessions on "Education for Living" as part of the project. If you are interested, please invite others to join us.
