development is. This reflection is related to fundamental issues of ESD and SDGs. We expectthat you will find diverse and alternative ways to comprehend contemporary society that may
be understood as a monolayer structure based on the market. Our faculty members, Associate
Professor Jeffry Gayman and Associate Professor Takashi Ito, and Mr.Taichi Kaizawa from
Biratori town will coordinate this program.
We strongly hope that you are prepared to be motivated, inspired and challenged in
discussion with participants from oversea universities. We believe this program can become a“corner stone” for all of you to challenge the next task in your life.

2

Contents
Message from Dean of Faculty of Education, Hokkaido University 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 1
ESD Campus Asia-Pacific
Abstract of lectures 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 7
List of Participants 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 10
Map of Hokkaido University and Accommodation 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 12
Contents of the Program 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 13
Biratori Field Work 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 14

Hokkaido Summer Institute 2018
Invited lecturers 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 24
Access 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 26
Floor Map 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 27
Key note Lecture 1 Daniel Schugurensky
Social pedagogy and contemporary challenges: Addressing the 4 Ps 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 28
Key note Lecture 2 Anna Marie A. Karaos
Popular Education and the Paradox of Democracy in Philippine Society 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 29
K ey n o t e L e c t u r e 3 S u n g - S a n g Yoo
Popular Education for Transformative Democratic Social Change in Asia
: A Comparative Study of Pop Ed in the Philippines and South Korea fromthe Freirean Perspective 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 30
Key note Lecture 4 Juha Hä mäläine n
Facing the Challenge of Social Exclusion in Today’s Divided Society
in the Light of Paul Natorp’s Social Pedagogy 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 31
Digest Program for Summer Institute 2018 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 32
List of Participants 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 37
Staff at Hokkaido University 㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃㺃 38

3

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Hokkaido University Campus Map
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9HQXH
ձ Clark Memorial Student Center ղ HOKUDAI MARCHE Café & Labo ճ Community Hall Enyu Gakushaմ Humanities and Social Sciences Classroom Building (W Building)
յ School of Education 

26Floor Map

Ŷ Community Hall Enyu Gakusha
MachineRoom

Storage

WC(M)Control
Room

WC(W)

Memorial
Library
Accessible
Restroom

PantryRoomNo.3

Entrance

RoomNo.3

Foyer

LoungeRoomNo.1

RoomNo.2Ŷ Big Conference Room:
Dai-Kaigishitsu at Faculty of Education

䠏䠌䠑
Dai-Kaigishitsu:
Big Conference Room
䠏䠌䠒

䠏䠌䠐

䠏䠌䠓

䠏䠌䠏

䠏䠌䠔

䠏䠌䠎

䠏䠌䠕

㻼

䠏䠌䠍

㻮

䠏䠍䠌

䠏䠍䠍
䠳䠟
䠏䠍䠎

䠏䠍䠐

䠏䠍䠏

㻱㻌㼂

27

Keynote Lecture 1
Social pedagogy and contemporary challenges: Addressing the 4 Ps
Daniel Schugurensky
Arizona State University
Key words: social pedagogy, youth, inequalities, social change, human development,
popular education, peace education, ecopedagoy,

Abstract
The findings of a recent large international survey (31,495 youth from 186 countries and territories) revealed
that, for young people, the three most important contemporary issues are climate change (49%), war and violent
conflicts (38%) and inequality (31%). Considering that over 50% of the world population is under 30 years ofage, these concerns should be taken seriously. From a social pedagogy perspective, three educational projects
can make a contribution to address these issues: a) education for sustainable development; b) peace education;and c) democratic citizenship education. Indeed, an explicit focus on these three projects could provide social
pedagogy practitioners and learning communities a compass to critically examine our social reality, share acommon vision for the future, and develop strategies to move in that direction. This can help to connect,
following Freire’s advice, the moment of denunciation with the moment of annunciation. It can also help toconnect micro, meso and macro analyses and interventions. Finally, it can connect social pedagogy with social
economy initiatives and participatory democracy experiments.
This presentation, which will take place in the context of the seminar "Overcoming Social Exclusion and
Divided Society" at the University of Hokkaido, Japan, will begin with the claim that we live in societies inwhich too many unnecessary and unjust divisions exist not only among human beings, but also between humanbeings and nature. It will also present current data on the causes and consequences of this situation, and will
advance some proposals to advance a social pedagogy agenda that pays central attention to the four Ps of Planet,
People, Prosperity and Peace. The third part of the presentation will argue that there is a reciprocal relationshipbetween the development of more critical, caring and active citizens, and the pursuit of policy changes andsocial transformations that create the conditions for human flourishing and for a more peaceful and sustainable
planet. In this part of the talk, connections will be made with popular education practices, with the principles of‘buen vivir’ and with the sustainable development goals. Finally, the presentation will conclude with a few
examples of social pedagogy projects in different parts of the world.

28

Keynote Lecture 2
Popular Education and the Paradox of Democracy in Philippine Society
Anna Marie A. Karaos
Ateneo de Manila University
Key words: popular education and democracy, community organizing in Philippines,
critical pedagogy and community organizing, Philippine democracy, “People Power”

Abstract
The roots of “People Power”, the nonviolent popular uprising in the Philippines that ousted a dictator in
1986, can be traced to a tradition of collective action by poor urban and rural communities that flourishedunder the repressive conditions of authoritarian rule in the 1970s. This tradition, inspired by a critical pedagogy
which drew heavily from the writings of Paolo Freire and Saul Alinsky, powered successful community actions
but was not as effective in transforming larger power structures necessary for expanding political participationand economic inclusion in Philippine society.
The relevant question to ask therefore is: Can popular education and community action utilizing a criticalpedagogy become vehicles for social transformation, specifically for democratizing the economy and politics
of highly unequal but formally democratic societies like the Philippines?
There is an apparent paradox in the Philippine experience of democracy in that the increased democratic
space after 1986 has generally disempowered, rather than empowered, community organizations. Despite
the expanded political opportunities to advance a more egalitarian agenda at the national level and increased
resources and organizational capacities of civil society and people’s organizations, no national and specificallypolitical expression of the people’s movement for participation and inclusion emerged in the 1990s and thereafter.
Philippine society is characterized by the persistence of social exclusion and economic inequality despite
the existence of formal democracy. The very same structures that produced a dictator in the 1970s remained
unchallenged throughout the period of seemingly vibrant functioning of democratic institutions after 1986.
The outcome is a political system that has remained dominated by well-entrenched political families andsevere inequalities in income and wealth that has kept about a quarter of the population chronically poor andanother quarter economically vulnerable.
By these indications, formal democracy is increasingly regarded as a failure especially by the lower classes
who have been systematically excluded from political participation and deprived of economic advancement.
This condition today presents a specific danger of political instability and possible regression towards nondemocratic alternatives.
Observations and reflections on how community organizations have struggled to engage larger politicalstructures under changing political contexts point to the limits of this brand of community organizing intransforming larger political structures that impact on the distribution of economic resources, as well as to theneed to articulate an alternative ideology and political agenda that can challenge the hegemony of thePhilippines’ traditional elite.
The lectures will shed light on the elements and methods of community organizing as a specific type of
popular education using a critical pedagogy as practiced in urban and rural settings in the Philippines. This
tradition or brand of community organizing and collective action will be critically assessed in terms of its
radical mission of transforming power structures in the larger society, and hence its transformative potential
for deepening democracy in the Philippines.
29Keynote Lecture 3
Popular Education for Transformative Democratic Social Change in
Asia:A Comparative Study of Pop Ed in the Philippines and South
Korea from the Freirean Perspective
Sung-Sang Yoo
Seoul National University
Keywords: popular education, the Philippines, South Korea, Paulo Freire, development

Abstract
Popular education has played a significant role in ‘arousing,’ ‘mobilizing,’ and ‘organizing’ people with thegoal of social transformation in both the Philippines and South Korea. In the Philippines, a radical popular
movement resulted in the People Power Revolution (also known as the EDSA) that provided the momentum for
democratization in the 1970s and 1980s. Popular education has been employed as a means of empowering
people and in undermining President Marcos’ oppressive dictatorship. Popular educators realized that morediverse, more practical, and more humane transformation could come from people’s empowerment through‘conscientization.’ Thus, popular education has provided the theoretical, methodological, and practical baseupon which the discourses of democratic social transformation have evolved. South Korea shows very similartendencies in the relationship between popular education and the popular movements which arose during thissame time period. From the critical perspectives applied against General Park’s military regime, the claims ofordinary people for socio-political democratization resulted in the demise of continuous military dictatorships
before the ‘6.29 Democracy Declaration’ in 1987. As examined above, popular education was an essential
foundation which provided the philosophy, methods, and regular opportunities for dialogue by thoseparticipating in the popular movements. Thus, popular education was namely a symbolic space in which topractice democracy and a concrete basis for educational practice to proceed toward democratization. Whilesocial activists as popular educators dedicated themselves to ‘community organization,’ ‘labor struggles,’managing ‘night classes,’ serving the marginalized, and attempting to change people’s political circumstances,
they attempted to eradicate structural exclusion, systemic alienation, and various forms of discrimination.
Through popular education, people challenged the dominant classes who wished to reproduce and maintainhierarchical power relations. Relating popular education movement in both countries to ways overcoming social
exclusion and divided world, ‘reinventing Paulo Freire’ will be discussed to provide a concept of ‘development
as education’ in the context of Asia-pacific region.

30

Keynote Lecture 4
Facing the Challenge of Social Exclusion in Today’s Divided Society
in the Light of Paul Natorp’s Social Pedagogy
Juha Hämäläinen
University of Eastern Finland
Keywords: Paul Natorp; Neo-Kantianism; social exclusion; social pedagogy; educational theory; social
theory; philosophy of education

Abstract
My presentation discusses the educational philosophy of the German Neo-Kantian philosopher Paul Natorp
as it concerns the drive to tackle social exclusion in today’s divided society. Natorp’s approach provides
pedagogical thinking with a holistic perspective to the problem field.
Considering the epistemological, social theoretical and moral philosophical fundamentals of Natorp’s
conception of social pedagogy, I aim to outline the form of this approach. I argue that we can benefit significantly
from Natorp’s construct in actualizing the social reforms necessary for facing the challenge of social exclusionand promoting more sustainable social development in the present society.
Although constructed a century ago, Natorp’s approach embodies timeless principles executable in all ages,
today’s late-modern society included. Natorp worked with a holistic pedagogical model appropriate for
improving society’s capacity for social justice and sustainable social development. His approach was the firstsocial pedagogical attempt to solve the social question of his time, i.e. the challenges of poverty and social
exclusion caused by the early industrialization, urbanization and modernization.
Natorp thought a change in educational philosophy was necessary in order to actualize the requisite social
reforms. For him, the pedagogical mind-set was the priority when it is a question of appropriate social
development and attempts to alleviate social exclusion. The moral basis of a righteous social life is created byeducation in just-oriented communities and society. Following Plato’s Theory of Forms, he regarded social
justice as the highest individual and social virtue, accounting for righteous individual and political will as thehighest aim of education.
Natorp called his educational theory social pedagogy, emphasizing the importance of the cultivation of will, thatis to say, moral education. He laid stress on the priority of education in relation to economy and politics, which hefound to be instruments for promoting appropriate conditions for suitable education indispensable for humanizationand social justice. In the Kantian sense of thought, pedagogy has its proper place in the field of practical reason.
Insofar as social grievances are seen as moral issues—as Natorp saw them—they are also pedagogical issues
and will be solved by educational processes enhancing a moral attitude in society. Natorp’s educational theory
shaped a social theory and political programme simultaneously.
As pedagogical thought is connected intrinsically with political action, educational philosophy is a criticalfactor in working for a just society. Policy-making for tackling social drawbacks, promoting social justice andadvancing sustainable social development is a question of political will expressing citizens’ moral qualities.
Natorp’s social idealistic approach embodies the Neo-Kantian aspiration to further Immanuel Kant’s
Enlightenment programme, philosophical anthropology and moral philosophy included.
Natorp aspired to justify the idea of a just society philosophically as a categorical starting point of policymaking and quality criteria of the economic and legal structures of society. The common thread of mypresentation is to discuss how Natorp’s civilization-centered way of thinking—as social theory called social
pedagogy and the political programme called idealistic socialism—might contribute to the aspiration to
overcome social exclusion in contemporary divided society.
31Digest Program for Summer Institute 2018㻰㼍㼥㼟㻝㻞㻦㻟㻜㻙㻝㻟㻦㻜㻜㻷㼑㼥㼚㼛㼠㼑㻌㻸㼑㼏㼠㼡㼞㼑㻳㼡㼕㼐㼍㼚㼏㼑㻞㻟 㻹㼛㼚

㻰㼍㼥㼟㼀㼛㼙㼛㼚㼛㼞㼕㻌㻵㼟㼔㼕㼛㼗㼍㻘㻌㼀㼥㼞㼑㼘㻌㻱㼟㼗㼑㼘㼟㼛㼚䠘㻯㼘㼍㼞㼗㻌㻹㼑㼙㼛㼞㼕㼍㼘㻌㻿㼠㼡㼐㼑㼚㼠㻌㻯㼑㼚㼠㼑㼞㻘㻸㼑㼏㼠㼡㼞㼑㻌㻴㼍㼘㼘䠚㻝㻜㻦㻜㻜㻙㻝㻞㻦㻜㻜㻝㻞㻦㻜㻜㻙㻝㻟㻦㻟㻜㻝㻟㻦㻟㻜㻙㻝㻡㻦㻜㻜㻌㻼㼞㼛㼒㼑㼟㼟㼛㼞㻌㻰㼍㼚㼕㼑㼘㻌㻿㼏㼔㼡㼓㼡㼞㼑㼚㼟㼗㼥䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻼㼞㼛㼒㼑㼟㼟㼛㼞㻌㻰㼍㼚㼕㼑㼘㻌㻿㼏㼔㼡㼓㼡㼞㼑㼚㼟㼗㼥䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻸㼑㼏㼠㼡㼞㼑㻞㻙㻝㻞㻡 㼃㼑㼐

㻸㼡㼚㼏㼔㻌㼎㼞㼑㼍㼗㻌㻰㼞㻌㻭㼚㼚㼍㻌㻹㼍㼞㼕㼑㻌㻭㻚㻌㻷㼍㼞㼍㼛㼟䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻸㼡㼚㼏㼔㻌㼎㼞㼑㼍㼗㻌㻭㼟㼟㼛㼏㼕㼍㼠㼑㻌㻼㼞㼛㼒㼑㼟㼟㼛㼞㻌㻿㼡㼚㼓㻙㻿㼍㼚㼓㻌㼅㼛㼛䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻸㼑㼏㼠㼡㼞㼑㻠㻙㻝㻞㻣 㻲㼞㼕

㻰㼍㼥㼟㻌㻼㼞㼛㼒㼑㼟㼟㼛㼞㻌㻶㼡㼔㼍㻌㻴㽯㼙㽯㼘㽯㼕㼚㼑㼚䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻝㻜㻦㻜㻜㻙㻝㻞㻦㻜㻜㻌㻼㼞㼛㼒㼑㼟㼟㼛㼞㻌㻶㼡㼔㼍㻌㻴㽯㼙㽯㼘㽯㼕㼚㼑㼚䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻼㼞㼛㼒㼑㼟㼟㼛㼞㻌㻰㼍㼚㼕㼑㼘㻌㻿㼏㼔㼡㼓㼡㼞㼑㼚㼟㼗㼥䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻰㼞㻌㻭㼚㼚㼍㻌㻹㼍㼞㼕㼑㻌㻭㻚㻌㻷㼍㼞㼍㼛㼟䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻸㼑㼏㼠㼡㼞㼑㻟㻙㻟㻿㼔㼛㼞㼠㻌㼎㼞㼑㼍㼗㻸㼑㼏㼠㼡㼞㼑㻠㻙㻞㻸㼡㼚㼏㼔㻌㼎㼞㼑㼍㼗㻝㻡㻦㻝㻡㻙㻝㻢㻦㻠㻡㻸㼑㼏㼠㼡㼞㼑㻞㻙㻟㻿㼔㼛㼞㼠㻌㼎㼞㼑㼍㼗㻸㼑㼏㼠㼡㼞㼑㻟㻙㻞㻌㻭㼟㼟㼛㼏㼕㼍㼠㼑㻌㻼㼞㼛㼒㼑㼟㼟㼛㼞㻿㼡㼚㼓㻙㻿㼍㼚㼓㻌㼅㼛㼛䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻹㼛㼐㼑㼞㼍㼠㼛㼞㻦㻌㼀㼍㼗㼍㼟㼔㼕㻌㻵㼠㼛㼃㼑㼘㼏㼛㼙㼑㻌㼠㼛㼍㼟㼠㻦㻌㼀㼍㼗㼍㼟㼔㼕㻌㻹㼕㼥㼍㼦㼍㼗㼕䠘㻴㻻㻷㼁㻰㻭㻵㻌㻹㻭㻾㻯㻴㻱㻌㻯㼍㼒㽴㻌㻒㻌㻸㼍㼎㼛䠚㻸㼑㼏㼠㼡㼞㼑㻝㻙㻟㻿㼔㼛㼞㼠㻌㼎㼞㼑㼍㼗㻸㼑㼏㼠㼡㼞㼑㻞㻙㻞㻰㼞㻌㻭㼚㼚㼍㻌㻹㼍㼞㼕㼑㻌㻭㻚㻌㻷㼍㼞㼍㼛㼟䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻸㼑㼏㼠㼡㼞㼑㻟㻙㻝㻞㻢 㼀㼔㼡

㻝㻡㻦㻜㻜㻙㻝㻡㻦㻝㻡㻸㼑㼏㼠㼡㼞㼑㻝㻙㻞㻸㼡㼚㼏㼔㻌㼎㼞㼑㼍㼗㻱㻿㻰㻛㻿㻵㻌㻶㼛㼕㼚㼠㻌㻯㼑㼞㼑㼙㼛㼚㼥㻰㼍㼚㼕㼑㼘㻌㻿㼏㼔㼡㼓㼡㼞㼑㼚㼟㼗㼥㻘㻌㻭㼚㼚㼍㻌㻹㼍㼞㼕㼑㻌㻭㻚㻌㻷㼍㼞㼍㼛㼟㻘㻌㻿㼡㼚㼓㻙㻿㼍㼚㼓㻌㼅㼛㼛㻘㻌㻶㼡㼔㼍㻌㻴㽯㼙㽯㼘㽯㼕㼚㼑㼚㻘㻹㼛㼐㼑㼞㼍㼠㼛㼞㼟㻒㻵㼚㼠㼞㼛㼐㼡㼏㼕㼚㼓㻌㻵㼚㼢㼕㼠㼑㼐㻌㼟㼜㼑㼍㼗㼑㼞㼟㻦㻌㼀㼥㼞㼑㼘㻌㻱㼟㼗㼑㼘㼟㼛㼚㻘㻌㼀㼛㼙㼛㼚㼛㼞㼕㻌㻵㼟㼔㼕㼛㼗㼍㻼㼞㼑㼒㼍㼏㼑㻦㻌㼀㼍㼗㼍㼟㼔㼕㻌㻵㼠㼛䠘㻯㼘㼍㼞㼗㻌㻹㼑㼙㼛㼞㼕㼍㼘㻌㻿㼠㼡㼐㼑㼚㼠㻌㻯㼑㼚㼠㼑㼞㻘㻌㻸㼑㼏㼠㼡㼞㼑㻌㻴㼍㼘㼘䠚㻸㼑㼏㼠㼡㼞㼑㻝㻙㻝㻞㻠 㼀㼡㼑

㻝㻣䠖㻟㻜㻙㻝㻥䠖㻟㻜㻝㻟㻦㻜㻜㻙㻝㻣㻦㻜㻜㻌㻭㼟㼟㼛㼏㼕㼍㼠㼑㻌㻼㼞㼛㼒㼑㼟㼟㼛㼞㻌㻿㼡㼚㼓㻙㻿㼍㼚㼓㻌㼅㼛㼛䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻸㼑㼏㼠㼡㼞㼑㻠㻙㻟㻿㼔㼛㼞㼠㻌㼎㼞㼑㼍㼗㻌㻼㼞㼛㼒㼑㼟㼟㼛㼞㻌㻶㼡㼔㼍㻌㻴㽯㼙㽯㼘㽯㼕㼚㼑㼚䠘㻯㼛㼙㼙㼡㼚㼕㼠㼥㻌㻴㼍㼘㼘㻌㻱㼚㼥㼡㻌㻳㼍㼗㼡㼟㼔㼍䠚㻝㻞㻦㻜㻜㻙㻝㻟㻦㻟㻜㻝㻟㻦㻟㻜㻙㻝㻢㻦㻟㻜㻝㻣䠖㻜㻜㻙㻝㻥䠖㻜㻜㻿㼥㼙㼜㼛㼟㼕㼡㼙㻯㼘㼛㼟㼕㼚㼓㻌㻯㼑㼞㼑㼙㼛㼚㼥㻸㼡㼚㼏㼔㻌㼎㼞㼑㼍㼗㻌㻹㼛㼐㼑㼞㼍㼠㼛㼞㼟㻦㻌㼀㼛㼙㼛㼚㼛㼞㼕㻌㻵㼟㼔㼕㼛㼗㼍㻘㻌㼀㼥㼞㼑㼘㻌㻱㼟㼗㼑㼘㼟㼛㼚㻘㻯㼛㼙㼙㼑㼚㼠㼍㼠㼛㼞㼟㻦㻌㻰㼍㼚㼕㼑㼘㻌㻿㼏㼔㼡㼓㼡㼞㼑㼚㼟㼗㼥㻘㻌㻶㼡㼔㼍㻌㻴㽯㼙㽯㼘㽯㼕㼚㼑㼚㻘㻌㻴㼍㼚㻌㻿㼛㼛㼚㼓㻴㼑㼑㻘㻌㻼㼑㼠㼍㻌㻻㼔㼍㼠㼍䠘㼃㻠㻝㻜䠚

㻹㼛㼐㼑㼞㼍㼠㼛㼞㼟㻦㻌㼀㼥㼞㼑㼘㻌㻱㼟㼗㼑㼘㼟㼛㼚㻘㼀㼛㼙㼛㼚㼛㼞㼕㻌㻵㼟㼔㼕㼛㼗㼍䠘㻮㼕㼓㻌㻯㼛㼚㼒㼑㼞㼑㼚㼏㼑㻌㻾㼛㼛㼙䠚㻿㼥㼙㼜㼛㼟㼕㼡㼙㻞㻤 㻿㼍㼠

㻯㼛㼛㼞㼐㼕㼚㼍㼠㼛㼞㻦㻌㼀㼍㼗㼍㼟㼔㼕㻌㻹㼕㼥㼍㼦㼍㼗㼕㻘㻹㼛㼐㼑㼞㼍㼠㼛㼞㼟㻦㻌㼀㼛㼙㼛㼚㼛㼞㼕㻌㻵㼟㼔㼕㼛㼗㼍㻘㼀㼥㼞㼑㼘㻌㻱㼟㼗㼑㼘㼟㼛㼚㻘㻼㼞㼑㼟㼑㼚㼠㼑㼞㼟㻦㻌㻭㼚㼚㼍㻌㻹㼍㼞㼕㼑㻌㻭㻚㻌㻷㼍㼞㼍㼛㼟㻘㻿㼡㼚㼓㻙㻿㼍㼚㼓㻌㼅㼛㼛㻘䠘㼃㻠㻝㻜䠚

July 23rd (Mon.)

Location: Clark Memorial Student Center, Lecture Hall

1230-1300 Guidance / Registered Graduate Students only
1300-1700 Keynote Lecture : Overcoming Social Exclusion and Divided Society㸫Contemporary Significance of Social Pedagogy - Attendance Free to all
Lectures: Daniel Schugurensky, Anna Marie A. Karaos, Sung-Sang Yoo, Juha Hämäläinen
Moderators: Tyrel Eskelson & Tomonori Ishioka
Preface: Keiko Ikeda
1730-1930 SI/ESD Joint Ceremony / Registered Undergraduate & Graduate Students only
Location: HOKUDAI MARCHE Café & Labo
Moderator: Takashi Ito
Welcome toast: Takashi Miyazaki

32

July 24th (Tue.)

Location: Community Hall Enyu Gakusha

1000-1200 Lecture 1-1
Daniel Schugurensky /Registered Graduate Students only
1: Education, social reproduction and social transformation
2: Social pedagogy: historical traditions and contemporary developments
1200-1330 Lunch Break
1330-1500 Lecture 1-2
Daniel Schugurensky /Registered Graduate Students only
3: Paulo Freire: life, work and legacy
4: Popular education and critical pedagogy
5: Social pedagogy and social change
1500-1515 Short Break
1515-1645 Lecture 1-3
Daniel Schugurensky /Registered Graduate Students only
6: Social pedagogy and the question of democracy
7: Social pedagogy and community development
8: The future of social pedagogy

July 25th (Wed.)

Location: Community Hall Enyu Gakusha

1000-1200 Lecture 2-1
Anna Marie A. Karaos /Registered Graduate Students only
1. Social reproduction, social transformation, and education
2. Roles of Social movement
1200-1330 Lunch Break33

1300-1500 Lecture 2-2
Anna Marie A. Karaos /Registered Graduate Students only
3. Development of Social Movement in the Philippines
4. Popular education and critical pedagogy in the Philippines
5. Learning process for community education
1500-1515 Short Break
1515-1645 Lecture 2-3
Anna Marie A. Karaos /Registered Graduate Students only
6. Critical pedagogy and the question of democracy
7. Social pedagogy and community development

July 26th (Thu.)

Location: Community Hall Enyu Gakusha

1000-1200 Lecture 3-1
Sung-Sang Yoo /Registered Graduate Students only
1. Education, social reproduction and social transformation
2. Critical pedagogy: historical traditions and contemporary developments
1200-1330 Lunch Break
1300-1500 Lecture 3-2
Sung-Sang Yoo /Registered Graduate Students only
3. Impact of Paulo Freire
4. Popular education and popular thought in South Korea
5. Critical pedagogy and community development
1500-1515 Short Break
1515-1645 Lecture 3-3
Sung-Sang Yoo /Registered Graduate Students only
6. Critical pedagogy and the question of democracy
7. Challenge of education for subject formation in contemporary world

34

July 27th (Fri.)

Location: Community Hall Enyu Gakusha

1000-1200 Lecture 4-1
Juha Hämäläinen /Registered Graduate Students only
1. The origins of social pedagogy in terms of social history and the history of ideas
2. Social pedagogy in the midst of diverse traditions, policies and practices
3. Approaches of social pedagogical research, theory formation and practice applications
1200-1330 Lunch Break
1300-1500 Lecture 4-2
Juha Hämäläinen /Registered Graduate Students only
4. Social pedagogy as an academic discipline and professional practice
5. Social pedagogy in light of social inclusion/exclusion mechanisms in today’s society
6. Social pedagogy in the interface between education and social welfare
1500-1515 Short Break
1515-1645 Lecture 4-3
Juha Hämäläinen /Registered Graduate Students only
7. Social movement, active citizenship and community development in social pedagogy
8. Critical social pedagogy in theory and practice35

July 28th (Sat.)

Location: W410

1000-1200 Symposium / Attendance Free to all
Toward Critical Social Pedagogy - New perspective on transformative learning(Presentation)
Coordinator: Takashi Miyazaki,
Moderators: Tyrel Eskelson & Tomonori Ishioka
Presenters: Anna Marie A. Karaos & Sung-Sang Yoo
1000-1020 Reception
1020-1030 Opening Remarks
1030-1115 Presentation 1: Anna Marie A. Karaos
Popular Education for transformative social change in Asia during 1960-80s
1115-1200 Presentation 2: Sung-Sang Yoo
Popular education in community organizing for democracy in the Philippines
1200-1330 Lunch Break
1330-1630 Symposium / Attendance Free to all
Toward Critical Social Pedagogy - New perspective on transformative learning(Comment and Discussion)
1330-1410 Comments
Moderators: Tyrel Eskelson & Tomonori Ishioka
Commentators: Daniel Schugurensky, Juha Hämäläinen, Han SoongHee, Peta Ohata
1410-1425 Reply
1425-1605 Discussion
1605-1630 Summary
1700-1900 Closing Ceremony / Registered Graduate Students only
Location: Big Conference Room in School of Education
Moderators: Tyrel Eskelson & Tomonori Ishioka

29th (Sun.)
Departure36