title: The educational philosophy of Sosaku Kobayashi

authors: Edwards, Alexander

abstract: This thesis discusses the educational philosophy of Sosaku Kobayashi, the principal and founder of Tomoe Gakuen, the innovative school featured in the novel Totto-chan: The Little Girl at the Window. It begins with an introduction to the novel and its author, situating Tomoe Gakuen within the broader context of early-20th-century Japanese education. After discussing the features of the progressive education movement, I then explore the key principles, values, and teaching style that Sosaku Kobayashi employs, as illustrated through the anecdotes in the novel, and the goals they are intended to achieve. Following this, I discuss how learner-centered education has influenced modern curricula worldwide since the Second World War and examine the ongoing dialogue between its detractors and advocates. This segues into a comparison between the learning philosophy of Sosaku Kobayashi and other prominent styles of progressive education, namely Montessori, Steiner, and outdoor-focused education. Finally, I explore what Kobayashi’s philosophy might have looked like had it developed into a broader educational movement and continued to flourish into the 21st century beyond Tomoe Gakuen.

text: The educational philosophy of Sosaku Kobayashi This thesis discusses the educational philosophy of Sosaku Kobayashi, the principal and founder of Tomoe Gakuen, the innovative school featured in the novel Totto-chan: The Little Girl at the Window. It begins with an introduction to the novel and its author, situating Tomoe Gakuen within the broader context of early-20th-century Japanese education. After discussing the features of the progressive education movement, I then explore the key principles, values, and teaching style that Sosaku Kobayashi employs, as illustrated through the anecdotes in the novel, and the goals they are intended to achieve. Following this, I discuss how learner-centered education has influenced modern curricula worldwide since the Second World War and examine the ongoing dialogue between its detractors and advocates. This segues into a comparison between the learning philosophy of Sosaku Kobayashi and other prominent styles of progressive education, namely Montessori, Steiner, and outdoor-focused education. Finally, I explore what Kobayashi’s philosophy might have looked like had it developed into a broader educational movement and continued to flourish into the 21st century beyond Tomoe Gakuen.

year: 2025

title: What determines perseverance in studying science?

authors: Otrel-Cass, Kathrin

subjects: retention

abstract: This article explores the issue of university student recruitment and retention beyond the first and second year of studying science. The research investigated the 'image' students have of science, the demands they face in studying science and student self-efficacy, and the relative importance of these factors as perceived by 140 returning New Zealand year two science and engineering students, using questionnaires and focus group interviews. Results indicate that returning students are generally confident in their ability to cope with their science studies. However, a significant minority of students was unsure or not coping with issues such as course workloads, and findings suggest that during their first year science students need to be reassured that they are valued, and that their education is taken very seriously by the institution and their lecturers. Student commentary suggests this can be achieved by personalising lectures, ensuring personal contact with lecturers and monitoring how students are coping with the challenges and stresses that affect workload issues and subsequently their academic progress.

text: What determines perseverance in studying science? This article explores the issue of university student recruitment and retention beyond the first and second year of studying science. The research investigated the 'image' students have of science, the demands they face in studying science and student self-efficacy, and the relative importance of these factors as perceived by 140 returning New Zealand year two science and engineering students, using questionnaires and focus group interviews. Results indicate that returning students are generally confident in their ability to cope with their science studies. However, a significant minority of students was unsure or not coping with issues such as course workloads, and findings suggest that during their first year science students need to be reassured that they are valued, and that their education is taken very seriously by the institution and their lecturers. Student commentary suggests this can be achieved by personalising lectures, ensuring personal contact with lecturers and monitoring how students are coping with the challenges and stresses that affect workload issues and subsequently their academic progress.

year: 2009-11

title: The Indigenous Exchange Forum: transitions in mine closure

authors: Holcombe, Sarah

abstract: “The Indigenous Exchange Forum: transitions in mine closure” was held on 2–3 November 2021 over Zoom, hosted by the Centre for Social Responsibility in Mining (CSRM) in the Sustainable Minerals Institute (SMI), at The University of Queensland.
The Forum aimed to affirm, connect, and elevate the voices of First Nations leaders and interested community members impacted by mining and mine closure. In doing so, we hoped to begin to build an international network across these Indigenous communities, to enable the sharing of experiences, struggles, and sentiments in relation to mine site transition and mine-related impacts on their lands.
The intent was to recognise each other’s unique cultural position and the impact of mining and mine closure through lessons learned: first with each other and then with industry.
The Forum had a strong foundation of reciprocity. The objective was:
•To provide an independent and culturally safe space to facilitate the connectionbetween First Nations peoples, whose customary lands have been impacted bymining.
•To position First Nations voices individually and collectively in a shared learningjourney full of experiences and lessons learned through online network exchange.
•To facilitate knowledge exchange and elevate the connectivity between Canadian,Australian, and Aotearoa (New Zealand) First Nations regarding impacts, issues, andinnovative ideas and practices in response to mine site transitions and mine closure.

text: The Indigenous Exchange Forum: transitions in mine closure “The Indigenous Exchange Forum: transitions in mine closure” was held on 2–3 November 2021 over Zoom, hosted by the Centre for Social Responsibility in Mining (CSRM) in the Sustainable Minerals Institute (SMI), at The University of Queensland.
The Forum aimed to affirm, connect, and elevate the voices of First Nations leaders and interested community members impacted by mining and mine closure. In doing so, we hoped to begin to build an international network across these Indigenous communities, to enable the sharing of experiences, struggles, and sentiments in relation to mine site transition and mine-related impacts on their lands.
The intent was to recognise each other’s unique cultural position and the impact of mining and mine closure through lessons learned: first with each other and then with industry.
The Forum had a strong foundation of reciprocity. The objective was:
•To provide an independent and culturally safe space to facilitate the connectionbetween First Nations peoples, whose customary lands have been impacted bymining.
•To position First Nations voices individually and collectively in a shared learningjourney full of experiences and lessons learned through online network exchange.
•To facilitate knowledge exchange and elevate the connectivity between Canadian,Australian, and Aotearoa (New Zealand) First Nations regarding impacts, issues, andinnovative ideas and practices in response to mine site transitions and mine closure.

year: 2022