Thursday, December 9, 2010
August 2009 Junior Division PIC Training Meet Small Group Guidelines Sharing
Junior Division PIC Training Meet Small Group Guidelines Sharing-
Before we split into smaller groups, I will let everyone watch parts of the first episode from a Japanese TV drama,
Kento Hanabusa (Boy): Teacher why do we have to count cats?
Noriko Ayukawa (Teacher): It’s because we are learning mathematics now, learning addition.
Kento: Addition?
Other classmates: You don’t know what is addition? Didn’t you learn it in your previous school? We all learn from the very basic which is 1+1=2?
Kento: 1+1=2?
Other classmates: He doesn’t know?
Noriko: Ok, let us all focus with our counting.
Kento: Why? Why is 1 plus 1 equals 2?
Noriko: Okay listen. Here’s an orange, and here’s another orange. An orange plus another orange equals to two oranges. That’s why 1 plus 1 equals 2, so do you understand now? You look like you understood.
Kento: Why? I usually eat oranges with my mum like that. If that is so, 1 plus 1 equals 3. Within the orange there are 1, 2, 3, 4, 5, 6, 7, 8 slices of oranges. If that is so 1+1 will be equivalent to more than 9. And within every orange slice there are a lot of seeds. Hence, 1+1 will be a lot more.
Noriko: Listen to me children.
Kento: So why 1+1 equals to 2? Why?
Other students (start chattering): He’s foolish! Stupid!
Class Assistant: Please keep quiet, silence!
Noriko: As expected I am really unlucky this year!
(The whole class became more boisterous.)
Noriko: Should I go and do some spirit cleansing to cleanse my bad luck? (looking helpless)
Class Assistant: Brace yourself Teacher!
Kagami, a teacher from next class came in and shouted: ‘Keep quiet all of you! You’re all so noisy I can hear you from next class!’
Noriko: I’m sorry Ms Kagami!
Kagami: What is the problem, why are they so noisy?
Noriko: Nothing…..
Other students: Teacher, the new transfer student Kento said that 1 plus 1 doesn’t equal 2.
Kagami: Why are you eating, it is math lesson now Kento.
Noriko: He’s eating the oranges to give an explanation 1+1.
Kento: You see, within this small slice of orange there are 57 pulps. One small slice contains 57 pulps, altogether there are 8 slices. So 1 plus 1 doesn’t equal to 2.
Kagami: Wipe your hands clean. It is because Miss Kagami used orange as an example that’s why you all became more confused. Do you understand? Now let me give a simple and understandable explanation. This is a blue chalk and a pink chalk. When you place them together and add them up, can you see it totals up to 2 chalks? So 1 plus 1 equals 2.
Kento: Why do you want to add blue chalk to red chalk?
Kagami: This is adding calculation.
Kento: Why does adding require chalk to calculate?
Kagami: Because this is math.
Kento: Why do we have to learn math? Why do we have to learn?
Kagami: This…..it is beneficial for all of you children in your work! (Kagami is so angry she broke the chalk)
Kento: It’s broken! It is broken into two, so 1+1=3.
Other classmates: That is right! It equals 3 indeed!
Noriko: Keep quiet! Silence!
Kagami: Please stop with your nonsense Kento!
Kento: What nonsense?
Kagami: Stop with your sophism!
Kento: What is sophism?
Kagami: Sophism is just like the dog’s fart that doesn’t make sense! It is rubbish! Rubbish!
Other classmates: Did teacher just said the word ‘fart’ meaning farting? I hate fart! Hate it~ (the whole class became noisy)
The scene of the movie switched to Noriko in her fiance’s office, her fiancé Huroyuki is a lecturer.
Huroyuki: This kid is definitely a prodigy!
Noriko: How can he possibly be a prodigy? He doesn’t even know how much 1 plus 1 equals!
Huroyuki: It is indeed because of this 1+1=2. Just because you took it for granted that it occurred by its nature and didn’t think of other answers to how it arises. Do you know that 1+1=2, but not 2, there is such situation.
(At that time, Huroyuki’s students came in, Huroyuki then asked them) Huroyuki: Tell me 1+1 equals?
Student A: If we use binary calculation to calculate 2, then 1+1 equals 10.
Student B: The definition we learnt on computing is 1+1=10, if you multiply and divide it the second time 1+1=0
Student C: If we use Boolean algebra 1+1=1, if we combine and categorize the numbers 1+1=11, in logical calculus 1+1=1, same thing applies to electrical circuit. Authentically, on various purposes using one/single as 1, therefore all 1 will become 1’s theory.
Huroyuki: So do you understand now? Similar to how these students imagined, they came up with a lot of possibilities. To most people, 1+1=2, but this is part one of Mathematics game rule. In reality, there are a lot of possibilities. We can say that these possibilities arise from an inquisitive spirit. As for you thinking that 1+1=2, the possibility beyond 2 disappeared, as of you who disregards children’s pure curiosity is truly a cynical person. If one day I become a father, I certainly don’t wish that you’ll be my child’s teacher.
The scene switched to another day, Kento told his friends, living things which have perished can be resurrected using passing current, therefore he proposed to have a mannequin moved to a socket to obtain passing current. When the children were moving the mannequin, Ms Kagami was just passing by and was startled by the moving mannequin! And when the mannequin was dropped on the floor, Ms Kagami was so stunned she curled into a ball and the other students began to cry.
Kento came out from the classroom looking at the mannequin and said: ‘It’s dead.’
Assistant Teacher: What are you all doing?
Other classmates: Because Kento said he wanted to do an experiment.
Kagami: It’s you again, for what purpose do you want to do so! (At that moment, Kento’s mother and Ms Noriko are approaching them)
Kento: I just wanted to connect this to the socket.
Kagami: Why do you want to connect the mannequin and the socket together!
Kento: It’s because I thought that through passing current the mannequin can be brought to life.
Kagami: How can a mannequin possibly be brought back to life using passing current! What are you thinking!
Kento’s mother quickly ran towards her son and hugged him saying: I’m sorry; did my son give u trouble again? I’m sorry.
Kagami: Are you his mother?
Kento’s mom: Yes, I’m really sorry.
Kento: But through passing current the mannequin can really be brought to life!
Kagami: Shut up! You foolish boy! Has your brain gone bonkers! Your problematic son is such a trouble to the school!
Noriko: I’m sorry, i didn’t discipline him well.
Kento’s mom: He’s not naughty, my son is not like what you just said, maybe he’s just different from other children, but his mind is definitely not crazy. Although his grades are poor and always doing odd things but he loves to read books and loves school and loves making friends. He is also a very caring boy towards his family members and friends. He has his own exceptional areas. When he knows our home financial condition is meagre, he even saved up the money he received from others during festivities and gave it to me.
Kagami: This has nothing to do with your home financial condition!
Kento mom’s (with eyes filled with tears): I feel very sorry regarding him giving you all so much trouble, next time he may do other odd things, but….please don’t say such thing as he is crazy ever again, please safeguard him and please believe in this child’s brilliant and shining curiosity and desire to learn and support it. I rely on you…please you must make sure you do, please.
Ms Kagami turned around and left with a few other students. Kento’s mother hugged him with a smile; Ms Noriko is so moved by everything she witnessed with her very own eyes.
After school, Kento and Ms Noriko are left in the class: Kento’s mother is really a strong woman.
Kento: Teacher, why 1+1=2?
Noriko: 1+1=2 probably is established for the purpose of common rule / usage only, in this world there are actually situations where 1+1 doesn’t equals to 2. But because now that there is 1+1=2, that’s why we are able to stride forward and attain addition, subtraction, multiplication, division and equations and because of that, even all sorts of mysteries in most of the present world’s formations and structures can be solved. Who knows we can even find out how to use passing current to bring a mannequin to life. Therefore, 1+1=2, no matter how I explain do you still not understand?
Kento: I understand now teacher 1+1=2
Noriko: Why? How come you can understood immediately?
Kento: When my dad passed away my mom ever said to me that no matter what I must keep striding forward, she said as I advance, I can see a lot of things. 1+1=2 just because 1+1=2, hence 1+1+1=3 and 1+1+1+1=4.
Noriko: Yes indeed.
Kento: I want to keep striding forward.
Noriko (with tears falling): You must keep striding forward!
Kento: 1+2=3 and 1+4=5 Ah! There seems to be more significance to it now!
Noriko: Yes! It truly is more significant now. Why am I crying, I was very happy just now. It’s true, we cannot not advance, although if I can’t get married or being alleged by my own man as worthless, I should keep striding forward…
(While walking home with his mother) Kento: I’m sorry mom.
Kento’s mom: It’s okay, as long as you walk along the path of your interest, if there is anything you don’t understand, don’t act like you know everything and don’t mind how I’d think. Just live according to your will.
Kento: Yes mom!
Above is part of the first episode of Japanese TV drama ‘Edison’s Mother’ content. Within that movie, below are the extracted points we should implement.
1. In regards to young children: Children’s imaginations are filled with endless possibilities. For example as mentioned in the drama, possibilities arise from an inquisitive spirit. As for us who thinks that 1+1=2, the possibilities beyond 2 disappeared, as of you who disregard children’s pure curiosity; you will in turn conceal the child’s talent. Therefore when you encounter children’s questions, please do not say such thing as the child’s brain is cracked or ask the child to shut up, we must believe in the child’s brilliant and shining curiosity and desire to learn and determine to safeguard them.
2. In regards to PIC’s: In the drama we saw how Ms. Noriko explained the question on 1+1=2; it is totally different from how she initially answered. The first one was filled with encouragement and inspiration the last one is filled with stiffness and urgency in imparting knowledge. So how does Ms Noriko obtain her inspiration? First of all, it was in her fiancé’s office after she heard three different students’ answers, although she declined to accept it, she still cannot deny that the possibility existed, then she was touched when she saw Kento mother’s strong will and unyielding spirit during her dialogue with Ms. Kagami. Both of these points are the turning points towards her inspiration. Therefore 1+1=2 is not just merely a simple math question. To explain this simple math question to children (which adults thought it’s rather boring), it can in turn be a great simple reason which can inspire us. The main point lies on our fundamental spirit.
i. Say for example in Tsunesaburo Mackiguchi’s book ‘The Geography of Human Life’, this book’s main objective was to change Japan’s conventional Geography textbook facts and infomation structure model and the method of imparting knowledge. It is because Tsunesaburo Mackiguchi thought that the conventional Geography Textbook was a very stiff accumulation of facts and knowledge because it simply covered enumeration and facts on landscapes, lakes, seas, oceans and population only. He found that the Geography teaching method is just enclosing the students in the classroom, and focused mainly in school causing them to memorize what they learnt by heart in a stiff way of obtaining knowledge. This will result stress in the children’s spiritual and physical development and also results in students detesting the subject. The students will only read books when facing exams and when the exams are over, they forget everything. Tsunesaburo Mackiguchi reckons that as human beings, our existence is never separated from society and nature. Therefore nature and our life are interconnected, all affecting one another’s survival and furthermore, because of this connection, nature holds a very profound meaning to life. In ‘The Geography of Human Life’ Tsunesaburo Mackiguchi wanted to materialize the role of human beings in nature and from human’s survival point of view to guide people to once again experience, to get to know nature and the immediate environment we are living in. Therefore, ‘The Geography of Human Life’ book is no longer a difficult and boring textbook but a book on the explanation on life which is closely connected to the readers.
ii. The same thing applies to the materials we implement in our Junior Meetings and one to one home visits. Whether we can be like Tsunesaburo Mackiguchi and Ms Noriko using simple, inspirational, life related examples and lively implement it is very important. the questions children asks are often very profound but adults often uses shallow answers to simply reply them and shut them up thus resulting in diminishing children’s enthusiasm on questioning. Children who brought up the questions definitely have the ability to comprehend simple answers given on their questions. We must have believe in them. Although there may be some more profound parts in the answers which the child may not comprehend at that time, but isn’t life a journey of understanding and discoveries towards advancement? Some people may think that they cannot give an apparent or comprehensible answer to some mysterious questions hence they explain less. Actually all these come back to your understanding on matters or things brought up.
iii. Say for example when a child asks: What is Nam myo ho renge kyo? How should we answer them? If we tell them that after chanting we can obtain whatever we wish, this sort of answer will only foster ‘generals who only know how to hold out their hands to others’ or the ‘faith of a beggar’. Therefore, I reckon that when we are talking with innocent children, we should find ways to let them accept and appreciate even profound compassionate spirit. In response to that question, I will tell them this: Chanting is to enable ourselves to be more courageous and enables us to have the wisdom to do things to help others and also in turn help ourselves. When Nichiren Daishonin was 12 years old, he made a vow which is to be the whole of Japan’s wisest person. His courageous spirit to stand up arises from the will of wanting to help the people around him, and in the end, he succeeded. His success comes from being able to have the strong will and determination to overcome one big obstacle after another. His actions also enables us at this present era, a chance to change ourselves for the better to be a courageous and kind heated person. But of course, what I’ve mentioned above is just one example. The purpose of Nichiren Daishonin’s Buddhism is to enable those who are in darkness to be able to evidently see the great mountain of this great Buddhism.
iv. To cultivate a child’s ‘expansive soul’ and ‘rich heart’, we as PIC’s assigned to take care of young members must first of all bear in mind that we ourselves should cultivate our own ‘expansive soul’ and ‘rich heart’. Mr. Ikeda said: ‘The earth is illuminated because of the sunlight’s radiance. The work of fostering individuals is the same, we must use this radiance to foster our young members and let each and every one of them to bring forth their infinite potential and blossom and yield victories in their lives.’ Therefore, by changing our mindset, giving deep thoughts and flexibility on a lot of different situations we encounter are very important. We must use our sword of faith to slash through impossible thick walls and bring it down!
v. After reading sensei’s guidance and Gosho, the most important thing is how much we can truly put into practise and carry out this philosophy in our daily lives. Mr. Ikeda said: No darkness can resist the brilliance of light. Similarly, there is no such guidance which cannot encourage us or any prayers which goes unanswered! Let’s come back to our Junior Group, even though we are encountering the problem of being shorthanded, or youth’s inactive participation as well as too much work to handle or having dilemma of how to divide ourselves in tasks, we mustn’t because of such problems fall into a trap of our own worries and relentlessly begrudge or resent.
vi. Nichiren Daishonin said: ‘As for the characters of the lotus Sutra, a person with the eyes of a common mortal sees them as black in color. Persons of the two vehicles see them as the void. Bodhisattvas see various different colour in them, while a person whose seed of Buddhahood have reached full maturity sees them as Buddhas. As a result of the difference in each respective life’s condition, hence their respective feelings will vary. Which also means that if ‘they are in the world of hell, their environment is hell’. Just like if our ichinen is strong, no matter if our surrounding is the world of hell or asuras, we can have control over our situation, overcome and transform it into joy. A person who does things their own way not heeding others advices will definitely encounter obstacles. If we are arrogant, there will be times when we find that we cannot move on. That happens when we don’t know ourselves, when we are easily swayed by contributing factors around us. As long as we implement The Gohonzon, Gosho and guidance as our fundamental practice, we will never be in the wrong.
Above is used for our small group as the first part of the conversation’s fundamental guideline. As of 1+1=2 part in the plot, how can we put into practice our Buddhism to inspire the meaning of our existence whether to young children or to PIC’s, we must have the same spirit to strive together towards the same direction. I hope that all of you can understand the above contents, you don’t have to follow exactly as the examples shared, take in what you’ve learnt and add in your own understanding and interpretation of your own and discuss with the rest. Next, let us welcome our small group members to share their home visiting experience and joy.
The second part is on ‘how to share Sensei Ikeda’s guidance to young children’; we will then distribute a short guidance to every group. After that we make use of the fundamental spirit of what we’ve learnt from our first part to let you all to employ the simplest, inspirational and liveliest way to share with young children sensei’s guidance. We will only use 20 minutes time for this part, after that we will let every small group using 2-3 minutes time to do a presentation.
If there are any opinions or anything I missed, please don’t hesitate to comment.
Thank you.
Junior Boys Division Chief Foo Keh Chong
Labels: f. thoughts of chief
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