Abstract
In response to the cumulative consciousness of learners' diversity, it is vital to study the format of learning to better address the needs of learners today. Japan, where secondary education remains conventional, the study has been conducted since 2015 to examine the proposed nonformal learning program. The program, comprised of voluntary-based facilitators whose ages range from 22 to 63, is premeditated to retort learners' diversity by empowering facilitators with a high degree of autonomy to tailor each session. The learning experience of meeting dissimilar facilitators on every occasion aligns with the Eastern philosophy of "Ichigo Ichie" (一期一会), emphasizing the significance of seizing the moment and cherishing encounters with others. The program utilizes a two-stage approach, where facilitators' training is specified prior to individual sessions. With the design intention of fostering a learning environment that encourages interpersonal communication, it flattens the power dynamics among facilitators and students. This intention aligns with the Eastern philosophy of "San ren xing bi you wo shi" (三人行必有我师), highlighting the importance of learning from others through interactions regardless of hierarchical positions. In this case, the program's approach creates a novel learning experience for participants who have not yet experienced nonformal learning prior. The study found that the program facilitated incremental learning, particularly in generating learning atmospheres that inspire cross-generational and multicultural student-facilitator relational interaction. This socialization creates a remote effect that positively influences students' motivation. Participants also perceived the designed program disrupted their pre-existing stereotypes towards each other.
Author Information
Dunya Chen, Keio University, Japan
Jiayi Lu, Keio University, Japan
Keiko Okawa, Keio University, Japan
Paper Information
Conference: ECE2023
Stream: Learning Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Chen D., Lu J., & Okawa K. (2023) Respond to Diversity: Study of a Japan Nonformal Learning Program’s Remote Effect Fostering Cross-Generational, Multicultural Relationships, and Disruption of Stereotypes ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings (pp. 289-298) https://doi.org/10.22492/issn.2188-1162.2023.23
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.23
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