“John Dewey, Daisaku Ikeda, and the Quest for a New Humanism”
6th Ikeda Forum Makes the Case for the Cultivation of Individual and Social Potential in Everyday Life
By Mitch Bogen
Undeterred by heavy winds and rains from the perimeter of Hurricane Ida, a capacity crowd gathered at the Ikeda Center on Saturday, November 14, for the Sixth Annual Ikeda Forum for Intercultural Dialogue. Their effort was rewarded with a day that featured original insights into ways that ideas and principles in American pragmatism, as articulated by John Dewey, and Mahayana Buddhism, as articulated by Daisaku Ikeda, can point us toward humanistic solutions for the problems of the twenty-first century.
Called “John Dewey, Daisaku Ikeda, and the Quest for a New Humanism,” the Forum’s topic was chosen for three reasons. First, 2009 marked the 150th anniversary of the birth of John Dewey, the American philosopher of pragmatism, democracy, and education. Second, John Dewey figures significantly in Center founder Daisaku Ikeda’s 1993 Harvard University lecture, which continues to serve as a guiding inspiration for the Center. Additionally, the Forum provided a unique opportunity for top Dewey scholars to explore cross-cultural resonances between Dewey’s naturalistic humanism and Ikeda’s Buddhist humanism. Both point to what Dewey called “a common faith” capable of inspiring us to surmount our differences as we move forward as global citizens.
The day began with an introductory lecture from Steven Rockefeller, Professor Emeritus of Religion at Middlebury College. In his remarks, he set forth some of the core connections between Dewey and Ikeda, including these observations on their shared humanistic aspirations:
Despite such similarities, Rockefeller also acknowledged that questions remain regarding the closeness of their vision, especially since Ikeda, unlike Dewey, writes from the perspective of a religious practitioner who “affirms his faith in the eternity of life.” Specifically, Rockefeller posed the following three questions as being especially ripe for further inquiry:
The Actual Conditions of Every Moment
Rockefeller’s presentation was followed by the morning session, called “Inner Potential and Self-Transformation,” featuring Larry Hickman (right), Director of the Center for Dewey Studies and Professor of Philosophy, Southern Illinois University, Gonzalo Obelleiro (center), Soka University graduate and doctoral Student, Program of Philosophy and Education, Teachers College, Columbia University, and Charlene Haddock Seigfried (left), Professor of Philosophy, Purdue University.
One theme of this session, introduced by Professor Hickman, was the importance of establishing a state of balance between ideological or ontological extremes; for Ikeda this approach is known as the Third Path and for Dewey it is called adjustment. Such extremes are numerous, but Hickman identified four as particularly relevant to the topic of humanism:
Both philosophers, continued Hickman, point to paths of transformation that might be described as “guidelines, not blueprints.” Building on this theme, Obelleiro noted that personal and social growth needs to be built not on the “illusion of final, fixed solutions,” but instead must be worked out in the actual conditions “of every moment.” To this moment-by-moment task, he said, those in Ikeda’s tradition of Nichiren Buddhism always seek to apply the qualities of wisdom, courage, and compassion in order to realize the greatest potential in that moment. (For more of Ikeda's thoughts on these qualities, see his 1996 Teachers College lecture.)
During her remarks, Professor Seigfried, echoing a theme that ran through all the previous speakers’ talks, emphasized that the ideals, desires, and goals that guide us in this process of growth, though they “point to a not yet realized future,” are nevertheless not unreal or incompatible with empirical knowledge. Specifically, she proposed that both Ikeda and Dewey speak of what she called small “t” – not large “T” – transcendence, since it is situated here in “the phenomenal world” and achieved through social engagement.
Referring to Professor Hickman’s presentation, she added that human ideals are “transcendent in the modest sense.” While it is possible that they may never be fully realized, “they function as a horizon toward which individuals and communities can direct their energies.” Does this orientation deny the sacred dimension of life? Not so, according to Hickman. Earlier he had noted that, in Dewey’s words, the goal is to abolish not the sacred, but the secular, raising all experience to a level worthy of reverence and respect.
Soil, Sun, and Water
The afternoon session kicked off with a performance of original music by pianist and composer Emi Inaba, accompanied by Kameron Christopher on alto sax and Malcolm Parson on cello. Their two pieces, “Echo” and “Traveler,” embodied the searching character that animated all of the day’s presentations and interactions, and earned a standing ovation.
The first speaker of the afternoon was Jim Garrison, Professor of Philosophy of Education, Department of Teaching and Learning, Virginia Tech. Called “Social Self-Actualization,” the afternoon session was intended to explicitly expand the notions of potential and transformation explored earlier into the larger social context. Thus, Garrison began by explaining that, for Dewey, we simply cannot develop and realize our potential as individuals without a community in which we conduct our interactions (or as Dewey would phrase it, our transactions). This is what is meant by social self-actualization.
Professor Garrison also clarified that the realization of individual potential is not akin to pulling oneself up by one’s bootstraps. Rather, like seeds, all of us need the proper social conditions – the right “soil, sun, and water” – to manifest, to develop, to grow.
Speaking next was Virginia Benson, former Executive Director of the Center and now its Senior Research Fellow. During her remarks, Benson explored “how people who focus on growth of greater selves or value creation lay the foundation for a better world.” Interweaving quotations from Ikeda’s writings into the moving final passage of Dewey’s A Common Faith, Benson made explicit many of their shared humanistic concerns. Here is one particularly striking parallel:
Benson concluded her comments with a call for a commitment to open-minded, open-hearted dialogue as the method best suited to bring forth our full, shared humanity.
The final speaker of the afternoon session was Nel Noddings, Lee L. Jacks Professor Emerita of Education, Stanford University. By way of preface she remarked that she would be balancing the day’s loftier meditations – which she said she fully appreciated – with a dose of socio-political reality. “We have never been further from Dewey in our public schools,” she said. Due to the preponderance of standardized testing and a general lack of funding, there is little time and not enough money to teach in a way that addresses the unique needs and draws out the individual strengths of students. How far we are, she exclaimed, from Dewey’s insight that “to find out what one is fitted to do and secure the opportunity to do it is the key to happiness.” Our failure “to give kids a chance to find out,” said Noddings, is quite simply a moral failure.
Saturday’s attendees, one hundred twenty five in all, were invited into the conversation throughout the day in two ways. During each session, audience members paired up to engage in the dialogue format that Center friend Peggy McIntosh of Wellesley College calls “serial testimony.” These structured conversations enabled attendees to generate ideas and articulate responses based on core ideas they had encountered while listening to the speakers. Each session also featured traditional Q & A periods, which were characterized by questions and comments that were both challenging and focused, and that encouraged speakers to further develop themes introduced during their talks. Topics included:
Education As Growth
The day’s concluding session, which featured a whole group discussion with the scholars, opened with reflections from David Hansen, Professor and Director, Program in Philosophy and Education, Teachers College, Columbia University. Hansen began with a vivid memory from his youth, when he was a six-year-old playing in a shallow pool of seawater warmed by the sun. Even today, he remembers “the play of light” on his hand and on the surface of the water.
Citing this as an example of the intrinsic value of children’s knowledge and experience, Hansen went on to read excerpts from the “Education as Growth” chapter of John Dewey’s Democracy and Education, including one passage in which Dewey observed that adults might learn much from the child’s “sympathetic curiosity, unbiased responsiveness, and openness of mind.” (See also Megan Laverty on Dewey and children)
As he moved toward his conclusion, Hansen observed that the world of children is rich soil indeed, in which “future acts of justice are going to grow, future acts of peace are going to grow, and future acts of mutual human relationship are going to grow.” However, we adults will do well to remember, he added, that the “work of gardening is slow, and you can’t force the garden to grow.”
The day ended with remarks from Richard Yoshimachi, President and Executive Director of the Center, who cited lines from an Ikeda poem that encapsulates the theme of individual potentiality discussed during the day. “Traveler,” wrote Ikeda, “From whence do you come? / And where do you go?” Yoshimachi suggested that the real meaning of education, for both Dewey and Ikeda, is found in continually reflecting on our own purpose in life and helping others to do the same.
Ikeda Center for Peace, Learning, and Dialogue