Value Delivery Practices in the Thoughts of Miyazawa Kenji and Jiddu Krishnamurti: A Systematic Review from an Educational Perspective

Abstract

The value delivery process engages with the collaboration process of trust, thinking, skills, communicating, relationships, and understanding self. As educated individuals, we are in this engagement process and question the current school education and understanding of childhood in children. The globally connected world where we live together in a material world where Happiness, compassion, and empathy are not reflected in the education system and the potential of a child is determined by grades and scores in exams, which is neglecting the part that drives our actions, the search for meaning and purpose of life. The lack of human values with the wave of technology and changing nature around us is alarming. Even in the age of modernization, we need to progress in being human. The basis of human life is childhood and the education that they gain. Unfortunately, the education presented these days lacks moral values. The paper attempts to systematically discuss value-based educational models and practices in India and Japan based on the philosophy of Miyazawa Kenji and Jiddu Krishnamurti. The systematic literature review is done using Google Scholar and Mendeley Reference Management. This study provides the framework of modeling and practices for a value education for policymakers, organizations, researchers, and individuals in the present and future. Therefore, the study of such type is evident from the theoretical clusters and current status of education. The findings of the study discuss the Development of the meaning of Educational Values, the Development of theories from different fields, discuss the development of value education, and the value perspectives of Miyazawa Kenji and Jiddu Krishnamurti. Krishnamuti’s insights on education reflect the right kind of education, which reflects questioning, attention, freedom, fearlessness, without competition, no comparison, and child-centered education, where both teacher and student are learners. Miyazawa Kenji's insights on education reflect resilience, risk-taking, understanding the actual talent, finding passion, love for the subject, finding ways in difficult situations, fearlessness, and helping the child grow while the teacher is the nurturer. Both philosophers focus on the affective domain and cognition; learning without values mechanically assists humans to think like machines when they are much beyond that. Therefore, understanding these value delivery practices is essential. Value delivery practices in these schools will help us understand the teaching-learning experiences and the collaboration of these affective, cognitive, and psychomotor skills. There is much learning in schools, but childhood innocence is missing.