Reexamining the Systems That Support Learning -- Communities and systems for learning within social networks

The realization of a lifelong learning society in which "anyone can learn anytime, anywhere" is undoubtedly an ideal shared by many. In such a society, learning environments are designed to promote both individual self-realization and the maintenance and transformation of society, with the ultimate aim of creating and sustaining communities in which all people can lead fulfilling lives. However, there are limits to what can be achieved solely within formal schools such as universities. Therefore, social education--organized learning opportunities outside formal schooling--becomes crucial. As an academic field, it is essential to clarify why and how social education is needed, as well as its roles and responsibilities as a form of public education.

Why, then, is it necessary to consider both individual self-realization and the maintenance and transformation of society when developing learning environments? The reason is that, at least theoretically, education--particularly public education--depends on a balance between these two elements. The institution of public education is sustained by public resources. Similarly, from a macro perspective, another element that must be regarded as a public matter is the self-realization of all citizens; in other words, the well-being of all people. Yet, at the micro level, it is generally not considered desirable to allocate public funds to private, consumption-oriented hobbies. In other words, public education is always institutionalized in response to social demands; specifically demands from governments, businesses, citizens, or social conditions indicating that the acquisition of certain abilities, skills, knowledge, or experiences is necessary. Accordingly, the curriculum, as well as the content and methods of learning, changes over time in response to these demands.

From an institutional and systemic perspective, social education--that is, education taking place within networks of social connections--offers the advantage of facilitating harmony between individual self-realization and social needs. The two main approaches to learning within such social networks can be broadly described as experience-sharing and communication. Both involve interaction with others and the surrounding environment, providing opportunities for individuals to identify their unique interests and strengths, while also allowing community roles to be adjusted and balanced through mutual interaction among its members.

In general, public awareness of social education is considerably lower than that of school education. Moreover, unlike the widely accepted necessity of schools, there is often insufficient social consensus or shared understanding regarding the importance of social education. Therefore, as a field of study, it is necessary to examine questions such as the true nature of social education, the need for administrative involvement, and the reasons for such involvement¹⁾.

Why is social education included in public education alongside school education? Or, more fundamentally, should social education be considered part of public education at all? There are two possible approaches to exploring this question. One is to understand the historical background that led to the establishment of the current social education system. The other is to examine the practical effects resulting from the existence of a social education system.

Regarding the former approach, social education research has traced the significance and evolution of the system in relation to school education and general public administration (primarily community policy)²⁾. Previous studies have often explained the necessity of social education from a rights-based perspective--such as the right to learn--mainly drawing on the Constitution of Japan. However, research has revealed the logical difficulty of deriving the reasons for institutionalizing social education as public education solely from a rights-based argument. Thus, rather than explaining the public nature of social education in terms of formal institutions or state involvement, it is now considered more effective to adopt a procedural approach based on democratic theory--focusing on who participates in learning processes and how.

Considering recent trends in education policy that emphasize collaboration and cooperation among diverse actors, it is necessary to move beyond a mutually exclusive framework such as the public-private dichotomy in education. Instead, education should be understood through interactional perspectives such as governance and networks. The notion of social capital, which highlights the value of social relationships, is especially useful for conceptualizing social education in relational terms. Furthermore, lifelong learning is recognized as playing a particularly important role in generating social capital that contributes to the creation of a better society³⁾.

Regarding the latter approach, the practical impacts of social education have been examined through quantitative analyses. These studies have confirmed its influence on political engagement, social capital, and citizenship⁴⁾. At the same time, various factors inhibit participation in actual learning activities. Researchers have also identified factors related to gender and other demographic attributes⁵⁾. When considering the public nature of social education from a democratic procedural perspective, it is important to move beyond merely ensuring formal access for everyone. We must also consider the real barriers to participation arising from social discrimination and inequalities related to age, gender, occupation, or economic status.

To understand some of the barriers that arise in social network spaces, it is necessary to grasp the informal institutions within each community and the socio-cultural contexts that develop there. Although it cannot be fully understood through formal institutions alone, what deeply influences actual participation in learning is the interaction among learners, particularly communication centered on dialogue⁷⁾.

Social education is characterized by learning through communication within social relationships. In addition to face-to-face settings, actively utilizing online spaces is also effective for realizing a lifelong learning society in which anyone can learn anytime, anywhere. Since 2020, the global COVID-19 pandemic severely limited direct human contact. This resulted in significant stagnation not only in school education, but also in social education programs and activities. At the same time, however, under these restrictions, grassroots online social education initiatives emerged within existing communities and across networks connecting multiple communities⁶⁾.

In contemporary Japan, networks have become one of the most important concepts for both analyzing and addressing social issues, such as crime, poverty, and social isolation. During major natural disasters, such as big earthquakes, strong and positive local networks are emphasized as the foundation of mutual aid. Amid changes in family structure, the number of solitary deaths among older adults has been increasing, largely due to the absence of reliable family members, neighbors, or friends. The isolation of children and young people has also become a serious concern, as many struggle with social interaction. Meanwhile, living and spending time alone--such as eating, traveling, or attending events solo--has become widespread in Japan. And public discourse frames solo activities in a positive light, associating them with autonomy.

Not all networks are necessarily desirable. People often wish to distance themselves from troublesome relationships. Even so, many people aspire to a society in which no one is isolated, where people can find support beyond their families and relatives, and where networks exist within communities, workplaces, and online spaces. Social education provides the foundation for creating such environments through learning itself. To rebuild relationships with others in more positive ways, we need to continue learning throughout our lives, particularly within social contexts.

[Footnotes]

1) The work summarizing the results of the doctoral dissertation is Sato, T., Governance for Learning Communities: Shaping Citizenship and Social Capital through Social Education, (Akashi Shoten, 2014).
2) Sato, T., "Social Education and Lifelong Learning: Formation and Transformation of Contemporary Social Education Systems" in New Chapter of the Japanese Educational Research edited by Geshi, A., Maruyama, H., Aoki, E., Hamanaka, J., Nihei, N., Ishii, T., and Iwashita, A., (Seori Shobo, 2019), pp. 413 to 438.
3) John Field, Social Capital translated by Sato, T., Nishizuka, K., and Matsumoto, N., (Akashi Shoten, 2022).
4) Sato, T., "Can Citizenship Be Cultivated? Effects of School Education and Social Learning" in The 'Crisis' of Democracy: Civic Awareness from an International Comparative Survey written and edited by Tanabe, S., (Keiso Shobo, 2014), pp. 42 to 62.
Sato, T., "The Effects of Participation in Adult Learning on Social Capital: Does Education Promote Social Networks?" Bulletin of the Japan Society for the Study of Adult and Community Education, Vol. 47, 2011, pp. 31 to 40.
Sato, T., "Social Outcomes and Policy Proposals of Adult Education as the Basis of Psychological Involvement in Politics," Bulletin of the Japan Educational Administration Society, No. 36, 2010, pp. 176 to 192.
5) Sato, T., "Barriers to Learning Activities for Men and Women in Social Life: A Comparative Analysis of the Survey on Time Use and Leisure Activities," Bulletin of the Japan Society for the Study of Kominkan, No. 10, 2013, pp. 89 to 97.
6) Sato, T., "Expanding Online Learning Space and Its Impact on Social Education for Democracy: A Case Study of the Amagasaki Online Kominkan," Bulletin of the Japan Society for the Study of Kominkan, No. 17, 2020, pp. 108 to 117.
7) Sato, T., "Dialogue and Learning Environment Design in Communities: Challenges and Strategies of Communication in Dialogic Learning Practices" in Community Education Management Theory: Designing Communities for Lifelong Learning written and edited by Ogino, R., and Tanma, Y., Daigaku Kyoiku Shuppan, 2022, pp. 161 to 173; and Sato, T., "Repositioning Social Education and Democracy: Sociocultural Understandings of Public Education and Deliberative Learning" in Transformation of the Public Education System and Educational Administration: From Diversification and Marketization to the Reconstruction of Guaranteed Educational Opportunities, written and edited by Yokoi, T., Takizawa, J., and Sato, T., Fukumura Shuppan, 2021, pp. 199 to 215.