Widespread global interest and adoption of deliberative democracy approaches to reinvigorate citi- zenship and policymaking in an era of democratic crisis/decline has been mirrored by increasing interest in deliberation in schools, both as an approach to pedagogy and student empowerment and as a training ground for deliberative citizenship. In school deliberation, as in other settings, a key and sometimes neglected element of high-quality deliberation is facilitation. Facilitation can help to establish and maintain deliberative norms, assist participants to deliberate productively, and (...) enable collective goals. By participating in facilitated deliberation, students can develop awareness, skills, and voice that empower them to engage with democracy, in school and beyond. This article draws on our experience as scholar/practitioners running a Deliberation in Schools program in Australia to explore challenges and strategies for deliberative facilitation. The challenges we discuss are power, inequality, diversity of expression and knowledge, and disagreement and these are discussed in the general context of inclusiveness. We highlight two facets of deliberative facilitation—technique and design—that are important for dealing with these challenges and increasing inclusion in school delib- eration and in democratic deliberation more generally. (shrink)

In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract such assumptions, arguing that P4C scholars tend to focus on a narrow, or universal, concept of “consensus” and dismiss various forms of consensus, especially what Niemeyer and Dryzek (2007) call meta-consensus. Meta-consensus does not search for universal consensus, but focuses on the process by which (...) people achieve various non-universal forms of consensus, such as agreement on the value of opponents’ normative view or agreement on the degree to which they accept opponents’ view. This paper argues that such meta-consensus is a key part of what Clinton Golding (2009) calls “philosophical progress,” which is the essential element that makes inquiry philosophical. In other words, without meta-consensus and philosophical progress, inquiry ends in merely conversation or antagonistic talk. Drawing on the example of P4C conducted with Japanese students, this paper shows how meta-consensus is achieved in the community of philosophical inquiry and how it contributes to make inquiry philosophical. (shrink)

Widespread global interest and adoption of deliberative democracy approaches to reinvigorate citizenship and policy making in an era of democratic crisis/decline has been mirrored by increasing interest in deliberation in schools, both as an approach to pedagogy and student empowerment, and as a training ground for deliberative citizenship. In school deliberation, as in other settings, a key and sometimes neglected element of high-quality deliberation is facilitation. Facilitation can help to establish and maintain deliberative norms, as well as assisting participants to (...) deliberate productively and achieve collective goals. This article draws on our experience as scholar/practitioners running a Deliberation in Schools program in Australia to explore challenges and strategies for deliberative facilitation. The challenges we discuss are power, inequality, diversity and boundaries, disagreement and integration and these are discussed in the general context of inclusiveness. We highlight two facets of deliberative facilitation – technique and design – which are important for dealing with these challenges and increasing inclusion in school deliberation and in democratic deliberation more generally. (shrink)

This article examines the relationship between Philosophy for/with Children and democracy from both theoretical and empirical perspectives. The first half of the article draws on the theory of deliberative democracy to identify some democratic aspects of Philosophy for/with Children. The second half of the article empirically investigates the way in which we can practice Philosophy for/with Children as a practice of deliberative democracy. To this end, the article illustrates the classroom activity designed by the authors, the aim of which is (...) to enable students and teachers to visually share the phenomenon of “preference change” and “consensus-making.” Drawing on the empirical findings, the article explains theory, method, practice and democratic contributions of the activity. (shrink)

Engineering and technology aim to lead a better life for people. But the meaning of “better” is highly contested in modern democratic societies where different citizens have different cultures and values. Engineers, as one of the citizens in such societies, are also living in multicultural and multi-value settings, and therefore they need to be responsible for such diversity when they engage in technological developments. Therefore, in engineering education, it is necessary to aim at not only acquiring the specialized technological knowledge (...) but also cultivating citizenship. By citizenship, it refers to a set of abilities to communicate and care for people with respect by taking into account different opinions and expertise of others. Nevertheless, this has not been emphasized much in engineering education in Japan. For example, even in the class of engineering ethics, emphasis is placed more on the acquisition of textbook-based knowledge and virtue of problem cases, and less on abilities to discuss freely and gently. Then, in general education of NIT we have conducted a dialogue-based educational program where learners/students ask questions, listen together and discuss with others. This program is designed based upon so-called Philosophy for/with Children (P4C). Matthew Lipman, one of the founders of P4C, defined the primary aim of P4C as multidimensional- thinking: critical thinking, creative thinking, and caring thinking. In addition, this multidimensional- thinking may, according to many P4C scholars, have a potential of creating active citizenry. The discussion by P4C has three characteristics as follows: 1) People make a circle in the classroom and create a space where students can feel an emotional and intellectual “safety”. 2)Questions being discussed is proposed by students themselves based on their interests, not by teachers 3) Rather than rushing to reach a conclusion, students are asked to concentrate on listening to the differences between each other. This paper begins by explaining what P4C is and why/how P4C is suitable for citizenship education, and then the following sections show our P4C classes in NIT (Tokyo and Ube) and learner's responses. Finally, we claim that the “community of inquiry” created through P4C can prevent the “self- righteousness” of engineers. (shrink)

The causes of prehistoric inter-group violence have been a subject of long-standing debate in archaeology, an- thropology, and other disciplines. Although population pressure has been considered as a major factor, due to the lack of available prehistoric data, few studies have directly examined its effect so far. In the present study, we used data on skeletal remains from the middle Yayoi period of the Japanese archipelago, where archaeologists argued that an increase of inter-group violence in this period could be explained (...) by a population-pressure hy- pothesis. We quantitatively examine the effect of population pressure on the frequency of inter-group violence by compiling an exhaustive data set. We collected demographic information based on burial jars (kamekan) and the frequency of violence based on the ratio of injured individuals. The results are consistent with the hypothesis, i. e., high population density can promote inter-group violence. (shrink)

It has been commonly claimed that prehistoric warfare in Japan began in the Yayoi period. Population increases due to the introduction of agriculture from the Korean Peninsula to Japan resulted in the lack of land for cultivation and resources for the population, eventually triggering competition over land. This hypothesis has been supported by the demographic data inferred from historical changes in Kamekan, a burial system used especially in the Kyushu area in the Yayoi period. The present study aims to examine (...) the previous claim by using an expanded dataset of human skeletal remains and Kamekan. First, in order to quantify the intensity of warfare, we developed a database of injured individuals found in the middle phase of the Yayoi period in two large populations in the northern Kyushu area, the Fukuoka plain and the upperand middle-stream of the Homan River. Second, we collected Kamekan data from site reports published after 1990 and constructed a comprehensive database to infer the demography in these areas. Finally, we compared the frequency of injured individuals and the inferred demography. The results suggest that the frequency of injured individuals and the population increase tended to be higher at the upper- and middle-stream of the Homan River than on the Fukuoka plain. Different assumptions of the lifetime of each type of Kamekan can produce mixed results on the relationship between demography and the frequency of injured individuals. They were positively correlated under the traditional assumption of constant time intervals, while there was no correlation using time intervals based on carbon dating by the National Museum of Japanese History. Thus, our results are partially consistent with the previous claim that the population increase and the lack of land and resources due to the introduction of agriculture were causes of warfare in the northern Kyushu area in the middle phase of the Yayoi period. (shrink)