Promoting the Social and Emotional Learning of Middle School Students in Japan Through Collaborative Classroom Inquiry

Abstract

This case study focused on the influence of a collaborative classroom inquiry approach, called “philosophy for children Hawai’i” (p4c Hawai‘i), and involved the social and emotional learning of a class of 39 seventh grade middle school language arts students in Japan. This approach helps learners explore ideas with peers and their teacher. Research indicates Japanese middle schoolers have few opportunities to learn how to develop and maintain relationships, as they do not interact daily with many people. Data for this study included video and audio recordings of the p4c Hawai‘i sessions, students’ responses to a social and emotional learning survey, interviews with the teacher, a focus group interview with students and students’ written reflections. Findings indicated the p4c Hawai‘i approach afforded opportunities for students to improve socioemotional skills, such as self-awareness, awareness of others, development of relationships and responsible decision-making. Using the p4c Hawai’i approach, students expressed their
opinions, even if they were different from others. At the same time, learners listened respectfully to peers to gain their perspectives, which cultivated positive relationships. Listening to different perspectives appeared to promote students’ decision-making skills. Different from traditional approaches, it is noted that teachers who use p4c Hawai‘i become facilitators. As facilitators, they assume a less hierarchical position, as they guide students and model how to share and listen. This approach shows promise in helping teachers support positive social and emotional learning for children in Japan and may assist in reducing social reclusiveness and youth suicide.