Recently, as part of my usual quest for some good reads, I encountered 47 Ronin, a widely read masterpiece by John Allyn that has made his work popular among the admirers of Japan and its history. I must credit this book as a great source of motivation that sparked my interest in the history of this country of samurai and shoguns. The fulfilling experience of reading this work further made me contemplate linking the anecdotes of this book’s subjects with the traits we educators aspire and endeavour to develop among the learners in our charge.

I have spent a few decades in my academic profession, with my recent years having been with international education system. I can proudly state that I and all those who share the same philosophy of teaching live their professional lives with an utmost sense of duty to ensure that the pupils imbibe the attributes that will help them become  responsible citizens and facilitate informed choices on the part of themselves and their parents. My reading of the aforementioned book made me think of creating situations and opportunities for the learners ,under my custody so that these young learners can still have a choice over their destiny.

In today’s times when on one side we have challenges while on the other we have technological prowess to meet these challenges; destinies can ,not only be chosen but also shaped – what it takes is just that parental touch by an educator in the learner’s life. Educators who are lifelong learners in their own capacity can turn the innate inquisitiveness of a student towards an inquiry into past, present and future; and here lies the power of words and power of events as such mentioned in 47 Ronin or shown in the movie by the same theme and title.

The book filled me with an immense desire to learn more about the history and culture of this country which is my home for the last two years now and an adventure followed not long before I found myself standing before the world famous Sengaku-ji temple - an embodiment of a divine touch where the virtues of honour, loyalty and duty still echo. This visit further added to my determination of leading my learners towards knowing more about this hidden, often unexperienced treasure and feel how knowledge and thinking can transform them into greatest beneficiaries of a cultural inheritance offering great learning experiences. 

But the pursuit is not as easy as you thought it to be. Because , as a school leader, you have to strike a balance between shaping the virtuoso personalities and yet keeping intact the spirit of team work.  While a group of  student  who groom into being  independent , will be a good communicator; another group of students  who took up  role of team leaders from childhood  would certainly embrace a caring attitude; much needed in today’s world. In my view, finding ways of conflict resolution should come only when we have explored all options of peace preservation.

Sometimes I am forced to think whether it is really possible to turn children’s attention away from games and gaming and if not so, can we come out with a co-pedagogical strategy to make virtual learning a reality. This process of thinking, though at a stage of inception now, might spawn a new synthesis through which the virtues and values held by those samurai and shogun can cast a spell on the young players. This will help these kids become principled learners for whom (academic) honesty is paramount.

Building a school is not limited to its literal meaning of structuring the bricks into blocks. Teresa Waugh, in her Twilight Song, terms school as a microcosm where you find an amalgamation of backgrounds and personalities. If a group of learners can look at the culture and history of a country with a genuine curiosity and admire it, then they can also be encouraged to welcome other cultures and traditions with an open mind. What could serve better in achieving an overall harmony through schools.

The vibes one receives at the Sengaku-ji temple are not only of valour but also that of devotion, dedication and determination. The Ronin took a risk in their life because while killing the  official Kiro to avenge their master Asano were certain about the consequence their actions were likely to bring….. and risk-taking is what we are teaching our students as part of important learner attributes. This  revenge was also a result of reflection…..a reflection and realisation of good and bad…..also that of right and wrong…..a reflection of dutiful acts.

A historical pursuit of this kind does not only serve the purpose of transfer goals, learning from and for life, but also makes the whole process a thrilling experience for the learner.

Only an institution with a difference can ensure that at a tender age, when the budding thinkers are ready to follow their advisors in letter and spirit, virtues of loyalty and respect can be imbibed in a best possible manner. You just need to bring the right knowledge and experiences close to curious minds.

…..and I recall a set of words written on the walls of a school somewhere in the world – teach, time, transform.