eSOM
The Road to D, or the Story of Singularity High School (SHS) and Cowa
2025.05.09
eSOM: The Road to D (15): New HP/Pamphlet Draft 1
1. Towards the New HP/Pamphlet For the time being, in parallel with this “sSOM: The Road to D,” we will be creating a new homepage and pamphlet (abbreviated as new HP/pamphlet) for Singularity High School (SHS). Through this, the full picture of SHS will become clear. Until the new HP/pamphlet is completed, “eSOM: The Road to D” will serve as its “draft.” (Note: As this is just a draft, it may not be reflected in the final new HP/pamphlet.) 2. Constructionism SHS conducts co-education based on constructionism. Co-education here means that facilitators (SHS does not use the term “teacher” at all) first learn everything they want students to learn themselves. Based on that experience, they then accompany (facilitate) students in their own learning (inquiry-based learning). constructionism, in this context, refers to starting to build what one wants to create or should create, and learning what needs to be learned in the process of construction. constructionism in this sense is exactly the same as inquiry-based learning. Q. Please explain Seymour Papert’s constructionism in detail: x.com/shinkoukouwa/s In this way, SHS will foster individuals who can engage in inquiry-based learning with AI as a co-learner (facilitator). 3. Flow and “Flow Work” Constructionism presupposes flow (being able to immerse oneself in something, forgetting time). Flow can also be rephrased as “what you like.” Q. Please explain Mihaly Csikszentmihalyi’s flow in detail, which is the origin of all learning at SHS: x.com/shinkoukouwa/s At SHS, students first work with facilitators (human and AI) to find work connected to their flow (what they like). This is called “flow work.” However, it is said that many jobs will disappear in the coming era due to the rise of AI. Even so, jobs related to the 169 targets of the SDGs are expected to grow. This is because there is an investment standard called “ESG (Environment, Social, Governance) investment.” Work that lies at the intersection of your flow and the SDGs (any of the 169 targets) is “flow work.” Once you have a rough idea of your “flow work,” you will then choose what you should do while enrolled at SHS to pursue that work. Including subject selection. Of course, together with facilitators. 4. Vagabond as an Inquiry-based Learner SHS will nurture individuals (inquiry learners) who can carve out their own path to engaging in “flow work” and achieving well-being (a good state of physical, mental, and social health). Q. Please explain the concept of well-being in detail: g.co/gemini/share/f At SHS, the path to “flow work” (the path to well-being) is called “The Road to Vagabond.” This is because Miyamoto Musashi (Vagabond) depicted in Takehiko Inoue’s manga “Vagabond” embodies many elements of the inquiry-based learners who walk this path. Q. I believe that Miyamoto Musashi (Vagabond) depicted in Takehiko Inoue’s manga “Vagabond” can be considered an ideal role model for inquiry learning. Could you please explain in detail in what specific ways this is the case?: x.com/shinkoukouwa/s In this way, SHS incorporates various arts, from Ryuichi Sakamoto’s music to Inoue’s manga, into its co-education. 5. Concept-Based Learning Beyond Subject Boundaries At SHS, students first begin building a blueprint (roadmap) for their own “Road to Vagabond” (“flow work” = road to well-being) in home economics class (“Basic Home Economics”). At that time, concepts such as constructionism (inquiry-based learning), flow, well-being, SDGs, and ESG will be introduced first. These concepts are all indispensable for SHS (let’s call such concepts “key concepts”). Therefore, following the start of building the “Road to Vagabond” in home economics, these key concepts will be explored from various perspectives in other subjects as well. In this way, SHS will practice a cross-curricular curriculum using concept-based learning based on the constructivism that is the foundation of its educational philosophy. Q. Please explain John Dewey’s concept-based learning in detail: x.com/shinkoukouwa/s Q. I understand that Seymour Papert’s constructionism, which is the co-education philosophy of SHS, is based on the constructivinism of John Dewey and others. Could you please explain this in detail, including the differences between these two educational philosophies?: x.com/shinkoukouwa/s 6. The Role of Health and Physical Education When embarking on the “Road to Vagabond” (the Road to “Flow work” =Well-being), what should be built first and foremost, alongside the blueprint? The answer to this question is so obvious that it’s often overlooked. The answer is your own body. SHS considers the body of each member (student + facilitator) at SHS to be the most important construct that everyone should build first. Therefore, the body is added to the key concepts. “Health and Physical Education” at SHS is a place to learn how to build your own body as a Vagabond. In this way, all learning at SHS is permeated by constructionism in the sense that you learn to build yourself into a person who can achieve their own well-being. (To be continued)
