Masamichi Nakagawa 86sc

Masamichi Nakagawa

Masamichi Nakagawa's activity stream

  • signed up on Member Details 2023-03-27 19:29:53 -1000

    Member Details

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  • donated 2023-03-27 19:29:02 -1000

    Annual Membership

    Membership is a way that p4c Hawaiʻi can grow its extended virtual community of inquiry.  It helps us: 

    • Identify people who are interested in learning more about p4c Hawaiʻi and connect them with each other and the UH Uehiro Academy. 
    • Develop and pilot resources for educators and researchers who are not able to visit Hawaiʻi
    • Create an intellectually safe asynchronous community of inquiry so that members can discuss relevant issues and share ideas.

    Current benefits of membership:

    • Access to members only website content & events;
    • Discounts on paid events through the UH Uehiro Academy;
    • Recommend events and help shape future benefits

    What membership fees pay for:

    • Website & Administrative fees
    • Guest speakers

    Free events for members:

    Zoom Talk Story with p4c Hawaiʻi founder Dr. Thomas Jackson (Dr. J):  Everyone wishes they could spend more time with Dr. J, so he has graciously agreed to host several informal “talk story” sessions over the course of this semester.  There is no agenda; these sessions are an open opportunity for dialogue and learning from Dr. J’s 40-plus years of p4c experience.

    We are offering sessions at two different times to better accommodate the global reach of p4c Hawaiʻi

    • Tuesdays at 11am HST: 9/21, 10/19, 11/16, 12/14
    • Thursdays at 3pm HST: 9/23, 10/21, 11/18, 12/16

  • published Assumption in Reflections 2021-07-19 02:38:32 -1000


    In last session, I talked that GTTK is a little bit difficult to translate into Japanese. But this expression is not accurate. A tool means assumption. But this is not whole description in using A tool. As Dr. J and Dr. toby mentioned, children can assume we are married from marriage-ring. Just assuming marriage is not enough. We assume from certain evidences. In short, GTTK is related each other, and each behavior using GTTK is some kind of move in mental act. So, these processes cannot be translated in one word. Of course, we can perform these mental activity in p4c.

  • published Plain Vanilla in Reflections 2021-07-14 02:46:26 -1000

    Plain Vanilla

    We can read text differently. I noticed the relevance between our questions and how we read texts. Different questions show richness in text. Plain Vanilla has enormous possibilities as vanilla ice cream has. I believe p4c has a great power when we make teaching materials. Often materials are constructed by teachers. And teachers want to teach as they want to do. But in p4c, students can make questions and also they can change whole class dynamics. So, teaching materials are common wealth in classroom. Facilitation reflect on who the facilitator is. It's true. Therefore in p4c sessions, students might notice the teacher's true self. This is why as a result of p4c, the class gets to be more mindful, friendly, gentle. I have new question from this reflection. Reflections in english (not my native language) illustrate me new perspective every time. Thumbs up and thumbs down is good way to evaluate p4c inquiry. But how do we evaluate p4c by writing reflections? And how can we assess p4c learning experience from written articles? Perhaps these are my new research questions.

  • published What does it mean to be a teacher? in Reflections 2021-07-12 04:32:54 -1000

    What does it mean to be a teacher?

    I'm grad to see three descriptions in using community ball. Right to speak means attention to ongoing speaker. Right to invite is often misunderstood as right to determine next's speaker in Japanese educational situations. Invitation includes tenderness, gentleness to share other's views. And also, we have right to pass. We can wait until someone is prepared to talk. Sometimes Japanese shy and wild students tend to make all students to use right to pass. This notion breaks intellectual safety.

    From Jumboards I learned many forms when we express intellectual safety. We can be accepted intellectually in many ways. So, there is diversity in intellectual safety. We share deliberative pedagogy. As we share our ideas of intellectual safety, in p4c circle we try to make sense of the new idea. This is how we use content, and p4c teachers ought to construct teaching materials like that way.

    I have some questions. What is most important to examine our life as little-p philosopher? What occasions is needed when usual teachers start to love little-p philosophy?

  • What would you like to share with someone who wasn't able to attend today's session?

    I would like to share the meaning of "not in a rush to get somewhere". In today's circle, we talked about where we live, why we like living places, and what we experienced when we met p4c first. I heard most participants were deeply effected by first p4c experiences. And also, I was curious about many features of p4c. After this session, I went to my school to work with. I saw many Japanese teachers were too busy to listen to colleagues voices. Then I realized the meaning of "not in a rush to get somewhere" is just listening. When we listen to voices, we feel time just passing by. I think this experience is needed in every educational systems.

  • donated 2021-01-08 00:08:51 -1000

    Symposium '21 - Tickets

    Please fill out and/or confirm the information on the left to complete your purchase for the Summer Symposium 2021. If you have any technical difficulties or concerns, please email [email protected]. Successful payments will be emailed a receipt to the address provided.