Transformative Teaching

Abstract

Historically, “Global Curriculum” disciples have adhered to John D. Rockefeller’s philosophy of “I don’t want a nation of thinkers; I want a nation of workers”. Tragically, the Japanese former prime minister Shinzo Abe was assassinated with a home-made gun and died on 8 July 2022. The shooter was ex-Maritime Self-Defense Force educated Tetsuya Yamagami, who was arrested at the scene of the crime. Yamagami’s motive was in revenge for his mother’s cult indoctrination by The Family Federation for World Peace and Unification’s (also known as the “Unification Church” or the “Moonies”), conspicuous coercive “Affinity fraud”. Mr. Abe’s family, for three generations, stood sentinel enthusiasts of the cult’s notorious founder Sun Myung Moon who was “fleecing the flock” of deceit to dispose “thought” while the Japanese government was infiltrated and “unified” under the “worker’s creed”. Investigators still seem to be baffled to why Yamagami had shot the former prime minister instead of the head of the cult, ignoring the destruction of his mother’s free will and volition, leading to Yamagami’s “Paradise Lost” fall under the cult’s doomsday scenario. Meanwhile, Japan’s pandemic havoc spreads disrupting the harmony of “business as usual”, with a façade of normality within the complexity of reality. The double-sided “Global Curriculum” can give birth to innovation or indoctrination. This paper is based upon the author’s previous papers, as a modern tutorial for Japan’s “Second Language Acquisition curriculum design” focusing on the promotion of transformative critical-thinking pedagogy while establishing progressive on-line assessment that reflects upon the historical educational influence of the American psychologist, John L. Holland’s “Theory of Vocational Personalities and Work Environments”, also known as “Holland’s Codes,” as well as Mr. Abe Shinzo’s 2006 “Enactment of the Revised Fundamental Law of Education” of Japan.