Evaluating BOSAI education not only demonstrate the effectiveness of the practices, but also help to uncover challenges and lead to improvements in subsequent practices. Respecting the three rules of laboratory experiments (repetition, randomization, and local control) formulated by Ronald Fisher (1890 - 1962), we design experiments based on educational ethics and biological validity, and conduct the experiments. The data collected based on these experiments are nothing but an evidence of BOSAI education. By applying the experimental design, we conduct research to verify the effectiveness, and share the collected data with the teachers to improve the practices in the future.
After the Great East Japan Earthquake (March 11th, 2011), schoolteachers, who are neither psychiatrists nor clinical psychologists, have provided mental health care and psychological support to children as the most essential professionals for them. The collection and categorization of these episodes will be very helpful for future support and reference materials for teacher training and training (Saito, Yasuda, and Muramoto, to be presented at the 64th Annual Meeting of the Japanese Society of Educational Psychology). We are collecting and categorizing episodes for uncovering schoolteachers’ challenges and efforts after the Great East Japan Earthquake.
The challenge is crossing the boundary between disaster sciences and cognitive sciences of education. In disaster science, “the power of living” research is conducted. In cognitive sciences of education, “the power of learning” is investigated. I strongly believe that the power of living and the power of learning are deeply related. Crossing the boundary and applying the findings to society will realize a resilient society. Based on my past research on learning methods and learning attitudes, we will collaborate with schoolteachers, engineers, and researchers and bring the boundary sciences to the mainstream.