Q&Action for SDGs is a social action initiative of the Hakuhodo DY Group which aims to develop talented individuals who will help build a sustainable society with creativity, by considering how to resolve questions without clear answers, and then actually addressing such questions, in this ever-changing world. The initiative was launched in 2019 by a team of like-minded members of our Group in collaboration with other stakeholders including educational institutions, non-profits and students. How can our Group address issues in the field of education? What is our vision for the society to be achieved through the SDGs and education? We try to answer these questions with Mr. Ryobun Santo, a teacher who has been taking up SDG-related topics in the classroom.
Workshop on the SDGs to start with "love"
IGAWA
Q&Action for SDGs, one our original social action initiatives to develop talented individuals to create a sustainable society by leveraging the creativity of the Hakuhodo DY Group, aims to solve unanswered questions with actions. The initiative originates from Tap Project Japan, which was designed to raise public awareness of water issues in the developing world. Members of our Group have been voluntarily working with UNICEF to plan various activities for about 10 years.
At that time, our Group was increasingly involved in tackling the SDGs. Following the completion of Tap Project Japan in 2017, we started to consider new SDG-related projects. We thought that rather than focusing on the 17 Global Goals, steadily working with diverse people would help build understanding and ownership of the SDGs among the general population.
https://www.hakuhodody-holdings.co.jp/csr/qnadaction/ (in Japanese)
KONDO
We heard from Think the Earth, a non-profit which is actively involved in the SDGs in education, and learned that teachers in the classroom did not know how to include the SDGs in education. We realized that our approach to the SDGs might help this situation in the classroom, and this gave our project real momentum.
FUTAKUCHI
As specialists in communication, each day we must decide whether a word or picture is powerful enough to get the message across in one second. But in education and teaching, understanding has to be built gradually over 45 or 90 minutes. Actually, education is the process of accumulating understanding in this way, so we developed this program bearing in mind that time in the classroom flows differently from that in an ad. Last December, our efforts culminated in a kickoff event: a workshop in the Super School Festival to Create the Future, which was organized by Think the Earth.
High school students and adults from various firms gathered at this event to share their activities and ideas on the central theme of "creating a sustainable society." Our team ran a booth where we asked visitors questions about the SDGs and collected their ideas on actions for a better future to create a single visual board.
Specifically, we invited visitors to:
(1) Choose a piece of paper they liked;
(2) Cut out the paper in the shape of an "A" (for action);
(3) Write their ideas on the paper and paste it on a large piece of paper; and
(4) Decorate the large piece of paper with "A"s in different colors and shapes carrying a variety of ideas.
We introduced this "analog" process to ensure that visitors could experience the importance of thinking while using their hands.
We wanted to make this workshop as intuitive as possible as an entry point to the SDGs, believing that having fun and a physical experience would leave a positive subconscious impression even if they forgot about the workshop. Ryobun Santo, who regularly gives us advice, helped to plan the Super School Festival as a member of Think the Earth. What did you think of our activity in the booth, Mr. Santo?
SANTO
I have been involved in integrating the SDGs into education design and project development for several years now. I was impressed by how the Q&Action team's workshop started by bringing out the personalities of children by letting them choose a color. Actually, the SDGs are often misunderstood as issues that only the prime minister can solve, or targets that require legal reform. If we think that the SDGs are "something to be learned at school," we are confusing the means with the end. But children nowadays think the SDGs are an extension of what they are interested in, or even their true self.
The other day, I joined Hakuhodo's in-house virtual test workshop as an observer, and one of the major pivots was that "Everything starts with love." I was just thinking about the limits of conventional education in encouraging everyone to take action, and wondering whether more intuitive activities or field work might be effective. The virtual workshop was inspiring as it showcased a collective approach to planning ideas for action, starting with analyzing "love" and then carefully integrating the SDGs. I was deeply impressed and adopted the same approach in my class soon afterwards. [Laughs]
IGAWA
Thank you so much for the unexpected compliment!
Aiming to create a place to connect the classroom and society and make more children smile
SANTO
Just like your workshop, I started my class for Year 1 senior high school students by having them analyze what they love and connect it with any of the 17 Goals. Then, the students searched for and went out to interview someone related to the Goal. For example, students who went to a restaurant using imperfect vegetables realized that large quantities of usable vegetables were going to waste, and so created bread using such vegetables together with other students who love bread. Their action is still ongoing as a "waste-free bakery." A group of students interested in garbage issues participated in local cleanup activities and learned about the recycling of marine plastic litter when they visited the company which one of the participants works for.
They were joined by another group of students who love plastic models, and went to see if they could make plastic models from marine plastic litter. One student who enjoys making plastic models of warships visited a former warship crew member in WWII and interviewed him about his wartime experience.
Although the student was not good at speaking out, he was good at video editing. He made a video reproducing the formation of warships in battle based on the amazing stories of the former combatant who had seen two warships, Yamato and Musashi, sink before his eyes, and presented his work in our school festival.
FUTAKUCHI
We hadn't had any opportunity to talk directly with students, but we wanted to create a new prototype that uses the innate creativity and strengths of students. Thanks to your support in the field, our concept has grown into an incredible project. We are really impressed.
SANTO
As a biology teacher, I tend to focus on areas related to the global environment. We started out with topics that interested each student, and ended up widening the scope of our activities. Teachers work with students but do not facilitate. Nothing is planned in advance; the whole process is led by students. The experience is also fascinating for teachers, who can share with students their discoveries made through interviews.
KONDO
We started to build the framework of "SDGs Start with Love," by asking ourselves: "How should we address the SDGs as adults?" The best way was to begin with something related to our own industry. We should be able to solve all challenges if we apply our respective strengths to the SDGs. For children, therefore, we thought the effort should revolve around something they love, such as their extracurricular activities or hobbies. We hope they will gain useful experience in making a difference from something they love, and continue their actions into adulthood.
SANTO
When students start with what they love, gain experience in taking action, and gradually add new ideas and elements, they will grow into adults who accept others with different preferences and views. This could help us build a more tolerant world.
IGAWA
I completely agree. I joined this project hoping to improve our intolerant society so that neighbors respect each other more. We want to create a world where everyone understands that everyone else is free to pursue whatever they like, and that in doing so, we can each make each other happy.
SANTO
At school, we have to base our teaching on textbooks in a system that values producing the correct answers quickly. I think we could make children happier if businesspeople help us change that framework. And that goes especially for those of you working for the Hakuhodo DY Group, which specializes in producing creative and unique ideas. I hope that our working relationship will build a platform that forms a bridge between the school and the more exciting outside world. We are also determined to expand that platform from the inside.
IGAWA
We want to join that platform-building effort, and look forward to developing our working relationship.
Ryobun Santo
Assistant Principal, Nitobe Bunka Senior High School
Advisor, Think the Earth SDGs for School
Ryobun Santo has been working as a biology teacher at a public high school in Tokyo since 2004, running an all-experiment class, a class exclusively for questions from students, and an "interactive class" where students take ownership of learning.
His has developed a teaching style designed to ensure that students take action to address challenges by making a connection between their subjects and social issues. Thus, he implements project-based learning (PBL) in partnership with businesses and NPO/NGOs, and has set up over 70 projects. Since launching Future Educational Design Confeito in 2017, he has been working with Think the Earth to provide offsite classes and lectures nationwide on practical educational design cases and how to develop projects incorporating the SDGs. He is also involved in various educational activities, such as writing textbooks and serving as a lecturer in an NHK educational program for senior high school students. He assumed his present post in 2019. He is co-author of Kiko hendo no jidai wo ikiru [Living in the Climate Change Era], Yamakawa Shuppansha, 2019 and Mirai wo kaeru mokuhyo: SDGs Idea Book [Goals to Change the Future: An SDGs Idea Book], Think the Earth, 2018. He won the Minister of the Environment Prize at the 2019 Ministry of the Environment Good Life Award.
Yuiko Igawa
Activation Director, Hakuhodo TEKO
Yuiko Igawa joined Hakuhodo in 2011. After a stint in account service, she became a planner. In 2016, she was selected to represent Japan in Young Spikes (in the Media category), and won Silver at one of the largest festivals of creativity in Asia. Her present assignments include the planning/production of clients' integrated communication and new business development.
Kohei Futakuchi
Designer, Hakuhodo i-studio
With a focus on interactive advertising and business development, Kohei Futakuchi is involved in planning, user experience design, interface design and art direction. He has won various prizes including ADC Annual Awards Gold, Wired Creative Hack Award 2019 Grand Prize, Good Design Award and a listing in Japan Typography Almanac.
Mariko Kondo
Planner/Director, Hakuhodo i-studio
Before her current position, Mariko Kondo worked for a foreign-affiliated advertising agency as a strategist. Her present assignments include connecting brand and business strategies with digital experience and communication design, serving as a point of contact for new projects both in Japan and overseas. Licensed as a nursery teacher, she is also responsible for the development of workshops and programs for children. She represented Japan at Young Lotus 2019 and won the Silver/Popular Vote prize.