People live in the present by "learning" from the past

—The meaning of knowing the past, and the concepts of "record" and "responsibility"—

"Why do people live?"

There are moments when such a question crosses one's mind.
Caught up in the daily grind, we tend to lose time to think about our "role" or the "meaning of our existence."

However, perhaps these "fundamental questions" are the starting point for our "learning."

Learning from the past

By learning from the past, we understand the "present" and map out the path to the future.
History, culture, traditions, and the words of great figures—these are not merely accumulations of knowledge, but the veryhuman trajectorypassed down through the ages.

Inventions created by someone, architecture built by someone, philosophies left behind by someone.
By knowing these, we can find hints as to "why we are living like this now."

Things made by humans? Or perhaps...

There are structures in the world that seem impossible for humans to have built.
For example, the pyramids. Similar structures are found not only in Egypt but also in civilizations separated by technology and geography, such as Mexico and China.

Why did similar structures appear in various parts of the world? How were they built?
There are many hypotheses, but it has not been fully elucidated.

"Mysterious alignments" also exist in Japan

There is a hypothesis called theley line, a straight line connecting Ise Jingu, Meiji Jingu, the Imperial Palace, Edo Castle, and so on.
There is a theory that these are arranged in accordance with the movement of the sun and the lines of the summer and winter solstices.
It is also known that Feng Shui and Onmyodo were used in the construction of Edo Castle, and that shrines and temples were placed to ward off evil spirits (kimon).

Is this merely a coincidence?
Or were they designed by our predecessors based on some kind of "wisdom"?

Learning cultivates "questions," not "answers"

The purpose of learning is not toobtain the correct answer.
The "essence of learning" lies in cultivating questions and expanding one's own worldview.

"Records" and "responsibility" in the SNS era

For example, SNS.
At first glance, this may look like just a tool or entertainment.
However, each post can remain semi-permanently as a **"digital legacy"** and become a record that influences the future.

A casual video posted on TikTok by a 16-year-old girl.
It might be played tens of thousands or millions of times, and eventually remain on the internet as a "memory" of that person who has become a "mother" in the future.

Is that record something you want to show your children?
Is it something you can be proud of?
You can delete it, but once information is spread, it cannot be completely erased.
Everything is your own responsibility.
The same applies to current news reports. They are spread, and it is unclear what is true and what is false. Understanding that is also your own responsibility.

In an era where AI "processes the past"

In the modern era, AI allows us to easily generate and manipulate images, videos, and audio.
The boundary between truth and fake is becoming blurred, and words or footage left behind by someone are being reused in unexpected ways.

What should we be learning?

It is "failure."
Humans have only been able to survive by repeating their mistakes.

Beyond prosperity, an end will come

Social media may also meet its end someday.
No matter how much it prospers, "tears" will emerge behind it.

Civilizations that once flourished have all perished.
The reasons are not fully understood, but one thing can be said:
"When people become intoxicated by their own power, they lose sight of history."

What will modern people leave for the future?

The words and actions we put out now are all "teaching materials for the future."
Records will someday become "learning" for someone.
That is why we must take responsibility for our words and cherish even the smallest of records.

🔜 Next Episode Preview

"What is 'learning' going forward?"
From the perspectives of pedagogy, international understanding, and welfare, we will consider the "new forms of learning" required by the society of the future.