What is MBDGs?

1. What is MBDGs?

1.1 Purpose and Characteristics of MBDGs

Mind-Based Development Goals (MBDGs) is an educational program based on self-existence awareness, aimed at deepening self-understanding and self-acceptance while enhancing autonomy, vision, and acceptance of diversity.

The goal of this program is to enable individuals to develop attachment and trust in themselves, take action with a “can-do” attitude, and achieve a state of Flourishing.

1.2 Positioning of MBDGs – Its Relationship with Flourishing and Positive Psychology

MBDGs is based on research in positive psychology and well-being studies, closely aligning with the concept of Flourishing.

Flourishing, as proposed by psychologists Keyes (2002) and Fredrickson (2001), refers to a state where individuals maximize their potential and lead meaningful lives, both socially and personally, rather than just experiencing hedonic well-being.

The elements of Flourishing and MBDGs can be mapped as follows:

This demonstrates the strong alignment between MBDGs and the theory of Flourishing, suggesting its effectiveness as an educational approach for sustainable well-being.

1.3 The Importance of Self-Existence Awareness, Self-Understanding, and Self-Acceptance

MBDGs is built on the following three fundamental elements that nurture autonomy and vision:

1. Self-Existence Awareness

• Recognizing one’s inherent value unconditionally serves as the foundation for happiness and well-being.
• This corresponds to “self-acceptance” in positive psychology and “competence” in self-determination theory (Deci & Ryan, 2000).

2. Self-Understanding

• Understanding one’s characteristics, values, past challenges, and current strengths is crucial.
• This aligns with “self-awareness” in emotional intelligence (Goleman, 1995).

3. Self-Acceptance

• Recognizing one’s past efforts and affirming one’s existence is essential.
• While similar to self-esteem, MBDGs focuses on intrinsic self-acceptance, independent of external validation.

1.4 Growth Process Based on Self-Existence Awareness

When self-existence awareness is firmly established, self-understanding naturally deepens, leading to self-acceptance. This results in the following growth process:

1. Self-Existence Awareness → Autonomy

• When individuals recognize their own value, they develop genuine autonomy independent of external validation.

2. Autonomy → Vision Formation

• Understanding one’s values and strengths naturally leads to clarity of vision.
• This also fosters an altruistic perspective.

3. Vision → Acceptance of Diversity

• Having a personal vision enhances one’s ability to accept different perspectives.

4. Acceptance of Diversity → Enhanced Cooperation and Communication Skills

• Respecting diverse values leads to the formation of constructive relationships with others.

This process is not merely about acquiring knowledge and skills but involves transformative learning, enabling sustained personal growth.

2. The Necessity of MBDGs

2.1 Social Issues

(1) Low Self-Esteem, Productivity, and Creativity in Japan

Japanese youth have significantly lower self-esteem compared to their Western counterparts. A 2021 Cabinet Office survey found that the percentage of Japanese youth who feel “I have value” is significantly lower than in other developed countries. This may be due to “conditional self-esteem”, which is dependent on external success and achievements (Tsuji, 2020).

Additionally, Japan’s labor productivity ranks among the lowest in OECD countries (Japan Productivity Center, 2022), and the country’s global competitiveness in creative industries has been declining. One major factor is the lack of autonomy in education, where students are trained to seek correct answers rather than develop intrinsic motivation (Ryan & Deci, 2000).

MBDGs aims to enhance intrinsic motivation through self-existence awareness, self-understanding, and self-acceptance, leading to increased autonomy, productivity, and creativity in Japanese society.

(2) The Persistent Issue of Autonomy in Education for Over 30 Years

Since the 1980s, Japan has recognized the need for fostering autonomy in education. The latest curriculum guidelines (MEXT, 2020) emphasize “active, interactive, and deep learning”, yet traditional passive learning remains dominant, creating challenges in autonomy development.

Furthermore, Japan’s education system prioritizes evaluation-based learning, where students focus on meeting external expectations rather than acting on their own initiative. Addressing this issue requires going beyond traditional evaluations and nurturing self-existence awareness as a foundation for autonomy.

(3) Global Challenges: Ethics, Leadership, War, and Discrimination

In today’s world, the lack of ethical leadership contributes to wars, discrimination, and social inequality (UNESCO, 2023). Leadership is not merely about achievements, but requires intrinsic motivation and an altruistic perspective (Goleman, 1995).

By fostering self-existence awareness, MBDGs helps individuals develop ethical leadership, ensuring sustainable social progress.

(4) The Relationship Between SDGs and MBDGs

The Sustainable Development Goals (SDGs) aim for environmental, economic, and social sustainability, but their realization faces significant challenges. Conflicts, economic disparity, and regressions in global cooperation hinder SDGs’ progress (UNDP, 2023).

MBDGs contributes to SDGs by fostering “internal growth”—a fundamental requirement for building a truly sustainable society. Recognizing one’s value and acting autonomously are key to making meaningful contributions to sustainable development.

3. MBDGs Program and Its Impact

3.1 6 Goals of the Program

The MBDGs set six goals, which serve as themes when implementing programs in a workshop format.

3.2 Structure of the MBDGs Program

MBDGs is not just a lecture-based program but focuses on experiential learning through workshops. The program consists of two stages:

1. Facilitator Training (For Leaders)

▶Objective: Educators, corporate managers, and coaches gain a deep understanding of MBDGs and experience its impact firsthand.
▶Content:
• Theoretical foundations (Psychology, Neuroscience)
• Exercises to enhance self-existence awareness (Mindfulness, Reflection)
• Dialogue techniques for fostering growth in others
• Practical training and feedback
• Duration: Several days to weeks

2. Workshops for General Participants

▶Objective: Participants deepen self-understanding, establish self-existence awareness, and take proactive action.

▶Content:
• Exercises to enhance self-awareness (Clarifying values, Life story reflection)
• Practices for self-acceptance (Positive feedback, Self-compassion)
• Goal setting and execution (Developing autonomy)
• Duration: 1–3 days

This two-stage approach ensures sustainable change at both individual and organizational levels.

3.3 The Impact of MBDGs

MBDGs has been tested across education, sports, and corporate training, showing significant positive effects.

1. Implementation in University Courses

Universities that introduced MBDGs into their curriculum observed an increase in students’ self-understanding and autonomy. A pilot study conducted at a university in 2023 reported the following results:

• Over 80% of students stated, “I can now recognize my own value.”
• Over 70% of students reported, “I gained confidence in expressing my opinions.”
• Over 85% of students said, “My motivation for learning has increased.”

These findings suggest that MBDGs effectively enhances students’ intrinsic motivation and sense of self-worth.

2. Application in Sports

In sports teams where MBDGs was implemented, athletes demonstrated notable improvements in mental resilience, focus during games, and confidence. It also contributed to overall team morale.

For example, in a high school soccer team that integrated MBDGs:

• Players’ self-esteem increased by an average of 20%.
• Their ability to maintain mental control during matches improved (based on coach assessments).
• Team cohesion improved, enhancing collective performance in the sport.

3.Impact in Corporate Training

Companies that introduced MBDGs into employee training observed significant improvements in employee engagement, motivation, and leadership development. A 2023 corporate study found that:

• 82% of employees reported increased motivation toward work.
• 75% of employees observed improved team communication.
• 70% of employees felt they became more proactive in their tasks.

These results indicate that MBDGs is not just a skill-based training program but fosters deep internal transformation, positively impacting both individuals and organizational dynamics.

3.3 Academic Validation and Future Prospects

To further validate the impact of MBDGs, ongoing psychological and scientific research is being conducted. Future initiatives include:

• Conducting large-scale data collection to demonstrate measurable effects.
• Providing neuroscientific and positive psychology evidence to support its theoretical foundation.
• Expanding collaboration with corporations and educational institutions to explore broader applications.

Through these initiatives, MBDGs aims to scientifically establish its effectiveness and expand its adoption across diverse sectors.

4. Background and Perspectives of the MBDGs Developer

4.1 The Origins of MBDGs

The developer of MBDGs worked at All Nippon Airways (ANA) for approximately 18 years, conducting in-house training programs. After leaving the company, they transitioned into corporate and educational training, during which they noticed significant issues in Japan’s approach to fostering autonomy.

Despite decades of discussion about the need for autonomy in education, Japan’s approach remained flawed. Several key issues were identified:

• The most crucial element for autonomy—self-existence awareness—was underdeveloped, while programs emphasizing external validation were excessive.
• There was resistance to new educational programs and reforms, creating a closed system.
• Japan’s youth consistently ranked high in academic performance but low in self-esteem and productivity, highlighting a contradiction.

4.2 Analyzing the Root Causes

The developer identified several historical and cultural factors contributing to these problems:

1. Post-War Education Policies

• After World War II, Japan’s education system discouraged self-recognition of national and cultural strengths, contributing to a lack of confidence.
• This has led to a cycle where low self-esteem among adults perpetuates the same issue in future generations.

2. Lack of Religious Anchors

• Compared to many Western countries, Japan has a lower prevalence of religious beliefs in absolute entities (such as a God).
• In many societies, faith in a higher being contributes to self-worth, providing intrinsic validation beyond external achievements.

3. The Cultural Norm of Humility

• “Humility” and “modesty” are valued as virtues in Japanese society, but they often lead to self-undervaluation.
• Individuals are discouraged from acknowledging their strengths or expressing self-confidence, reinforcing a culture of self-doubt.

4. Aversion to Change

• Japan has a culturally ingrained resistance to change, which is further reinforced by genetic factors—studies suggest that Japanese people have a higher prevalence of genes linked to anxiety and risk aversion.
• This biological predisposition may contribute to hesitancy in embracing new educational models.

4.3 Personal Reflection and the Birth of MBDGs

As a corporate trainer, the developer struggled to implement change within Japan’s rigid systems. They personally faced difficulties in fostering collaboration and change, leading them to reassess their own autonomy, altruistic perspective, acceptance of diversity, and cooperative mindset.

Through this introspection, the MBDGs program was born—not just as an educational tool, but as a systematic approach to reshaping foundational human development.

4.4 Recognition of the MBDGs Developer

The innovative nature of MBDGs has been internationally recognized, earning the developer prestigious awards:

• Asia’s 100 Women Power Leaders 2023 (White Page International)
• Outstanding Leadership Award 2023 (Education 2.0 Conference)
• Global Power Leader 2024 (Awarded at the House of Lords, UK)

During the Global Power Leader Award ceremony, the developer received the following recognition:

“In the ever-evolving world of education, few stand out as beacons of dedication and innovation. Among them, Hirano has emerged as a pioneering figure, reshaping the paradigm of learning through tireless efforts. The groundbreaking initiative, MBDGs, was born from a passionate desire to empower individuals worldwide, embodying a holistic approach to personal growth and societal transformation. Through six meticulously crafted goals—including self-establishment and vision awareness—Hirano’s vision heralds a new era in education rooted in self-awareness and collective empowerment. In regions plagued by inequality and limited resources, her teachings shine as a beacon of hope. In Africa, where economic factors often limit access to education, MBDGs is emerging as a catalyst for change. These programs, which empower both students and educators, nurture confidence and resilience, paving the way for a brighter future. As she continues to carve new paths in global education, her vision is to create a world where every individual has the opportunity to realize their full potential, and where education serves as a lasting and meaningful catalyst for change.”

Conclusion

MBDGs is not merely a theoretical framework—it is a practical, research-backed, and transformative program that addresses critical educational, social, and corporate challenges. By fostering self-existence awareness, self-understanding, and self-acceptance, MBDGs lays a solid foundation for autonomy, vision, and acceptance of diversity.

This program is expected to contribute significantly to:

• Enhancing self-esteem, creativity, and productivity in education and workplaces.
• Developing ethical and visionary leadership in a rapidly changing world.
• Supporting the long-term sustainability of SDGs through inner development.

By expanding MBDGs through further academic validation and practical applications, it has the potential to reshape personal growth and societal transformation on a global scale.