Masaki Matsubara

Masaki Matsubara, PhD, is Associate Professor at the University of Tsukuba and leads the Laboratory for Somatic Intelligence and Artistic Expression. His work spans contemplative education, embodied cognition, and human-Al collaboration. Prior to his current focus, he conducted extensive research in Human-Agent Interaction, including cognitive interaction design, metacognitive support, and human-Al cognitive apprenticeship. This trajectory revealed the essential role of embodiment in learning and design, shaping his present research.

He also practices first-person and art-based research methods to explore how awareness and compassion emerge through experience. As a member of SEE Learning Japan, he supports curriculum translation and provides SEE Learning-based training for educators.

Brendan Ozawa-de Silva

Brendan Ozawa-de Silva, PhD, is Associate Professor at the Center for Contemplative Science and Compassion-Based Ethics at Emory University, where he co-directs the Social Empathy Lab, and Global Professor at Keio University, where he is affiliated with the Keio Centre for Contemplative Studies. His research areas are cognitive and contemplative science, compassion, empathy, ethics and education.

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He served as principle co-developer of Emory University’s SEE Learning educational program (with Geshe Lobsang Tenzin Negi) and principal curriculum writer for the program.

Jennifer Knox

Jennifer Knox brings over two decades of transformative experience leveraging education as a catalyst for personal, relational, and collective wellbeing nationally and internationally. As Woodward Academy's Director of Character Education and Ron M. Brill Chair for Ethical Leadership, Jennifer steers comprehensive SEE Learning™ implementation integrating character development, leadership cultivation, service learning, and equity initiatives using a mission-driven, systems transformation approach. As a consultant for Emory University's Center for Contemplative Science and Compassion-Based Ethics, she has been instrumental in shaping the SEE Learning™ Program from its inception.  Jen champions the arts, secular ethics, and fundamental human values through work with institutions including University of Wisconsin-Madison's School of Human Ecology, Columbia University's Collaborative for Spirituality in Education, Emory's Carlos Museum and the Museum of Modern Art in New York, advancing her vision of a compassionate world. Her certifications include Cognitively-based Compassion Training® instruction, Community Resiliency Model® teaching, SEE Learning™ facilitation, and she is a Transformative Educational Leadership (TEL) Fellow.

Anvita Guttikonda

Anvita Guttikonda is a sophomore at Emory University majoring in Biology. She joined the Social Empathy Lab in Spring 2025 and currently serves as a Research Assistant. Driven by a deep interest in understanding how empathy and compassion facilitate belonging, she is exploring how Social Emotional Learning (SEL) and contemplative practices can transform education on a global scale. She is particularly excited about the potential of AI to enhance these models and support student wellbeing, engagement, and connection.

At Emory, she is involved in multiple organizations across campus and spends most of her time conducting research and contributing to initiatives that expand accessibility and strengthen educational experiences for diverse communities.

Rie Fukumoto

CEO, SPACE Inc.
Executive Director, EARTH
Research Associate, Keio University Center for Contemplative Studies
Background: Developmental Neuropsychology, Cognitive Science

Rie Fukumoto develops educational models that integrate insights from developmental neuropsychology, cognitive science, and contemplative practices. She previously served as the Project Leader of the ROCKET initiative at the University of Tokyo’s Research Center for Advanced Science and Technology, where she created innovative learning programs for children with diverse neurodevelopmental profiles.

Since founding SPACE in 2020, she has collaborated with the Ministry of Education, local governments, and schools across Japan to advance individual-talent–based education and implement personalized, inquiry-driven learning models.

Through the ULTLA Project, she designs learning environments that foster self-understanding through embodied knowledge and spirituality, integrating nature, local culture, the arts, and scientific perspectives to support children’s creativity and growth.

Hiroto Iwaoka

Hiroto Iwaoka, who holds a Master of public policy, serves as a Senior Specialist for Curriculum Planning of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan.

Since joining MEXT in 2008, he has played a important role in designing and institutionalizing major K–12 education policies.

From August 2020, he served as Superintendent of Education for Kamakura City. During his tenure, he launched several innovative initiatives, including the Kamakura School Collaboration Fund—which supports school-driven educational activities through partnerships with local communities, organizations, and businesses—and the Kamakura ULTLA Program, an inquiry-based learning initiative designed to cultivate the individual strengths and talents of diverse children.

In 2024, he returned to MEXT and now he is at the forefront of the national curriculum revision process, working to shape future-oriented education that supports the next generation of learners.