Abstract
This study elucidated changes in the study trends that teachers implemented in their lessons after receiving a presentation on turning morality into an educational subject. The content of lesson practices at an elementary school were compared and examined before and after the teachers received the presentation.
The study results confirmed the following three study trends: (1) the number of reports relating to morality lesson practice increased, (2) the teachers connected the lessons on morality with various subjects, and (3) evaluation was determined to be a new challenge.
On the basis of these results, the two following points can be considered as the requirements for making morality into
a special subject: (1) the subject of morality should be expected to function as a key that links various subjects, and (2) the kind of learning and growth experienced by the children through this subject should be clarified.
