The Process of Theme-setting in an Integrated Study

Focusing on Students’ Inner Referents and Interaction with Teacher’s Voices

Abstract

In integrated studies, it is often pointed out that students have difficulties in determining themes, based on their own interests. This paper explores the processes through detailed case studies of two contrasting students, by which highschool students turn their vague interests into concrete themes of study while undertaking their year-long graduation course of study. The data were collected through interviews with the students and from their diary logs. I analyzed theme-setting processes in terms of interactions between their topics, their inner referents, the voices of others, and their self-judgment. I analyzed the relationship between the voices of others, and their self-judgment based on "authoritative discourse" and "internally persuasive discourse." In conclusion, 1) themes come from their inner referents and are constructed through interaction with the voice of others, 2) sufficient awareness of their inner referents, appropriate self-judgment and having a good mentor are necessary, 3) teachers should have a trusting relationship with students, understand their inner referents correctly and recognize the persuasiveness of the words themselves so that their advice becomes internally persuasive.