Abstract
The purpose of this paper is to reconsider the theory of educational administration on "kyouiku-katei", and the possibilities and problems that lie therein. In 1989, Keiichi Takano advocated the theory of educational administration on "kyouiku-katei". Because before that an educational study on "kyouiku-katei" meant study of "contents of teaching", and it didn't include educational administrative perspective. Today, there are a lot of books and articles on the theory of educational administration on "kyouiku-katei". But the understanding of "kyouiku-katei" is still very inadequate. For example, even the difference between "kyouiku-katei" and "course of study" which is the educational criterion of "kyouiku-katei" is not understood. Through the trace of "course of study", I considered changes of the meaning of "kyouiku-katei" and its active definition and its possibilities. 1 "kyouiku-katei" was not equal to the curriculum. It meant the whole educational planning of the curriculum and extra curriculum activity in each school. It included not only composition of teaching content but also the administrative process. 2 But its understanding didn't become popular and in the event, generally speaking, it was understood as only a composition of teaching contents. 3 In 1958 revision of course of study, it didn't change the original meanings of "kyouiku-katei". But educational administrative view point was lost. Reconsidering the theory of educational administration on "kyouiku-katei", we must return to its original meanings.
