Abstract
In this paper, I focused on examining how innovation of school education should be from the viewpoint of situated theory, and focused on how cognitive science should be in the future. Concretely, in one case, I critically examined how Tokyo Metropolitan Government Board of Education has been changing their schools in a top-down style. As a result, I discovered some bad effects. Firstly, writing plans for managing lesson are trivialized as a mere procedure. Secondly, documents for administrating teachers are made meaningless, or changed to something other their original expectation. Thirdly, leaders who promote collaboration with teachers, and raise students, and are not managerial staffs are hard to foster. Fourthly, this change of the management style lessens the time that teachers and students communicate with each other. That time should have top priority. And Lastly, I insisted that it was necessary for innovation of school education to change from the Top-Down organization to the collaborative organization by everyone who is committed to school education.
