Abstract
This study examines a direction of changing the new learning for social participation in social studies. At present, many citizens solve problem such as the revival of communities and the improvement of lives through "social participation." This "social participation" trend has been observed in school education. In social studies, the learning of social participation begins with action as children are concerned in their community and solving a problem requires practice. However, a problem exists in asking children to connect with society and uniting in a participative action. Therefore, this study examines the new learning for social participation by exploring participative action critically and suggesting a variety of approaches to overcome the problem. To achieve this purpose, the author performed the following procedures. i) Analyzing learning for social participation proved that two approaches existed, with differences in their learning objectives. One is "practical perspectives on social participation," achieving a learning objective of action related to society. The other is "critical perspectives on social participation," achieving a learning objective of understanding a concept but separated from a practical application to society. ii) The theory of the class based on critical perspectives toward social participation comprises three factors: "analysis of a participative action," "multipolarization of a participating subject," and "decision-making about a means of participation." iii) The lesson plan "protecting people's lives" for the fourth grade in elementary school was developed and implemented in a social studies class based on the critical perspectives on social participation approach.
