Abstract
This study theoretically proves that deliberative learning on social issues provides methods for resolving problems embedded in major issues-centered decision making curricula in Japan, and identifies the turns in curriculum principles from the former decision making curriculum to the deliberative learning curriculum. In recent years, leading theories in sociology and political science have indicated that modern society is characterized by uncertainty, which makes it difficult for individuals to make rational decisions and judgments from a universal perspective. Therefore, the theories of issues-centered decision making curricula aimed at individual decision making that rely on rationality and universality are being disputed in our uncertain modern society. Meanwhile, issues-centered decision making curriculum theories that focus on collective decision making also face problems in reconciling socially conflicting benefits and values, because they begin with individual decision making based on personal interests and values. These problems lead to the following question: "What principles should we design issues-centered decision making curricula on to develop people's abilities to reconcile conflicting benefits and values as well as to maintain public order in our uncertain modern society?" To address this question, this study analyzes a lesson plan of the National Issues Forums, which is based on deliberative democratic theory. The analysis clarifies the principle that a class is structured for the creation of common good, so that each individual transforms his/her preferences by examining the validity of reasons and developing agreements or disagreements regarding the dimensions of conflict. According to this principle, this study concludes that "the turn in the basis of collective decisions," "the turn in the process of collective decision making," and "the turn in the dimensions of agreement" are deliberative turns in issues-centered decision making curricula.
