Abstract
In recent years, the number of people who experienced the Asia-Pacifi c War has been declining sharply,
and attempts are being made to pass on the war experience in various places. In school education, too,
emphasis has been placed on inheriting the experience of war. It was an important element, but it was
sometimes passive learning. In this paper, I first analyzed the meaning of inheritance of the war experience,
and second, I analyzed the class on collective self-determination in Okinawa Prefecture Chibichirigama that
I practiced when I was a public junior high school teacher, and the related eff orts of school trips to Okinawa.
In this context, in peace education （learning），the experienced and the non-experienced should not be
considered as those who convey the experience and those who are conveyed, but should be considered as a
relationship in which the experience of war is reaffirmed through mutual conversation and learning. He also
argued that the central issue is not only to listen to the experiences of those who have experienced it, but
also for children （learners） to grasp the facts and learn independently while resonating with their own issues,
and proposed this as grasping peace learning.
