抄録
This study positions the first edition of The Theory of Coeducational Home Economics, published
in 1986, as a milestone in the development of subject theory in home economics based on the concept of
lifestyle culture (Tainosho, 2022). It clarifies the processes and outcomes that led to this publication and,
based on these findings, identifies challenges related to cultural learning in the current Course of Study
and explores implications for future home economics education.
The study involved three stages. First, it reviewed and analyzed the development of Murata’s subject
theory, which incorporated the culture of everyday life as a foundational concept. Second, paragraphs
containing the term “culture” were extracted from the 2017–2018 editions of the Course of Study for
elementary, junior high, and high school home economics, and the descriptions of cultural learning were
analyzed. Third, the findings were synthesized and comprehensively examined.
Based on the results, a conceptual framework for culture of everyday life learning in home economics
was proposed. Within this framework, everyday life phenomena are identified as learning objects, their
cultural value is examined, and their educational significance in home economics is clarified. Each
learning object is supported by a learning context reflecting temporal and regional characteristics, which
guides the selection of appropriate learning directions. Learning methods and processes aligned with this
context are then proposed. In essence, culture of everyday life learning theory aims to achieve learning
goals through home economics–specific methods and processes, enabling individuals to create their own
culture of everyday life while responding to contemporary and regional contexts.
