Are There Common Terms and Concepts in Various Subject Departments of School Curriculum? Focus on the term “understanding” and its meaning

Abstract

　　This study conducted a comparative analysis of the frequency and usage of the term “understanding”across the Courses of Study for various subjects in Japan, as well as its definitions in relevant reference works, such as encyclopedias and glossaries of member societies of the Consortium in Japanese Curriculum Research and Development Association (JCRDA). As a result, the following characteristics were found: 1) There are marked differences in the frequency and usage of the term “understanding” and the extent to which researchers are interested in the concept of “understanding” across the Courses of Study for different subjects. 2) Disciplines in the natural sciences, such as science education and health and physical education, tend to employ the definition of “understanding” from Bloom’s Taxonomy. In contrast, subjects in the humanities and social sciences, including social studies and Japanese language education, often dare to draw upon the conception of “understanding” derived from German sciences of mind. 3) In the subject areas that emphesize the concept of “understanding” from German mental science in their encyclopedias and glossaries, some indoctrination through “sympathic understanding” in the national curriculum guidelines tend to be adopted. Soical studies education is a typical example. 4) In subject areas where “sympathic understanding” is not emphasized in the national curriculum guidelines, Bloom’s definition of “understanding” tends to be used in encyclopedias and glossaries. Science education is a typical example.