Comparing Terminologies in Subject Pedagogy: Focusing on “Inquiry” and “Criticism”

Abstract

　　This paper focuses on the terms “inquiry” and “criticism,” checking their appearances in major Japanese laws in the field of education and in the Courses of Study, and comparing their meanings in the glossaries of the academic associations that are members of the Japan Consortium of Subject Pedagogy Associations. As a result, the following characteristics were identified:

　　1) “Inquiry （tankyu; 探究）” is of increasing importance, as it has been placed at the core of curriculum management, and is described as an intellectual activity to determine the essence through a series of problem-solving learning processes. However, while some subjects （e.g., social studies and science）explain the differences in the degree of teacher involvement in providing information on scientific knowledge, others do not.

　　2) “Inquiry （tankyu; 探求）” is used in the context of searching for one’s own way of being and living.

　　3) Although the term “Criticism （hihan; 批判）” is not often used in the Courses of Study, it appears in many glossaries of member academic associations and is explained as “critical thinking,” in which students think logically and make judgments based on evidence from various angles.

　　4) “Criticism （hihyo; 批評）” is explained as a social activity to make judgments based on evidence in subjects that emphasize the acceptance of works.

　　5) The subjects/areas in which both “inquiry” and “criticism” are explicitly related include social studies, home economics, and environmental education, especially in the context of problem-solving learning and sustainability education.