2022 Volume 70 Issue 2 Pages 131-145
The purposes of the present study were to examine 4 components involved when implementing Teachable Moment Process in "life and death education", based on the theory proposed by Eyzaguirre (2006), and to verify the contents of each of the components of that process. To verify the contents, 5th grade students (N=130) completed a questionnaire about their awareness of life, elementary and junior high school students (N=1,048) completed the Perception of Life Scale, and teachers (N=169) completed a questionnaire about their expectations and efforts with respect to "life and death education". The results suggested that the first component, significant events in a learner's life, might be based on a personal experience or information from the mass media. This component was likely to lead to the second, a learner's interest in and readiness to grow from the event. The data on the third component, teachers' propensity and ability to respond, suggested that about 60% of the teachers were positive about "life and death education". The fourth component, spontaneous responses by the teachers, suggested that more than 80% of them were doing some kind of correspondence, but the existence of various other ideas was also suggested.
