Transition of “Culture” as Knowledge and Skills

A Case Study with Teachers’ Narratives at a Traditional High School in Japan

Abstract

This paper argues the transition as knowledge and skills regarded as ”Culture” in school education, referring the case of Waseda University Senior High School, which had originated from private universities' preparatory department in prewar Japan. As a result of the semi-structured interview for teachers, (1) From the case of Waseda University Senior High School, completion and improvement of personality by reading based on the liberal arts education-based ”culture” established in high schools and universities in the old system was required as knowledge and skills. (2) Students practiced such knowledge and skills through autonomous learning, but gradually no student autonomy was seen. (3) Such knowledge and skills are required not by students but by teachers based on the backbone of their academism. (4) Some teachers believe the value of ”Culture”; however, others rather emphasize the practice of ordinary education that should be conducted in high school as a secondary education.