抄録
The class of integrated study has been established to realize a new learning activity which enables students to acquire their values and ways of life along with their classmates. However, in the school field, it is not necessarily hard to say that this view is understood clearly and the state of learning called for is designed concretely. Therefore, today the class of integrated study which has been used for several years, is criticized as "the return of the creeping empiricism" and its meaning and necessity regarded as questionable. In addition, the class of integrated study is regarded as one of the major causes of "the low level of the learning achievement" and has borne the brunt of criticism in this argument. However, causal relationship is not necessarily clarified in fact. Therefore, the problem lies in how to create and develop concretely the class of integrated study. In the practice of the class of integrated study, experience-activities are thought of as an especially important element. However, many of them have not clarified "what is learned by experience". Many teachers put the chief aim of integrated study on understanding and acquiring the contents of a contemporary subject etc. And they make an experience-activity in itself a purpose, as if "children could get the nature and capability of a citizen if they wrestle with it". This is considered to be one of the big barriers at improving the class of integrated study to rich learning. In order to conquer such a situation that has been criticized and described as "the experience going out alone" or "the learning buried in experience", we have to grasp the meaning of experience activities in the researching process as the method that achieves various codes and contexts. And, in order to realize the meaning of the experience in the class of integrated study, experience-activities need to be accompanied by the process for finding out values together, namely "argument activities". Then, we want to position "argument activities" which ask for a mutual agreement and comprehension as the heart of activity evolution, using "the theory of communicative action" by Jurgen Habermas and " the pattern of an argument" by Stephen Edelston Toulmin as the key. Through it, I think that experience-activities recover an original meaning, the class of integrated study is created and activated as a subjective problem-solving process (research process). In this article, I will point out its importance and possibilities, giving an example of practice.
