Abstract
I would call my educational philosophy in this article "Dynamic Relativism", a sort of experientialism in education, which is not simply to deny the Absolute, rather to continue and not to stop searching for it. It is the experientialism that played a big role in Japanese school education field as the principle of "New Education" from 1947 to 1952 the year in which Japan became independent politically. Since 1952 the experientialism in education has been put away until now. However, at present most people are very interested in "problem solving method" in learning of this experientialism because I believe that our society has almost the same situation in which recent value system has been very unstable and dynamic as that of Japan just after the defeat in World War II. The education of the experientialism, particularly that in the school subject "Social Studies" initially attempted to change the old academism or sciences, but that was unsuccessful because the Japanese government wanted to over-control the school educational world and denied the philosophy of experientialism. As a result the Japanese people could not experience this philosophy completely, so the individualized and child-centered curriculum based on this philosophy has not been influential to the Japanese educational system for a long time. However, from now on, we need a curriculum focused on more dynamic and creative thinking ability and if we can construct one, we believe it is possible that the individual will be properly connected with the curriculum. We are now obliged to change concepts of "nation", "race" and "religion", for we face the very difficult problems of environment, population and so on. It is not permitted for us to rely on the sciences easily and thoughtlessly. We can expect that a dynamic curriculum based on the "Dynamic Relativism" would be effective for the serious problems including the problems of older people and international political relations.
