2015 年 11 巻 4 号 p. 330-336
This report is a survey of practices and resources employed to teach home economics in school lessons related to lifestyle and environment, as well as “Life Cycle Thinking（LCT）”. In home economics education, the area of “consumption and environment” is established as main content in the course of study. The aim of such education is to foster students who imbibe the knowledge and skills of their own lifestyle and behavior to resolve environmental issues. Since the 1980’s, there have been advanced class lessons on consumption and environment. Recently, despite the emphasis of consumption and environment education, this area is not gained popularity, because of reduced class hours and many other reasons. I propose that students learn about environmental issues with LCT, which is a method that considers the environmental impact of products and services during all their life cycle stages. From now on, I hope that class lessons that are based LCT will become popular, and in addition, be adopted in teachers’ training programs.
