"Experimentalism" of the Core-Curriculum : a correlation between a "Unit" and knowledge-skills of subjects in the whole of the curriculum

Abstract

Should it be criticized to try to introduce SEIKATSU-experiences or activities into a curriculum? In this paper a correlation between SEIKATSU-activities and knowledge/skills of subjects will be clarified, specifically in the Core-Curriculum that was planed and practiced in the early post World War II period. The experimentalism that would not "creep" will also be clarified. During that period, a Core course meant social studies which means "SEIKATSU-activities". However, this is a narrow interpretation of the Core-Curriculum. The broad interpretation meant the whole reconstructed curriculum. Sectionalized curriculum by each-subject was criticized. Instead, the idea of "Unit" was introduced into the new curriculum. There were two types of correlation between the "Unit" and knowledge/skills of subjects. One is a correlation called "the continuation in a Unit." A famous example was "playing post office" proposed by Sumio Higuchi, a teacher of the Sakurada elementary school. In this case children were supposed to learn "continuously" knowledge/skills through activities. On the other hand, in "playing post office" version of Masao Yoshino, a teacher of the Narihira elementary school, we can find a correlation called "connection with a Unit." This is a notable case because he picked up the knowledge/skills which became necessary in the activities and taught them in his lessons. Comparing these two types, the latter case has an important implication that teachers should teach necessary knowledge/skills. The Core-Curriculum included such a type, and it should be further discussed.