This paper examines how learning occurs about 'rights', taking a social constructivist view of learning and symbolic interaction theory. The meaning of each right is learned through interaction and must be maintained and reconstructed through continuous interaction with others, and what each right means is not fixed in an unchanging and universal form. What each right means is determined by the daily interactions of the people involved - the teachers, the pupils and the people around them.

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The purpose of this paper is to clarify the central ideas and characteristics of problem-solving learning that makes use of reflective thinking, focusing mainly on Dewey's book Democracy and Education. First, Dewey's theory of " experience theory " and " thinking theory " will be considered, while addressing the related theory of communication based on them. Second, I will investigate how to overcome the dualism inherent in the traditional moral education. Finally, I will clarify the central ideas and characteristics of problem-solving learning that utilizes reflective thinking in moral lesson at a practical level.

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This study examines the characteristic process for designing "Earlier Textbooks for Morality Period", which is for "the new subject" through the process of the political background and the teaching theory. First, I clarified the three kinds of stream toward designing the textbooks, which are process for "Establishing subject by law", "Teaching Methods" and "Formulating Textbooks." Second, I showed the characteristics as the double bind between the authorized textbooks and indoctrination through the political process. Finally, I revealed that the new teaching methods had been introduced more than the traditional ones and they influenced some contents of the "Earlier Textbooks" without mutual understanding as the teaching theory.

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Opportunities to utilize tablet devices in moral lessons are increasing. This research clarifies the results and challenges of using terminals based on the results of a fact-finding survey of learners, and points out the importance of creating lessons that are conscious of learning effects.

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